Social, open and personalised environments for communication and knowledge management between business and educational organisations

Abstract

This pilot research describes an investigation on web-based work environments for business and educational organisations involved on collaborative projects for social innovations. The objective of this work is to identify key functionalities of ubiquitous environments for strategic communication, collaborative learning and knowledge management between enterprise and educational professionals. This qualitative study focuses on the Brazilian project "Nestlé Nutrir Crianças Saudáveis" (Nestlé Nurturing Project -Healthy Children) whose objective is to prevent teenagers' malnutrition and obesity through the collaboration and voluntary work of educational association professionals and Nestlé's employees. Semi-structured interviews and online questionnaires were applied to public relation professionals at Nestlé Company and project managers of educational organisations who participated in Nestlé Nutrir. Based on key findings represented to visual analytics, it was possible to identify that business and educational organization use a variety of different environments including for similar functionalities, such as the dissemination of their collaborative project, process and key achievements. This pilot study suggests, then, some recommendations on work environments applied to ubiquitous contexts through weSPOT -working environment with social, open and personalised tools. Further studies will then focus weSPOT functionalities for effective partnerships between companies and educational institutions for effective communication-collaboration and collective inquiry projects for social innovation.

Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT)

“…Aiming at more scientific rigor for this study at the weSPOT environment, the community developed an instrument of analysis denominated model C (Figure 1), which has been used in various research publications (Calonego, Serra & Okada, 2014;Correa, Rabello & Okada, 2014;Souza, Okada & Silva, 2014; Rabello & Okada, 2014) both collective and individual systematizations of the interactions and collaborative participations were carried out through the integration of ideas, different mapping and argumentative reflection.…”

Open Praxis, volumen 7 issue 1

“…Aiming at more scientific rigor for this study at the weSPOT environment, the community developed an instrument of analysis denominated model C (Figure 1), which has been used in various research publications (Calonego, Serra & Okada, 2014;Correa, Rabello & Okada, 2014;Souza, Okada & Future work will provide a continuation of this research observing how the co-learning and co-inquiry network allows co-learners to use model C for planning, analysing and developing or practicing key skills for collaborative learning in the digital age.…”