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This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. 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International Journal of Educational Technology in Higher Education, 15(1), 1-16. Fruchter, R. (2001). Dimensions of teamwork education. International Journal of Engineering Education, 17(4/5), 426-430. Glazewski, K. D., & Hmelo-Silver, C. E. (2019). Scaffolding and supporting the use of information for ambitious learning practices. Information and Learning Sciences, 120(1/2), 39-58. Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119. Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Levallet, N., & Chan, Y. E. (2018). Role of Digital Capabilities in Unleashing the Power of Managerial Improvisation. MIS Quarterly Executive, 17(1), 1-21. Lewin, K. (1947). Group decision and social change. Readings in Social Psychology, 3(1), 197-211. McKenney, S., & Reeves, T. C. (2013). Systematic review of design-based research progress: Is a little knowledge a dangerous thing?. Educational Researcher, 42(2), 97-100. Makri, S., Ravem, M., & McKay, D. (2017). After serendipity strikes: Creating value from encountered information. Proceedings of the Association for Information Science and Technology, 54(1), 279-288. Mascheroni, G., & Vincent, J. (2016). Perpetual contact as a communicative affordance: Opportunities, constraints, and emotions. Mobile Media & Communication, 4(3), 310-326. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study. Rapport no. EDU/WKP(2013)14. Centre of Study for Policies and Practices in Education (CEPPE). 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The advent of the 21st century is characterised by the increase of cultural interaction in relation to a widespread digital environment. Moreover, we are witnessing an ongoing movement and transformation within the use and the sharing of knowledge, and collaboration through the growth of mobile devices and their associated products. The current digital development, particularly through mobile technology, has given way to new emerging players, intermediation platforms and new human behaviour. In addition, mobile technology can increasingly play the role of catalyst for creativity. It will sometimes even become an active agent of innovative capacity and capability across peculiar spaces and time, either physically, digitally, and, via connectivity, an exchange of intangible resources outside regulated and/or established procedures. This paper examines how mobile technology enables a contemporary consideration of the Nonaka and Konno’s concept of ba within organisations by using a qualitative and hermeneutic approach.JEL Codes: O3

While creativity is most commonly associated with idea generation and problem solving at the individual or team level, it is likewise associated with environments, technologies, tools and artefacts favouring or hindering creative capabilities. Research struggles to bring these elements together. We develop a model for the integration of mobile devices into creative processes. More specifically, we elaborate on existing works on creativity to define how firms can make good use of mobile technology in order to enhance the creativity of their employees. Therefore, we suggest a model revisiting the notion of “creative slack” (with the introduction of the notion of mobile slack, or m-slack) and absorptive capacities, explaining how firms might better integrate digital natives; subsequently, we discuss the managerial and theoretical implications.

The digital transformation of society is reaching a state of maturity, which provides people with new and exciting possibilities (NESTA, 2019) and implies a preponderant change in terms of inclusive collaboration, human-centred global economy and governance. Conjointly, ‘knowledge is the impetuous for communication’ (Carayannis & Clark, 2011, p. 203) with respect to foster ‘social capital’ and to thrive ‘cultural knowledge’ (Levallet & Chan, 2019, p. 182). Within this context, mobile technology, thanks to its affordance (Ahonen, 2011; Volkoff & Strong, 2013) and its contextuality (Cochrane et al., 2016), can enable creativity which supports the Cognitive Process Dimension (Anderson et al., 2001). Scilicet, mobile devices become the interface between people and processes (Morel et al., 2018; Dampérat et al., 2019) in relation to innovative practices (Makri et al., 2017) and real-world learning (Saleh et al., 2019) in formal and informal contexts. Moreover, it can enhance the developing of ideas inner/outer an organisation, or a classroom (Hall et al., 2020), and the serendipity flow of learning experiences (Makri et al., 2015). To a certain extent, mobile technology can bolster ‘collective knowledge’ (Pont, 2013; Levallet & Chan, 2019) by enabling quick decision-making and by connecting with a glocal network (Antonczak, 2021). From a transdisciplinary approach, amidst learning sciences (Sommerhoff et al., 2018), management and organisational research, this presentation canvasses mobile technology (Jones & Marsden, 2006; Ahonen, 2011) as being a key apparatus and interface for collaborative innovation (Demil & Lecocq, 2012; Suire et al., 2018), which allows organisations to develop their ‘information ecology’ (Nardi, 1999) through a dynamic sense of what is inside and what is outside their boundaries. Said differently, it deciphers how mobile technology can enable exchange information and co-creative practices beyond formal structures and systems across industries and/or academia. To start, the presentation quickly outlines some key concepts from an inter-disciplinary literature reviews (Baumeister & Leary, 1997), including collaboration, creativity, knowledge dynamics such as knowledge creation and/or conversion (Sawyer, 2008) as well as ‘knowledge retention and/or knowledge loss’ (Levallet & Chan, 2019). Next, it epitomises a few technological enabling conditions (Makri, 2017; Levallet & Chan, 2018; Cheng et al., 2019) such as autonomy, diversity, interactivity, contextuality through mobile social media and mobile-first applications (Apps) in relation to collaboration and learning practices beyond the limits of a physical environment. Then, it introduces the methodological and qualitative approach used for the analysis and findings, as well as the interpretations of practices in Education and Business. Finally, this presentation concludes with some features about how mobile technology practices support collaborative and innovative learning environments, the co-creation of new frameworks, and it suggests further avenues for supplementary research.

Purpose The purpose of this study is to examine mobile technology as being a key apparatus and interface for collaborative innovation, which allows organisations to develop their information ecology. Design/methodology/approach The qualitative research was performed by in-depth interviews, observations and field notes. The eight main interviews are supported by an interdisciplinary narrative literature review of knowledge management and associated fields. Findings This study validates the following propositions: mobile technology can offer users timely information, mobile technology can foster collaboration beyond physical and organisational boundaries, in general, mobile technology enables a wider amount of interactions between people. Thereby, this paper draws some implications about the knowledge management of creative (and non-creative) workers. Research limitations/implications The collected data sheds light on how organisations and individuals positioned themselves about mobile technology co-creative practices before the COVID era. Therefore, it shall be pertinent to further investigate these findings through a quantitative approach to better ascertain path models and to strengthen the new results with another qualitative perspective, in the post-COVID era. Practical implications The study highlights how mobile devices are facilitating collaborative innovation practices by improving management decisions, enabling new business and/or operating models, developing a flow of ideas inner/outer an organisation and fostering the ability to make innovation. Social implications Mobile technology transforms the way to work (knowledge creation and/or conversion) and it changes the relations between collaborators in a working environment (beyond physical boundaries). This study deciphers how a creative and/or decision-making person can change their work schedule and/or routines based on the use of mobile devices. Originality/value The added value of this transdisciplinary study is that it improves research on collaborative innovation and collective knowledge by revealing three pertinent characteristics of mobile technology: enabling quick decision; connecting with a glocal network and fostering collective creativity. It also creates a bridge between the fields of education and business.

The ethos of open sharing of experiences and user generated content enabled by Mobile social media can be problematic in some cases (politics, gender, minorities), and it is not fully understood within the creative and academic sector. Creative people, students, and lecturers can misconceive the value and issues around open and public access to their work online, which include: professionalism, Intellectual Property (IP), collaboration (Gayeski, 2002; Londsdale, Baber, Sharples, & Arvanitis, 2003), peer esteem VS individualism, amateurism, and paranoia. Collectively the authors of this paper have accrued a wide portfolio of experiences in global educational collaboration and practice-based research and, in this position paper, they highlight some of the key ethical challenges that they have found need to be negotiated within global mobile social media education (Andrews, Dyson, Smyth, & Wallace, 2011) and mobile media production (i.e.: photography and video – Wishart & Green, 2010). In order to ground this reflective discussion, the authors use Heutagogy as the learning and teaching framework to guide the qualitative analysis of a specific case study which is built upon the scenario-based approach utilised by Andrews et al., (2013).

In this chapter we outline five mobile social media projects in a variety of educational contexts to explore what works, and what doesn’t, providing examples of learning designs that utilise a maturing framework for creative pedagogies using mobile social media. The case studies are drawn from a variety of faculties and departments across one New Zealand University. The context of these mobile social media projects includes Journalism, Product Design, Graphics Design, Digital Media and Law. Our framework is informed by six critical success factors that we have identified and addresses the four levels of institutional stakeholders as defined by this book. In this chapter we attempt to answer two of the key questions addressed by this book: What do effective and sustainable mobile learning initiatives look like in different educational settings and sites across the Asia-Pacific Region? What are the key issues and key design principles that institutional leaders need to consider to support the implementation of sustainable mobile learning initiatives and innovations? The first question is addressed by our example case studies, while the second question is discussed in relation to implementing a framework for designing mobile learning across these case studies.

The advent of web 2.0 has enabled new forms of collaboration centred upon user-generated content, however, mobile social media is enabling a new wave of social collaboration. Mobile devices have disrupted and reinvented traditional media markets and distribution: iTunes, Google Play and Amazon now dominate music industry distribution channels, Twitter has reinvented journalism practice, ebooks and ibooks are disrupting book publishing, while television and movie industry are disrupted by iTunes, Netflix, YouTube, and Vimeo. In this context the authors critique the changes brought about in a case study of film and television higher education from initial explorations of student-generated mobile movie production to subsequent facilitation of international student mobile media co-production teams supported by the development of an international Community of Practice, illustrating new forms of post-web 2.0 pedagogy.

The advent of web 2.0 has enabled new forms of collaboration centred upon user-generated content, however, mobile social media is enabling a new wave of social collaboration. Mobile devices have disrupted and reinvented traditional media markets and distribution: iTunes, Google Play and Amazon now dominate music industry distribution channels, Twitter has reinvented journalism practice, ebooks and ibooks are disrupting book publishing, while television and movie industry are disrupted by iTunes, Netflix, YouTube, and Vimeo. In this context the authors critique the changes brought about in a case study of film and television higher education from initial explorations of student-generated mobile movie production to subsequent facilitation of international student mobile media co-production teams supported by the development of an international Community of Practice, illustrating new forms of post-web 2.0 pedagogy.

University lecturers are usually experts within a specific context domain of knowledge, however they are seldom expert teachers or educational technology wizards. Facilitating professional development for lecturers to engage with innovation in teaching and learning utilizing new technologies is no simple process. However, we have found that structuring lecturer professional development around a sustained community of practice can result in a journey of conceptual and pedagogical transformation [1]. The increasing ubiquity of mobile devices and social media provides a platform for enabling pedagogical change. Thus we established a MOBile Community Of Practice MOBCOP of lecturers interested in researching the potential of mobile social media in education interested in exploring the concept of the pedagogy-andragogy-heutagogy continuum [2], and how mobile learning can be utilized as a catalyst [3] to move towards student-directed heutagogy. We argue that the MOPCOP framework is potentially applicable to a variety of higher education contexts.

In this paper we explore the outcomes of a mobile community of practice (MOBCOP) reified in the development of a mobile social media framework that we have implemented in the creation of a new mobile social media minor within the faculty. The domain of the MOBCOP was a year-long investigation of the potential for mobile social media to act as a catalyst for new pedagogies. The context of MOBCOP was an invited group of Bachelor of Graphics Design lecturers interested in investigating the implications of mobile social media for collaborative curriculum design. MOBCOP comprised six lecturers and an academic advisor as a technology steward. We argue that the resultant mobile social media framework developed from the MOBCOP experience is potentially transferable to a range of educational contexts. We illustrate the implementation of our mobile social media framework within the development of a new media minor that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-directed learning (heutagogy).