THE APPLICATION OF THE INNOVATIVE APPROACHES IN COMMUNICATION AND THE EDUCATIONAL PROCESSES
Notice bibliographique
Résumé
The influence and impact of innovations in a society is not identical and some innovations penetrate a society more radically: the influence of others may only be incremental. For example, in tourism a radical impact on marketing communication processes has come with the development of ICT technologies. Johanesson et al. (2001), Dosi (1982) associated revolutionary change with radical innovation, and the process of continual change and implementation of novelty considered as incremental innovation. Despite a more radical character, incremental innovations stem from market needs and are strategically easier to proceed with because a process of the implementation can be planned. One of the managerial tools of communication in specific places is different e-technologies as well as artificial intelligence, which could be used in the consumer approach process as well as the supply side approach. The concept of ambient intelligence means a creation of the clusters of intelligence of high tech environments (artificial intelligence, business modeling and brand models application). This concept corresponds to the new age based on the “mobilization of ideas, knowledge and expectations” and technologies, which can be used also in branding, as for instance experience economy concepts. Moutinho, Rita and Curry (1996) mentioned that artificial intelligence (AI) has scarcely touched today’s managers; it will begin to have dramatic and widespread impacts on their activities over the next few years. Knowledge is an important competitive tool for innovation, in the new, post- capitalist society that is based on a knowledge economy. Drucker (1993, p. 38) stated that “knowledge is the only meaningful resource today”; however, this might be a little misleading, because it is not only about the possession of knowledge, but also the diffusion and use the knowledge for the company, or a region, country. Diffusion and transformation of knowledge is crucial. For this reason is sometimes important to focus not only on the supply side concepts, but also demand and consumers and their desire and especially implement in the new communication strategies the technologies based on the innovative principles. The article will deal with the concepts of the innovative social technologies and their application in the teaching process. It means the study of successful cases, where the clusters of intelligence based on the diffusion of knowledge and the co-operation and mutual communication and partnership of the educational institutions with the innovative businesses and start-ups enabled to improve the business environment of particular cities and the competitiveness of schools, their quality. It created tighter linkage of the educational process at the universities to the needs of a society and the improvement of the employability of the university graduates. A case study approach from Canada, Ontario will be used from the successful educational institutions and businesses (start-ups) allowing this new approach (so called Tripple-Helix principle) to partnerships and communication.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,004 |
| Études des sciences et des technologies | 0,004 | 0,039 |
| Communication savante | 0,015 | 0,014 |
| Science ouverte | 0,001 | 0,007 |
| Intégrité de la recherche | 0,005 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».