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This chapter deals with teaching and learning knowledge creation in higher-education institutions (HEI) via collaborative writing. The challenge of HEIs is that teaching should build capabilities that enable learners to make use of and advance academic knowledge while simultaneously developing skills relevant for the future work life. In practice, teaching at university is often disconnected from authentic work life and the tasks are far more simplified than those in the future jobs. Therefore, to address the challenge HEIs face, this chapter focusses on knowledge creation, expanding it from bounded-learning communities to online communities in social media. In online communities, it is intrinsic to act and think globally, as demanded by the new imperative. This chapter portrays the case of one knowledge management course at an HEI in which the syllabus included collaborative writing for both a bounded-learning community and the online community of Wikipedia. The student group was multidisciplinary and multicultural, with both classroom learning and distance learning options available. The research material, analysed with qualitative methods, consisted of pre-course and anonymous post-course feedback surveys, as well as learning diaries. The results show that although prior to the course many students held a prejudice and lacked knowledge about social media as part of knowledge management, they expressed they had had eye-opening learning experiences because of the expanded learning community from the traditional bounded to the online community. Based on the results of the study and the experience of teachers, recommendations are given for developing learning activities of knowledge creation in HEIs.

While some may perceive technology as disruptive in higher education, this chapter makes a case that video technology can be used to increase collaboration and engagement in learning and teaching. It is argued that digital storytelling can be integrated as part of the assessment in graduate-level courses without compromising expectations related to academic rigor. Rather, digital storytelling advances multimedia literacy for the individual and supports the generation of bounded learning communities, specifically in online and blended programmes. Covering social presence, teaching presence and cognitive presence, the chapter draws on two examples of digital storytelling used in the MA in Conflict Analysis and Management and the MA in Global Leadership at Royal Roads University, Canada. Overall, the chapter makes a contribution to the conversation of how assessment formats can be updated to match the shift from traditional, lecture formats and brick-and-mortar institutions to applied, collaborative programmes that are often delivered in blended and online formats. Thus, as the field of higher education continues to evolve and adapt alongside technological innovations, the chapter suggests that digital storytelling can be one way to complement and update assessment formats to match the evolution of the twenty-first century.

This paper examines how small firms that produce “e‐learning” materials collaborate and communicate with their clients, external agencies and end users. Our premise is this: given increased demands for more sophisticated and “learning‐led” products, it is becoming increasingly crucial for e‐learning firms to source and exploit content, education, knowledge and expertise that is extrinsic to the traditional boundaries of the “firm”. These shifts raise a set of problems related to how firms can effectively interact and collaborate with others in order to create, distribute and evolve effective e‐learning tools and products. Based on our own case study research and building on the existing literature on “communities of practice”, we argue that the formation of new “learning communities” is a strategy now being undertaken by leading firms in order to meet demands for “learning‐led” products.

Using the example of medication safety, this paper aims to explore the impact of three managerial interventions (adverse incident reporting, ward‐level support by pharmacists, and a medication safety subcommittee) on different professional communities situated in the English National Health Service (NHS).

Semi‐structured interviews were conducted with clinical and managerial staff from two English NHS acute trusts, supplemented with meeting observations and documentary analysis.

Attitudes toward managerial intervention differ by professional community (between doctors, nurses and pharmacists) according to their existing norms of safety and perceptions of formal governance processes.

The heterogeneity of social norms across different professional communities and medical specialties has implications for the design of organisational learning mechanisms in the field of patient safety.

The paper shows that theorisation of professional “resistance” to managerialism privileges the study of doctors' reactions to management with the consequent neglect of the perceptions of other professional communities.

This article proposes a new paradigm including the concepts of contextualized multiple intelligences (CMIs) and triplization for reforming education. A pentagon theory is developed as the base for learning and teaching, to help students develop the necessary CMIs in the new century. Then the article illustrates the concepts and processes of triplization, including globalization, localization, and individualization, and explains why they together can provide a completely new paradigm to reform school education, curricula and pedagogy and how they can substantially contribute to the development of CMIs, of not only students, but also teachers and schools. Finally, the implications of the new paradigm for changing curricula and pedagogy are advanced. It is hoped that the new century education can support students becoming CMI citizens, who will be engaged in life‐long learning and will creatively contribute to building up a multiple intelligence society and global village.

While access to devices and connectivity remain key issues in Latin America and the Caribbean, a growing body of literature also recognises the importance of media literacies and competencies necessary to navigate an information-rich society. This media literacy movement highlights skills that lead to critical analysis and the assembly and production of knowledge. In the Caribbean region, information literacies have been linked to competency in exploiting opportunities for informal and lifelong learning. This paper builds on the literature dealing with media literacies by drawing on ethnographic interviews with women in Trinidad and Tobago.

The methodology consists of an 18-month long ethnography including participant observation data as well as transcripts of 90 interviews.

The research shows how women in a lower middle class community dubbed ‘Belleton’ build and refine their digital media skills through lifelong adult learning. These informal learning processes that are facilitated by digital technologies that are spaces of learning where these women construct knowledge and build fluency and larger life skills.

This research makes a contribution to the literature on media literacy and digital skill-building. It ethnographically analyses the social practices of Trinidadian women who interact with digital media in a wide range of daily life activities including DIY consumption and small-business entrepreneurship.

This paper aims to present findings from a qualitative case study which investigated how workers engage in workplace learning for safe work in a precarious workplace. The findings from this research suggest that learning to work safely is firmly embedded within the social cultural fabric of workplaces, and is intentionally driven to maintain coherence in ideologies, values and practices for effective praxis.

This study was conducted in a petrochemical plant in Singapore. Data were collected through face-to-face interviews with 20 site operators who held positions as engineers, plant workers and maintenance technicians. These site operators were directly involved in working with dangerous chemicals and high-risk equipment and processes; their conversations elicited an in-depth understanding of individuals’ experiences, providing an account of how participants learnt safe work practices in a precarious work setting. All interviews were digitally recorded and transcribed. Data were coded and analysed using an inductive analytical approach to identify key themes about workers’ learning in the workplace.

The findings suggest that learning to work safely is a socially constructed and facilitated process – leading to intentionalising what is learnt. The participants’ experiences suggest that safe work practices materialise through collective action, shared knowledge and responsibility to generally seek sameness for recursive practice. The significance of inter-subjectivity and intentionality are discussed with respect to how they intersect within the social cultural context of precarious work sites, where learning and praxis are seamlessly commingled to achieve effective praxis in workplace safety. A combination of contributions at organisation, individual and group levels supports the social cultural environment. The study concludes that a combination of mutually bound learning space, relational agency and dialogic interactions provides communicative spaces and mediates learning that nurtures inter-subjectivity and intentionality to work safely.

As the study is situated in a particular case context, replication of this research with different occupational groups in other precarious workplaces is needed for further insights on social construction of learning spaces for safety practice.

This paper concludes that deliberate and cautious efforts are necessary to create contextual conditions for learning and to promote greater inter-subjectivity and intentionality for effective praxis. Group interactions and partnerships at work are advocated to generate mindful learning and a common frame of reference that the work community recognises, values and shares. These social processes provide necessary communicative spaces for clarification and validation of what is learnt and what is being interpreted by individuals. The quality and legitimacy of guidance are also emphasised to validate the expertise of those providing guidance, effective mentorship and intervention for the distribution of knowledge. Furthermore, strong and committed leadership is necessary to sustain the social cultural architectures that will support learning and praxis for safety.

This study offers insight about pedagogical contributions to learning about safe work practices in distinct circumstances of work.