Technology enhanced learning environments are characterized by socio-technical interactions. Socio-technical interactions involve individuals interacting with (a) technologies, and (b) other individuals. These two critical aspects of socio-technical interactions in technology enhanced learning environments are theoretically conceived as (a) appropriation of sociotechnical affordances and (b) st...

..................................................................................................................................................................... 2 INTRODUCTION ........................................................................................................................................................... 3 TECHNOLOGY IN SOCIAL-ECOLOGICAL SYSTEMS .....................

Studies have shown that videoconferences are an effective medium for facilitating communication between parties who are separated by distance. Furthermore, studies reveal that videoconferences are effective when used for distance learning, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to-face communication, learners benefit most when they re...

We chronicle the use of acknowledgements in twentieth century scholarship by analyzing and classifying more than 4,500 specimens covering a 100-year period. Our results show that the intensity of acknowledgment varies by discipline, reflecting differences in prevailing socio-cognitive structures and work practices. We demonstrate that the acknowledgment has gradually established itself as a con...

A common form of embodied social engagement involves acting as an ensemble, with all participants aware of each other and mutually engaged. In this naturalistic comparative study, we term this kind of triadic socio-cognitive activity ‘fluid collaboration’. Fluid collaboration occurs when participants establish the pace of ensemble activity mutually, with their moves flexibly adjusted and respon...

This chapter attempts to make a contribution to knowledge and theory building in the field of school improvement in relation to educational effectiveness research. It refers to a dynamic perspective of educational effectiveness and improvement stressing the importance of using an evidence-based and theory-driven approach. Specifically, an approach to school improvement based on the work done in...

Despite the fact that most competence-relevant settings are socially relevant settings, the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance-goals are conceived as a social tool for regulating interpers...

How can the dynamic relationship between society, technology and nature be understood in order to derive operational concepts for sustainable development? How can long-term structural change in socio-ecological systems be deliberatedly shaped? These are central questions for industrial transformation research. They also form the background to this paper which discusses some conceptual issues th...

Welfare-oriented analyses of economic outcome measures such as income and wealth in general rest on the assumption of pooling and equal sharing of resources by all members of a given household. Examining the distribution of income and wealth within the household context is almost always hampered by the lack of individual level data. Based on unique individual level wealth data from the German S...