scholarly journals Concepts and methods for analysing the role of Information and Communication tools (IC-tools) in Social Learning processes for River Basin Management

2007 ◽  
Vol 22 (5) ◽  
pp. 630-639 ◽  
Author(s):  
Pierre Maurel ◽  
Marc Craps ◽  
Flavie Cernesson ◽  
Richard Raymond ◽  
Pieter Valkering ◽  
...  
Keyword(s):  
Social Learning ◽  
River Basin ◽  
River Basin Management ◽  
Learning Processes ◽  
Basin Management ◽  
Communication Tools ◽  
Information And Communication ◽  
Social Learning Processes ◽  
Role Of Information

scholarly journals Role of Transformative Capacity in River Basin Management Transformations

2018 ◽  
Vol 33 (1) ◽  
pp. 303-317
Author(s):  
Aleksi Räsänen ◽  
Paula Schönach ◽  
Alexandra Jurgilevich ◽  
Milja Heikkinen ◽  
Sirkku Juhola
Keyword(s):  
River Basin ◽  
River Basin Management ◽  
Basin Management ◽  
Transformative Capacity

Between Davos and Porto Alegre

Crowdsourcing ◽  
2019 ◽  
pp. 1164-1172
Author(s):  
Slawomir Jan Magala
Keyword(s):  
Social Learning ◽  
Information And Communication Technologies ◽  
Social Institutions ◽  
Learning Processes ◽  
Porto Alegre ◽  
Cognitive Failures ◽  
Information And Communication ◽  
The Rich ◽  
Improved Learning ◽  
Social Learning Processes

Surfing contemporary media communications allows us to notice the names of a Swiss town of Davos and a Brazilian city of Porto Alegre. They stand for two different strategies of pursuing knowledge, allocating it to social institutions and organizing social learning processes. The first is for the rich and powerful. The second is for the poor and powerless. Both symbolize global class struggles, also in producing and applying knowledge, which is the fastest growing human resource. What if we apply the idea of a democratic entrepreneurship and explore contemporary possibilities of information and communication technologies from the point of social learning processes? Can improved learning be imagined as the only sustainable guideline in the longer run? Can primitive accumulation of knowledge give way prevent costly cognitive failures?

scholarly journals Evaluating trust and shared group identities in emergent social learning processes in the Zambezi river basin

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Caroline K. Lumosi ◽  
Claudia Pahl-Wostl ◽  
Geeske Scholz
Keyword(s):  
Social Learning ◽  
River Basin ◽  
Critical Role ◽  
Learning Processes ◽  
Learning Spaces ◽  
Transboundary Cooperation ◽  
Transboundary River ◽  
Transboundary River Basin ◽  
Group Identities ◽  
Social Learning Processes

AbstractSocial learning in natural resource management is considered important for addressing complex problems by supporting multi-stakeholder interactions in problem framing and co-construction of solutions. Despite the considerable progress in the social learning discourse, few scholars have empirically examined relational features in social learning interactions. Relational features such as trust and shared group identities are important for supporting engagement and interaction among actors. This study analyzed emergent social learning processes in transboundary river basin cooperation processes in the Zambezi basin. To do this, data was conducted through in-depth interviews with diverse actors, observations of participatory workshops, and review of documents on transboundary cooperation processes in the Zambezi basin. The study evaluated how trust and shared group identities shaped learning spaces (opportunities for interaction, deliberation and reframing) and in turn impacted transboundary river basin cooperation. The study found that trust and shared group identities had a crucial impact on learning spaces and in turn impacted transboundary river basin cooperation in the Zambezi basin. The results suggest that leveraging on trust and shared group identities can play a critical role in stimulating cooperation processes. However, it is not a guarantee for cooperation. This study highlights that structural-learning spaces such as institutions support the development of binding commitments and enduring shared practices. However, success of such institutionalization is strongly influenced by the prior development of trust and a shared social identity.

The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

2011 ◽  
Vol 15 (4) ◽  
Author(s):  
Albert Sangra ◽  
Mercedes González-Sanmamed
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Processes ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Improving Teaching And Learning ◽  
Role Of Information

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers’ perceptions about what teaching and learning processes can be improved through the use of ICT.

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