Collaborative Design and Learning Competence Building for Innovation
“Collaborative Design and Learning Competence Building for Innovation” by Joao Bento, published by Bloomsbury Academic on November 30, 2004, is an illustrated volume comprising 381 pages. This book explores the essential role of communication and information technologies in fostering innovation and growth within today’s knowledge-driven economy. It presents insights from scholars worldwide on how these technologies are reshaping project design and management practices, challenging traditional notions of time, space, and behavior.
Readers will find a detailed examination of experiments in architecture, engineering, and construction design that utilize technological infrastructures to connect individuals and ideas across various boundaries. The authors delve into the relationship between competence and innovation, as well as the dynamics of individual and collective knowledge. This work highlights the social dimensions of technological innovation and discusses its implications for managing complex design projects, distance learning, and virtual teams, while also addressing emerging concepts of collaborative learning and innovation.
Official synopsis Publisher
In today’s knowledge-driven economy, the ability to share insight and know-how is essential for driving innovation and growth. In this groundbreaking volume, scholars from around the world demonstrate how communication and information technologies are enabling dynamic project design and management practices that challenge traditional concepts of time, space and behavior. Showcasing experiments in architecture, engineering, and construction design—employing technological infrastructures that link people and their ideas across physical, intellectual, and cultural boundaries—the authors consider such issues as the links between competence and innovation and between individual and collective knowledge. At the heart of their analysis is the realization that technological innovation is chiefly a social activity. The implications are profound for the practical management of complex design projects, experiments in distance learning and virtual teams, and emerging theoretical concepts of collaborative learning and innovation.
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