Online Communities of Practice

Hybrid Intelligence Between Humans and AI in Modern Business Operations: An Integrative Literature Review
Nguyen Van Nhan *; Nguyen Van Luc (2)
* ERAW–Enterprise Resources Asia & World, Viet  Nam;
*Corresponding author: [email protected]
DOI: https://doi.org/10.59535/ijms.v4i1.658
https://jurnal.tintaemas.id/index.php/IJMS/article/view/658
Abstract. Artificial intelligence (AI) and generative AI are reshaping business operations by enabling Hybrid Intelligence, in which human judgment and machine intelligence are mobilized for organizational decision-making. Yet prior research remains fragmented, emphasizing automation, efficiency, and digital transformation more than the mechanisms through which humans and AI collaborate, how leadership roles change, and how such collaboration should be governed, particularly in the Vietnamese enterprise context. This study develops an integrative synthesis of the literature on Hybrid Intelligence, digital leadership, and AI-enabled business governance. An integrative literature review was conducted using structured document screening inspired by PRISMA guidelines. Publications from Scopus, Web of Science, Dimensions, Google Scholar, and PubMed were reviewed for the period 2016–April 2026. The synthesis shows that Hybrid Intelligence emerges from the complementary integration of AI’s capabilities in data processing, prediction, pattern recognition, and knowledge acceleration with human critical reasoning, strategic intuition, creativity, ethical judgment, and empathy. The findings also indicate a shift in leadership from hierarchical control toward ecosystem orchestration, where leaders define goals, interpret AI outputs, manage risks, and ensure responsible human–AI collaboration. Based on the reviewed literature, the study proposes a conceptual Hybrid Intelligence governance model comprising five components: AI capability, human capability, collaboration mechanisms, leadership transformation, and sustainable organizational performance. It also identifies key governance challenges, including hallucination,
algorithmic bias, skill displacement, and overdependence on automated systems. Overall, the paper argues that sustainable enterprise value in the AI era depends not on replacing humans, but on designing accountable systems that integrate human and machine intelligence.
Keywords: Hybrid Intelligence, Artificial Intelligence, Generative AI, Digital Leadership, Business Governance, Digital Transformation.

This chapter focuses on a crucial aspect of thesis writing, namely, the supervisor feedback which guides students through this process. It attempts to account for the diversity of practice in this area by identifying the commonalities and variables in thesis composition, using a systemic model of written communication developed in doctoral research. This goes some way towards giving supervisors who wish to provide effective feedback to students writing a thesis a theoretical framework which not only offers insight into the process but has eminently practical application in infinitely diversified ways. Feedback is a key issue in thesis writing because it not only shapes the emerging thesis but in a sense 'co-creates' it. Experienced writers have learned to dialogue with themselves by proxy, and usually consult readers only when seeking feedback on aspects on which they would like a second opinion or expert (e.g., supervisor) advice. However, novice writers tend to rely more on supervisor feedback: this is then "internalised" so that they can react in a similar fashion to what they wrote. If supervisor feedback is not helpful or appropriate to the stage they have reached, inexperienced writers tend to block their own writing by focusing on the wrong criteria for that stage. Supervisors have a tendency to focus on the written text, rather than the systemic, recursive process in which the text is produced and refined. It must be noted that focusing too early on surface textual issues in the composing process causes the writer's block known as 'spelling anxiety'. Conversely, using a simplistic version of composing processes which does not show how composing itself, and not just the written text, is shaped by its social context, is equally unhelpful, and leads to naïve products which do not conform to social expectations or even look like research writing. The research informing this chapter was conducted within a critical realist orientation, showing written composition as being carried out in, and governed by, its social context, and revealing that contextual factors impact on the composing process as well as on the written text. The chapter is thought to offer both insight into, and guidance on, transformative supervisor-student communication, as it shows written communication as being shaped by its social context. As the context changes, so, too, should communication practices, offering the potential for transformation.

Η παρουσίαση εστιάζει σε καίρια σημεία, όπως αναδύθηκαν – αναδείχθηκαν από την έρευνα πεδίου συμπληρωματικά με την βιβλιογραφική ανασκόπηση και θεωρητική επισκόπηση του θέματος συζήτησης, με στοχευμένες παρατηρήσεις που διατρέχουν την Ερευνητική Εργασία. Επί γραμματικά, παρακάτω γίνεται λόγος για τις βασικές παραμέτρους τού ερευνητικού εγχειρήματος, την μεθοδολογία έρευνας, τους ερευνητικούς άξονες. Τα αποτελέσματα, τα συμπεράσματα – η συζήτηση, οι περιορισμοί της έρευνας κι η ακαδημαϊκή δεοντολογία.

YouTube is a free service and can be a great place for women to find out about the things they love. For many young women, YouTube is used to watch music videos, lifestyle videos, guides, recipes, tips, etc. Beauty You Tuber commonly referred to as a "beauty vlogger," "beauty guru" or "beauty influencer," is a person who creates and posts YouTube videos on cosmetics, fashion, hairstyles, nail art, and more. Beauty-related topics. YouTube helps to clean better at lower cost and without side effects, but cosmetics are more expensive and sometimes there can be allergies and it depends on skin type and tone. Natural beauty advice is doable and can be available in and around the home. This study is conducted using quantitative research in the form of a survey method to clarify how "YouTube beauty blogs affect working women". This study used use and gratuity. The tool of this study will be a questionnaire that analyzes different aspects of the use of the beauty products studied. The main objective of this study is to discover the influence created among working women after using or viewing YouTube beauty vlogs.

One of the major challenges confronting global society during the Information Age is building and sustaining scalable, flexible, and affordable infrastructure models to support the unique lifelong learning needs of geographically and demographically disparate individuals. This challenge is further complicated by an unarticulated system of formal, informal and non-formal educational providers serving learners in primary, secondary, tertiary and quaternary educational settings. Moodle is an open source course management system that supports culturally dynamic TM instructional design for diverse lifelong learners. This pilot will document the development of, and explore implications for further study of Moodle's efficacy as a scalable, flexible, and affordable virtual articulated culturally dynamic TM community of practice -- a "micro" learning society that includes schools, universities, communities, and businesses.

Το παρόν εργαστήριο απευθύνεται σε εκπαιδευτικούς δευτεροβάθμιας εκπαίδευσης και εξετάζει την παιδαγωγική αξιοποίηση της street art, με έμφαση στο έργο του Banksy, στο πλαίσιο της Διερευνητικής Μάθησης (Inquiry-Based Learning) και της Κοινωνικής και Συναισθηματικής Μάθησης (Social and Emotional Learning-SEL). Μέσα από δομημένες βιωματικές δραστηριότητες, οι συμμετέχοντες καλούνται να αναλύσουν και να ερμηνεύσουν επιλεγμένα έργα, διερευνώντας κοινωνικά ζητήματα όπως o καταναλωτισμός, οι διαπροσωπικές σχέσεις και η επίδραση της τεχνολογίας. Το εργαστήριο, κατά τη διάρκεια του οποίου ο εκπαιδευτικός μπαίνει στη θέση του μαθητή, εστιάζει στην καλλιέργεια δεξιοτήτων ενσυναίσθησης, κοινωνικής επίγνωσης, κριτικής σκέψης και υπεύθυνης λήψης αποφάσεων. Παράλληλα, προωθεί τη σύνδεση θεωρίας και διδακτικής πράξης, καθώς οι συμμετέχοντες μαθαίνουν πώς να σχεδιάζουν διδακτικές παρεμβάσεις αξιοποιώντας τα υπό μελέτη έργα. Η προτεινόμενη προσέγγιση αναδεικνύει τη δυναμική της σύγχρονης τέχνης ως εργαλείου ενεργητικής μάθησης και ενίσχυσης της μαθητικής εμπλοκής στη δευτεροβάθμια εκπαίδευση. Μπορεί να εφαρμοστεί σε γνωστικά αντικείμενα του αναλυτικού προγράμματος του Λυκείου, όπως Αγγλικά, Κοινωνιολογία, Έκθεση, Θρησκευτικά.

The rapid expansion of digital communication technologies has significantly transformed how individuals from diverse linguistic and cultural backgrounds interact. This study examines language adaptation and code-switching practices in multicultural digital communication environments, focusing on how users negotiate meaning, identity, and social context across online platforms. Language adaptation refers to the modification of linguistic behavior to suit interlocutors and contexts, while code-switching involves alternating between two or more languages within a conversation. Drawing on sociolinguistic and computer-mediated communication theories, this research explores how these phenomena manifest in environments such as social media, messaging applications, and collaborative platforms. A mixed-methods approach was employed, combining qualitative discourse analysis with quantitative survey data collected from multilingual users. Findings indicate that code-switching is not merely a linguistic strategy but a social and identity-driven practice influenced by audience awareness, platform affordances, and communicative goals. Language adaptation was observed to enhance clarity, inclusivity, and relational bonding, particularly in culturally heterogeneous groups. However, challenges such as misinterpretation, linguistic dominance, and digital inequality were also identified. The study contributes to the understanding of digital sociolinguistics by highlighting the dynamic interplay between language, technology, and culture. It underscores the importance of adaptive communication strategies in fostering effective cross-cultural interaction and provides insights for designing inclusive digital communication systems.

The present paper focuses on the necessity of systematically incorporating knowledge produced within e-Communities of Practice (eCoPs) into formal organizational decision-making mechanisms, especially in environments of complexity, uncertainty, and accelerated digital evolution.

Το παρόν άρθρο επιδιώκει να συνδέσει τη θεωρητική βάση της Κριτικής
Παιδαγωγικής με τις αρχές της Ανοικτότητας και τις πρακτικές της Εξ Αποστάσεως Εκπαίδευσης. Με βασικό άξονα τη θεωρία του Paulo Freire και τους προβληματισμούς του σχετικά με την «Παιδαγωγική των Καταπιεσμένων» και την «Παιδαγωγική της Απελευθέρωσης», αναλύεται πώς το εκπαιδευτικό σύστημα αναπαράγει ανισότητες υπό την επιρροή του νεοφιλελευθερισμού και του πολιτικού συντηρητισμού. Αντιπαραβάλλοντας την «τραπεζική» μορφή εκπαίδευσης με μια παιδαγωγική προσέγγιση βασισμένη στον διάλογο, την ισότητα
και την κριτική σκέψη, προτείνεται ότι η Εξ Αποστάσεως Εκπαίδευση, όταν διέπεται από αρχές Ανοικτότητας, μπορεί να λειτουργήσει ως μια πιο δημοκρατική μορφή εκπαίδευσης. Στο πλαίσιο αυτό, εντάσσεται και η συζήτηση για την Τεχνητή Νοημοσύνη (ΤΝ), η οποία, πέρα από τις δυνατότητες υποστήριξης και εξατομίκευσης που προσφέρει, εγείρει ζητήματα ηθικής, διαφάνειας και ανισοτήτων, καθιστώντας ακόμη πιο αναγκαίο τον κριτικό παιδαγωγικό αναστοχασμό. Τέλος, υποστηρίζεται ότι η Εξ Αποστάσεως Εκπαίδευση, πλαισιωμένη από μια κουλτούρα Ανοικτότητας, μπορεί να λειτουργήσει ως πρακτικό υπόβαθρο
εφαρμογής των θεωρήσεων της Κριτικής Παιδαγωγικής, γεφυρώνοντας τη θεωρία με την πράξη και προσφέροντας γόνιμο έδαφος για εκπαιδευτικό και κοινωνικό μετασχηματισμό. Η σύνδεση αυτή δημιουργεί προϋποθέσεις για την ανάπτυξη μιας σύγχρονης θεωρίας της Ανοικτότητας προσανατολισμένης στην προαγωγή της απελευθερωτικής εκπαίδευσης του 21ου αιώνα.

This paper explores the role of narratives as resources for enacting group membership and community building in the case of one company, a Greek-Turkish partnership, SforSteel. We pay special attention to the function of iterative stories and specifically one that indexes the origin of the partnership. The analysis shows that the story, and its episodes, act as significant interactional resources for partners to claim a shared regional identity, that of people coming from the area of Trabzon in the Black Sea region. By negotiating a common origin, the partners simultaneously strengthen their long-term relationship and continuously reconnect the past to the present. The strong long-term relationship has a symbolic status and constitutes a condition for being accepted in this community. Through the analysis of this story our discussion addresses the importance of iterativity and the foundational relationship between community and trust.

In this work, I look at posts from alt.suicide.holiday (ASH), a defunct unmoderated internet community frequented by suicidal people, to analyze narratives that they share in an environment not subject to “expert” oversight. I claim that breaking the silence around suicide described by Baril (2018) and Webb (2010) allows ASHers to constitute a tenuous experience within the narrative space of the group that is denied to them elsewhere. Using ASH as a surface of visibility, I look at wider social, discursive and material structures shaping ASHers’ degraded living such as narrative processes of redirection, obfuscation and erasure (that contribute to the further degradation of their experience), a peculiar form of secondary subjection constituting suicidals as fragile subjects, and an organization of the field of practice around suicide that qualifies it as a form of consumption in Certeau’s (1984) terms with important consequences for how ASHers experience their bodies.

A substantial body of research broadly affirms that teacher collaboration fosters the sharing of knowledge, resources, and experiences, significantly contributing to professional development. Recently, as virtual environments have supported pedagogical practices, many Algerian universities have embraced online teaching communities to promote collaborative engagement among teachers. This study employs a descriptive-exploratory research design to investigate Algerian EFL teachers' engagement in online communities as platforms for sharing professional knowledge and experiences to foster teaching practices and collaboration. It examines the extent to which these online communities facilitate the sharing of experiences and professional knowledge among like-minded peers, thereby enhancing their teaching practices and supporting professional growth. Using an online questionnaire addressed to a convenient sample of 78 EFL teachers across 10 Algerian universities, this study explores effective practices for creating online teaching communities of practice in teacher education. The findings reveal that EFL teachers are aware of the potential of such communities in supporting teaching practices and ongoing professional development, as well as fostering knowledgesharing among their members. The results also disclose that the use of digital tools and platforms, such as forums, social media groups, and video conferencing, was found to significantly foster collaboration and community-building. Additionally, many EFL teachers reported that online communities foster support, guidance, and inspiration, which are essential for meaningful professional engagement and development. Ultimately, carefully structured online teaching communities, coupled with effective collaboration, have the potential to strengthen EFL teachers' professional efficacy, enhance student learning outcomes, and contribute positively to the overall quality of teacher education. At the end, this study suggests a comprehensive model illustrating the mechanisms through which online CoPs can be strategically designed to support Algerian EFL teacher development. It also provides a foundation for further research into how communities of practice supported by digital technologies can foster Algerian EFL teachers' engagement and collaboration.

Purpose-Virtual communities of practice (VCoPs) supported educators during the COVID-19 pandemic and the resurgent movement for racial justice that arose in 2020. Four VCoPs offered a venue for practitioners and researchers to develop social capital in the face of pandemic and persistent institutional racism. Design/methodology/approach-Researchers conducted semi-structured interviews with organizers of four VCoPs and collected supporting documentation from those organizers. Findings-VCoP organizers created opportunities to develop bridging and bonding capital of equity-and justice-focused educators. Research limitations/implications-The analysis points toward the affordances of VCoPs in crisis response and equity leadership. Originality/value-This original analysis extends work on communities of practice, generally, virtual communities of practice, and equity leadership development.

This research examines innovative approaches to cultivating
Communities of Practice (CoPs) used by primary school educators
to develop their technological, pedagogical, and content knowledge
(TPACK). The research was grounded in the CoP social learning
theory and the TPACK model. The study used a qualitative
research technique with a group of 12 teachers who completed
open-ended survey questionnaires, one-on-one semi-structured
interviews, and observational sessions. Furthermore, this research
included one school principal and two deputy principals who
actively participated in all data-gathering methods except for the
survey questionnaires. The findings indicated that the participant
educators had formed an informal CoP within their schools,
through mutual engagement characterised by teamwork. In this
context, educators acquired Technological Knowledge (TK),
Pedagogical Knowledge (PK), and Content Knowledge (CK) from
each other. The shared repertoire facilitated by the exchange of
teaching materials enabled educators to acquire TK, CK, and
Technological Pedagogical Knowledge (TPK). The findings may
serve as a framework for advocating the recognition of CoPs by
national governments and international organisations such as the
United Nations Educational, Scientific and Cultural Organisation
(UNESCO) as a practical approach to sustainable Teacher
Professional Development (TPD).

A substantial body of research broadly affirms that teacher collaboration fosters the sharing of knowledge, resources, and experiences, significantly contributing to professional development. Recently, as virtual environments have supported pedagogical practices, many Algerian universities have embraced online teaching communities to promote collaborative engagement among teachers. This study employs a descriptive-exploratory research design to investigate Algerian EFL teachers' engagement in online communities as platforms for sharing professional knowledge and experiences to foster teaching practices and collaboration. It examines the extent to which these online communities facilitate the sharing of experiences and professional knowledge among like-minded peers, thereby enhancing their teaching practices and supporting professional growth. Using an online questionnaire addressed to a convenient sample of 78 EFL teachers across 10 Algerian universities, this study explores effective practices for creating online teaching communities of practice in teacher education. The findings reveal that EFL teachers are aware of the potential of such communities in supporting teaching practices and ongoing professional development, as well as fostering knowledgesharing among their members. The results also disclose that the use of digital tools and platforms, such as forums, social media groups, and video conferencing, was found to significantly foster collaboration and community-building. Additionally, many EFL teachers reported that online communities foster support, guidance, and inspiration, which are essential for meaningful professional engagement and development. Ultimately, carefully structured online teaching communities, coupled with effective collaboration, have the potential to strengthen EFL teachers' professional efficacy, enhance student learning outcomes, and contribute positively to the overall quality of teacher education. At the end, this study suggests a comprehensive model illustrating the mechanisms through which online CoPs can be strategically designed to support Algerian EFL teacher development. It also provides a foundation for further research into how communities of practice supported by digital technologies can foster Algerian EFL teachers' engagement and collaboration.

This article intends to describe a didactic sequence implemented in the context of the Practicum in an Initial English Language Teacher Education (IELTE) Programme in Argentina; the main purpose of this scheme is to provide student-teachers with basic guidelines to develop situated teaching materials. Throughout the scheme, studentteachers become familiar with renowned local and international authors in the materials
development field and engage in collaborative reflection and production activities meant to link the theoretical framework to their day-to-day decisions.

This study foregrounds the conflicting social pressures that women educators in the United States face in dealing with the ongoing COVID-19 pandemic in higher education. Narratives from three standpoints interweave to provide three perspectives on pandemic-informed practices that can build resilience as an inclusive rather than simply an individual process. The three points of view are: a mother in a non-tenure track teaching position who juggles caregiving duties; a male department head navigating how to energize allyship within a neoliberal educational system that suppresses acknowledgment and support of caretaking; and interactions among members of the Facebook group Pandemic Pedagogy, a global social media hub for educators adjusting to the pandemic’s impact. Collectively, these standpoints constitute a critical autoethnographic multilogue to deconstruct and remediate the systemic gender inequities exposed and exacerbated by the pandemic. The three perspectives converge on imple...

Η παρούσα μελέτη διερευνά τις παιδαγωγικές, συναισθηματικές και αναστοχαστικές διαστάσεις της επαγγελματικής ανάπτυξης στο πλαίσιο δύο ασύγχρονων σεμιναρίων eTwinning, σχεδιασμένων αποκλειστικά για Έλληνες εκπαιδευτικούς. Μέσω συγκριτικής αυτοεθνογραφικής προσέγγισης, ο συγγραφέας αναλύει την εμπειρία του ως εκπαιδευτής σε σεμινάριο "εισαγωγή στο Arduino" και ως εκπαιδευόμενος σε σεμινάριο για την "Ασφάλεια στο διαδίκτυο-Αξιολόγηση και ανάπτυξη κριτικής σκέψης για το ψηφιακό περιεχόμενο". Η εναλλαγή ρόλων ανέδειξε κρίσιμες πτυχές της επαγγελματικής ταυτότητας, της παιδαγωγικής ενσυναίσθησης και της αναστοχαστικής εμβάθυνσης. Τα ευρήματα καταδεικνύουν ότι η ασύγχρονη μορφή επιμόρφωσης ενισχύει την αυτορρύθμιση, την εσωτερική νοηματοδότηση και την ανάγκη για παιδαγωγική παρουσία ενσωματωμένη στο εκπαιδευτικό υλικό. Η εμπειρία του εκπαιδευόμενου ανέδειξε γνωστικές και συναισθηματικές προκλήσεις, ενώ η εμπειρία του εκπαιδευτή αποκάλυψε την ανάγκη για σχεδιαστική διορατικότητα και πολιτισμική συνάφεια. Η μελέτη συμβάλλει στην ενίσχυση της θεωρητικής και πρακτικής κατανόησης της ασύγχρονης επαγγελματικής ανάπτυξης, προτείνοντας ότι η εναλλαγή ρόλων μπορεί να λειτουργήσει ως καταλύτης μετασχηματιστικής μάθησης και βελτίωσης της διδακτικής πρακτικής.

As blended learning (BL) is becoming a new normal in the context of higher education, there is a growing need to attune pedagogies to this context. As reflective blogs were found to be supportive of pre-service student teachers' (PSTs') as well as teacher educators' (TEs') professional development, the current study aimed to explore PSTs' and TEs' perceptions regarding the potential of integrating blogs into the BL modality. Applying a qualitative approach, analyses of 528 PSTs' blog posts, transcriptions of two focus groups with 11 PSTs, and 3 TEs' reflections and discussion transcripts yielded four themes that related to both the PSTs' and the TEs' perspectives regarding the integration of blogs into BL: (1) keeping sequential learning, (2) supporting self-directed learning, (3) keeping a sense of a learning community, and (4) increasing motivation and critical thinking. Nevertheless, both the PSTs and TEs described unique roles for blogging in BL. The TEs indicated that blogs support a sense of control, reveal misconceptions, and model teaching, while the PSTs indicated that blogs increase or decrease self-confidence during BL. The implications pertain to the contribution of blogging in BL, as well as to the four pedagogical principles of effective BL design: (a) continuity in learning, (b) fostering autonomous learning, (c) building a learning community, and (d) reflectivity and professional development.

This paper presents a longitudinal case study examining the efficacy of alternative, technologymediated learning pathways in generating substantive policy impact within democratic institutions. By systematically documenting a self-directed learning journey that utilized YouTube as the primary educational platform, the study demonstrates how non-traditional educational approaches can produce verifiable academic output and measurable policy influence. The research details the production of over 250 articles, 226 with DOIs, multiple government policy acknowledgments, including acceptance by India's Election Commission influencing policy for 970 million voters, more than 2,500 total downloads across repositories, and the development of 150+ original documented concepts. The study also introduces two novel terms, "Docu Helix" and "Helix Originator," as part of a transparency-first methodology in independent research addressing contemporary concerns about research credibility and AI-assisted content generation. The findings suggest that alternative learning pathways, when paired with rigorous documentation standards, can achieve policy impact comparable to or exceeding that of traditional academic routes.

This research article examines why the racialization of Brazilian jiujitsu has so often been invisible to non-Brazilians. It argues that Brazilian jiujitsu emerged in a highly racially stratified context and looks in particular at challenge matches that the Gracie family engaged in with fighters who practiced capoeira or judo. It argues that through these competitions, not only was Brazilian jiujitsu located within Brazil's racial hierarchy, but it was often positioned as 'white,' though usually in an unspoken manner. The 'invisibility' of Brazilian jiu-jitsu's racialization is connected to Brazil's hegemonic racial system where race is both of central social importance, yet is often not spoken about, and a context where whiteness is both privileged, yet also variable and not directly identified.

The aim of this article is to study in depth the changes taking place in the habits of adolescents using online communication, particularly due to the dramatic arrival of social networks in their daily lives, and the sociocultural implications of these processes. The research methodology focuses on a selfadministered questionnaire applied nationally. Based on the results of a survey of a representative national sample of 2,077 adolescents (12 to 17yearolds), this study has sought to update the information about online practices among Spanish adolescents, specifically with regard to the remarkable development of social networks. Similarly, the behavior of both regular users of social networks and of nonregular users has been compared, with the aim of detecting the influence of social network use on general online life, and we have considered the following variables: gender, age, funding type of the educational establishment and social class. Among the main conclusions of the study, w...

In order to operationalise small story research (De Fina and Georgakopoulou 2008) in a linguistic ethnography of place, the present study uses geomapping to trace participant trajectories through a
site and thereby examine the emergence and occasioning of narrative interaction. The data for the study consists of photographs, and GPS mapped and transcribed self-collected participant audio recordings. These are analysed using the axes of Bucholtz and Hall’s (2005) approach to identity as complemented by a geosemiotic analysis of discursive environment (Blommaert and Maly 2014 and Scollon and Scollon 2003). The resulting exploration of Sandton, Johannesburg, is a
‘new’ ethnography that aims to better understand new city spaces. One cohort in particular, that represents South Africa’s modernity (the ‘Born Frees’ or ‘millenials’) is focused upon. This paper gives an account of the subjectivities and understandings that will be relevant to the present, and
future, of the site. In particular, I look at Born Free’s tactics of intersubjectivity, their stylects, their complex movement from periphery to centre, their distinction through conspicuous consumption,
as well as gender violence and their insertion within vertical, neoliberal, power structures and discourses.

A chi ha scelto la cucina per amore, e ci resta anche quando fa male. A chi ogni giorno impara a camminare con lo zaino sulle spalle, un coltello in mano e la dignità nell'altra. A chi sta iniziando ora e ha più domande che certezze. E a chi questo zaino lo porta da tempo, ma sente il bisogno di rimetterlo in ordine. Questo zaino è per voi. Perché non basta saper cucinare: bisogna sapere chi si è, dove si va, e cosa si è disposti a portarsi davvero dietro.

This paper evaluates the role of Knowledge Management (KM) in enhancing organizational performance, innovation, and efficiency. It investigates both the theoretical foundations (SECI knowledge-creation model and DIKW hierarchy) and the practical implications of KM adoption in organizations. Data from global studies (McKinsey Global Institute, IDC, APQC, Wiley, and others) indicate that structured KM practices can increase productivity by 20-25%, reduce time spent searching for information by up to 35%, and mitigate annual productivity losses valued in tens of millions of dollars per large organization. Despite these benefits, many enterprises still underutilize KM. The study highlights challenges, identifies measurable performance outcomes, and provides an implementation roadmap for KM as a strategic and cultural enabler.

This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this onl...

Current conceptions about knowledge and education point towards a reformed understanding of learning and teaching process, while pose fundamental questions regarding the nature of the school space itself. Specifically, the active construction of knowledge, the involvement of experience as well as the importance of the immediate stimuli (either social or physical) in learning processes point towards a renewed

The dilemma of disclosing one's illness experiences in real life has led to a proliferation of online health communities. It is worth exploring the nature of such communities. Drawing on the community of practice (CoP) theory, this article explores how members enact online health communities by studying the support group "Philosophical Treatment of Depression," one of the largest online depression communities in China. The findings show that participants enacted the CoP by constructing negative individual identities and positive collective identities, participating and engaging in the common enterprise, and building a shared repertoire. Constructing negative individual identities and positive collective identities enhanced group cohesion and clarified community goals. Participation and mutual engagement facilitated members' sharing of illness experiences and seeking/providing support in the community. Sharing treatment and coping experiences and tactics contributed to a shared repertoire that sustains the community. This study provides insights into understanding the nature of online health communities. It also has practical implications for social support to people living with depression.

Resumo -As Comunidades de Prática fomentam a aprendizagem, transmissão e produção de conhecimento na organização. Contudo, esta perspetiva é ainda pouco desenvolvida nas comunidades online de e para investigadores. Neste artigo, apresenta-se o plano de desenvolvimento de uma Comunidade de Prática, desenvolvida na plataforma Moodle e num grupo no Facebook, para investigadores na Universidade Aberta, alicerçado num enquadramento teórico do tema, com o qual se pretende reforçar a comunicação online e cooperação entre os investigadores, potencializando a coesão e melhoria de práticas a nível da investigação. Pela análise de entrevistas realizadas aos investigadores e das dinâmicas geradas no grupo de Facebook verifica-se interesse no desenvolvimento de projetos de investigação e preferência pelo trabalho em equipa, apesar da falta de financiamento, tempo ou apoio. Apurou-se ainda um aumento de interações em publicações dos próprios investigadores, sendo que, em média, apenas 21 dos 43 membros do grupo visualizam as publicações, havendo maior ou menor interesse conforme o tipo de publicação feita.

Τα σχολικά εγχειρίδια που ενισχύονται με νέες ψηφιακές μορφές αλληλεπίδρασης, δύναται να μετατραπούν σε ένα ανεκτίμητο εργαλείο για την εκμάθηση της γεωγραφίας στο δημοτικό σχολείο. Σκοπός αυτής της εργασίας είναι να αξιολογήσει το διαδραστικό περιεχόμενο της εφαρμογής επαυξημένης πραγματικότητας (AR) που δημιουργήθηκε, ως προς την κατάκτηση των γνώσεων από τη μεριά των μαθητών, την ευχρηστία της εφαρμογής καθώς και την αλλαγή στάσεων ως προς την οικολογική μετακίνηση των μαθητών. Στη μελέτη συμμετείχαν συνολικά 71 μαθητές της έκτης τάξης δημοτικού από τρία ελληνικά δημοτικά σχολεία. Οι συμμετέχοντες έπαιξαν σε ομάδες των τριών ή τεσσάρων ατόμων με την εφαρμογή επαυξημένης πραγματικότητας που σχεδιάστηκε, σε 1 συνεδρία που διήρκησε περίπου 45 λεπτά (1 διδακτική ώρα). Πριν την εφαρμογή της συνεδρίας, οι μαθητές κλήθηκαν να απαντήσουν σε ένα ερωτηματολόγιο που αφορούσε τις ήδη υπάρχουσες γνώσεις τους για το υπό μελέτη θέμα. Μετά την ολοκλήρωση του
διαδραστικού παιχνιδιού, οι μαθητές απάντησαν σε ένα ερωτηματολόγιο σχετικά με τη στάση τους απέναντι στο διαδραστικό περιβάλλον και τις γνώσεις που κατακτήθηκαν μέσω της ενίσχυσης του σχολικού τους εγχειριδίου. Οι απαντήσεις των μαθητών αποκάλυψαν ότι η εφαρμογή AR συνέβαλε στην κατάκτηση των γνωστικών στόχων καθώς και τους στόχους περί ευχρηστίας.

Douglas Walton's multitudinous contributions to the study of argumentation seldom, if ever, directly engage with argumentation in mathematics. Nonetheless, several of the innovations with which he is most closely associated lend themselves to improving our understanding of mathematical arguments. I concentrate on two such innovations: dialogue types ({\S}1) and argumentation schemes ({\S}2). I argue that both devices are much more applicable to mathematical reasoning than may be commonly supposed.

We know that learning is a lifelong process and one of our goals as English teachers should be to equip students with the skills they need to continue their language learning journey on their own once they have completed their course of study. The same can be said for teachers. Graduating with a teaching degree is just the beginning of a career-long process of ongoing professional learning and development. Language teaching is a challenging profession and early career teachers especially can benefit from adopting a critical but curious mindset, cultivating a personal reflective practice, collaborating actively with other teachers, and setting and regularly revisiting personal professional development goals. Lucky for us, there are plenty of opportunities to engage in professional development, even for teachers in remote areas with limited resources by participating in online communities and using artificial intelligence tools. This interactive talk will introduce a selection of frameworks to help beginning teachers conceptualize the importance of ongoing professional development and explore practical answers to questions such as: • What does it mean to be a professional in the field of English language teaching?

- How can I engage in professional development opportunities on my own and with other teachers?
- What kind of teacher do I want to be and how can I take active steps to attain that role?