Social innovation laboratories for the social construction of knowledge: systematic review of literature

José-Antonio Yañez-Figueroa; María-Soledad  Ramírez-Montoya; Francisco-José  García-Peñalvo

doi:10.35699/1983-3652.2021.33750

Authors

José-Antonio Yañez-Figueroa University of Salamanca, Salamanca, Spain https://orcid.org/0000-0002-2743-5616
PhD Tecnologico de Monterrey, School of Humanities and Education, Monterrey, Nuevo León, Mexico https://orcid.org/0000-0002-1274-706X
Francisco-José García-Peñalvo University of Salamanca, Department of Computer Science and Automation, Salamanca, Spain https://orcid.org/0000-0001-9987-5584

DOI:

https://doi.org/10.35699/1983-3652.2021.33750

Keywords:

Social innovation laboratories, Social construction of knowledge, Open innovation, Sustainable development goals, Sustainability

Abstract

Social innovation laboratories (SIL) are spaces for the construction of knowledge where UNESCO's Sustainable Development Goals can be met. The objective of the research was to identify the most relevant studies about the social construction of knowledge, within the framework of the SIL, related to environmental problems and to analyze them in order to propose solutions for sustainability. The method used to locate the articles published in open access, from 2010 to 2020, in Scopus, Web of Science and Google Academic, was the Systematic Literature Review. The findings show that the working groups are multidisciplinary and originate proposals from different areas of science. The products are built with an open approach. Universities are the spaces that most promote participation in the laboratories to generate sustainability actions applicable in real life and work is done to scale up the prototypes to local, national and international levels.

Author Biographies

PhD, Tecnologico de Monterrey, School of Humanities and Education, Monterrey, Nuevo León, Mexico

María-Soledad Ramírez-Montoya, is a senior researcher at the School of Humanities and Education at the Tecnologico de Monterrey (Mexico). As Chair of the UNESCO Chair: "Open Educational Movement for Latin America", Marisol (her short name) mobilizes training, production and research initiatives for open education. As Chair of the International Council for Open of Distance Education (ICDE) "OER Latin America", she promotes activities with research teams to enrich access practices in distance education. In the academic activities, Dr. Ramirez-Montoya forms talent for education with emphasis on innovation, educational entrepreneurship and multidisciplinary research; she leads research groups establishing rich experiences for the generation of knowledge inspired by teamwork; coordinates actions for innovation, globalization and generates innovation and research initiatives with national and international networks.
Francisco-José García-Peñalvo, University of Salamanca, Department of Computer Science and Automation, Salamanca, Spain

Francisco-José García-Peñalvo is a Full Professor in the Department of Computer Science and Automation at the University of Salamanca (USAL), with three six-year periods of research, one six-year period of transferring and innovation, and four five-year periods of recognized teaching. Since 2006 he is the head of the Research Group Recognized by the USAL GRIAL (research GRoup on InterAction and eLearning), a group that is a Consolidated Research Unit of the Junta de Castilla y León Government (UIC 81). He is currently the Rector's Delegate for Virtual Teaching and the Coordinator of the Doctorate Programme in Education in the Knowledge Society at USAL. He is Editor-in-Chief of the journals Education in the Knowledge Society and Journal of the Information Technology Research, and Associate Editor of many journals.

References

ALONSO, Angel Vazquez; MANASSERO-MAS, María Antonia. Un modelo conceptual y taxonómico para estructurar el campo ciencia-tecnología-sociedad (o naturaleza de la ciencia y tecnología, o como se llame). Indagatio Didactica, v. 11, n. 2, p. 121–139, Mar. 2020. Available from: http://dspace.uib.es/xmlui/handle/11201/151019. Visited on: 30 Sept. 2021.

BARAN, Grzegorz. Social Innovation Living Labs as Platforms to Co-design Social Innovations. Journal of Intercultural Management, v. 12, n. 1, p. 36–57, Mar. 2020. DOI: 10.2478/joim 2019-0031. Available from: https://www.sciendo.com/article/10.2478/joim-2019-0031. Visited on: 30 Sept. 2021.

BARBANCHO, Beatriz et al. New Environments for the Evaluation of Smart Living Solutions. In: CHEN, Feng et al. (Eds.). Smart Assisted Living. Cham: Springer International Publishing, 2020. p. 269–285. DOI: 10.1007/978-3-030-25590-9_13. Available from: http://link.springer.com/10.1007/978-3-030-25590-9_13. Visited on: 30 Sept. 2021.

BARTH, Matthias; LANG, Daniel J.; MICHELSEN, Gerd. Transdisciplinary learning to foster sustainable development: Institutionalizing co-engaged South-North collaboration. GAIA - Ecological Perspectives for Science and Society, v. 28, n. 4, p. 382–385, Dec. 2019. DOI: 10.14512/gaia.28.4.11. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.28.4.11. Visited on: 30 Sept. 2021.

BLÄTTEL-MINK, B. Report of DFG round table discussion on co-design, co-production and co-dissemination. [S.l.], 2016.

BLIKSTEIN, Paulo. Maker movement in education: History and prospects. Handbook of Technology Education, p. 419–437, 2018.

BLIKSTEIN, Paulo; KRANNICH, Dennis. The makers’ movement and FabLabs in education: experiences, technologies, and research. In: PROCEEDINGS of the 12th International Conference on Interaction Design and Children. New York, NY: ACM, June 2013. p. 613–616. DOI: 10.1145/2485760.2485884. Available from: https://dl.acm.org/doi/10.1145/2485760.2485884. Visited on: 30 Sept. 2021.

CASTRO-BUITRAGO, E. Chapter 6: Principle of participation in environmental matters. The Principle 10. In: ENVIRONMENTAL Law School: Homage to Gloria Amparo Rodríguez. Colombia: Editorial Universidad del Rosario, 2020.

CENTRE FOR REVIEWS AND DISSEMINATION. CRD’s guidance for undertaking reviews in health care. [S.l.: s.n.], 2020. publisher: University of York. Available from: https://www.york.ac.uk/crd/guidance/. Visited on: 30 Sept. 2021.

COUIX, Nathalie; HAZARD, Laurent. When the future of biodiversity depends on researchers’ and stakeholders’ thought-styles. Futures, v. 53, p. 13–21, Sept. 2013. DOI: 10.1016/j.futures.2013.09.005. Available from: https://linkinghub.elsevier.com/retrieve/pii/S0016328713001183. Visited on: 30 Sept. 2021.

DEFILA, Rico; DI GIULIO, Antonietta. Science policy recommendations for funding real-world laboratories and comparable formats. GAIA - Ecological Perspectives for Science and Society, v. 29, n. 1, p. 63–65, Mar. 2020. DOI: 10.14512/gaia.29.1.14. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.29.1.14. Visited on: 30 Sept. 2021.

DELL’ERA, Claudio; LANDONI, Paolo. Living Lab: A Methodology between User-Centred Design and Participatory Design: Living Lab. Creativity and Innovation Management, v. 23, n. 2, p. 137–154, June 2014. DOI: 10.1111/caim.12061. Available from: https://onlinelibrary.wiley.com/doi/10.1111/caim.12061. Visited on: 30 Sept. 2021.

EJDERYAN, Olivier et al. How social sciences and humanities can contribute to transformative science. GAIA - Ecological Perspectives for Science and Society, v. 28, n. 2, p. 160–162, Jan. 2019. DOI: 10.14512/gaia.28.2.15. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.28.2.15. Visited on: 30 Sept. 2021.

ENOLL. About us. [S.l.: s.n.], 2020. Available from: http://enoll.org/about-us/. Visited on: 30 Sept. 2021.

ESTEVEZ-ALVAREZ, Lurima. he aesthetic sustainability of the human condition: challenges of contemporary education. Revista Gestão & Sustentabilidade Ambiental, v. 8, n. 4, p. 368–385, Jan. 2020. DOI: 10.19177/rgsa.v8e42019368-385. Available from: http://www.portaldeperiodicos.unisul.br/index.php/gestao_ambiental/article/view/7008. Visited on: 30 Sept. 2021.

EVANS, James et al. Living labs and co-production: university campuses as platforms for sustainability science. Current Opinion in Environmental Sustainability, v. 16, p. 1–6, Oct. 2015. DOI: 10.1016/j.cosust.2015.06.005. Available from: https://linkinghub.elsevier.com/retrieve/pii/S1877343515000573. Visited on: 30 Sept. 2021.

FASNACHT, D. Open Innovation in the Financial Services. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. DOI: 10.1007/978-3-540-88231-2. Available from: http://link.springer.com/10.1007/978-3-540-88231-2. Visited on: 30 Sept. 2021.

GARCÍA, Leonardo Jimenez; LÓPEZ, A. A. Desafíos en la coproducción de conocimientos desde el diálogo de saberes y la sistematización de experiencias: una perspectiva política. Pluralismos epistemológicos: Nuevos desafíos de la investigación y la sistematización de experiencias, 2020. Available from: https://bit.ly/3gdd0Pd. Visited on: 30 Sept. 2021.

HALVERSON, Erica Rosenfeld; SHERIDAN, Kimberly. The Maker Movement in Education. Harvard Educational Review, v. 84, n. 4, p. 495–504, Dec. 2014. DOI: 10.17763/haer.84.4.34j1g68140382063. Available from: https://meridian.allenpress.com/her/article/84/4/495/32157/The-Maker-Movement-in-Education. Visited on: 30 Sept. 2021.

JAEGER-ERBEN, Melanie et al. Building Capacities for Transdisciplinary Research: Challenges and Recommendations for Early-Career Researchers. GAIA - Ecological Perspectives for Science and Society, v. 27, n. 4, p. 379–386, Jan. 2018. DOI: 10.14512/gaia.27.4.10. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.27.4.10. Visited on: 30 Sept. 2021.

KITCHENHAM, B.; CHARTERS, S. Guidelines for performing systematic literature reviews in software engineering. UK: Keele University & University of Durham, 2007.

KITCHENHAM, Barbara; PRETORIUS, Rialette, et al. Systematic literature reviews in software engineering – A tertiary study. Information and Software Technology, v. 52, n. 8, p. 792–805, Aug. 2010. DOI: 10.1016/j.infsof.2010.03.006. Available from: https://linkinghub.elsevier.com/retrieve/pii/S0950584910000467. Visited on: 30 Sept. 2021.

KOMATSU, Tamami et al. Policy labs challenges in the public sector: the value of design for more responsive organizations. Policy Design and Practice, v. 4, n. 2, p. 271–291, Apr. 2021. DOI: 10.1080/25741292.2021.1917173. Available from: https://www.tandfonline.com/doi/full/10.1080/25741292.2021.1917173. Visited on: 30 Sept. 2021.

KRAUSE, Gesche; SCHUPP, Maximilian Felix. Evaluating knowledge transfer at the interface between science and society. GAIA - Ecological Perspectives for Science and Society, v. 28, n. 3, p. 284–293, Oct. 2019. DOI: 10.14512/gaia.28.3.9. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.28.3.9. Visited on: 30 Sept. 2021.

MEDIALAB-PRADO. What is Medialab-Prado. [S.l.: s.n.], 2020. publisher: Dirección General de Proyectos Culturales, Área de Gobierno de las Artes, Ayuntamiento de Madrid. Available from: https://www.medialab-prado.es/. Visited on: 30 Sept. 2021.

MIKHAK, B. et al. Fab Lab: an alternate model of ICT for development. In: 2ND international conference on open collaborative design for sustainable innovation. [S.l.: s.n.], 2002. v. 17.

MIT. About the lab. [S.l.: s.n.], 2020. Available from: https://www.media.mit.edu/about/overview/. Visited on: 30 Sept. 2021.

MÜLLER, Felix C.; IBERT, Oliver. (Re-)sources of innovation: Understanding and comparing time-spatial innovation dynamics through the lens of communities of practice. Geoforum, v. 65, p. 338–350, Oct. 2015. DOI: 10.1016/j.geoforum.2014.10.007. Available from: https://linkinghub.elsevier.com/retrieve/pii/S0016718514002231. Visited on: 30 Sept. 2021.

OBERLACK, Christoph et al. Theories of change in sustainability science: Understanding how change happens. en. GAIA - Ecological Perspectives for Science and Society, v. 28, n. 2, p. 106–111, Jan. 2019. DOI: 10.14512/gaia.28.2.8. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.28.2.8. Visited on: 30 Sept. 2021.

PASCHKE, Melanie; ZURGILGEN, Karina. Science-policy boundary work by early-stage researchers: Recommendations for teaching, internships and knowledge transfer. GAIA - Ecological Perspectives for Science and Society, v. 28, n. 3, p. 310–315, Oct. 2019. DOI: 10.14512/gaia.28.3.13. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.28.3.13. Visited on: 30 Sept. 2021.

PEDUZZI, Marina et al. Teamwork: revisiting the concept and its consequences for interprofessional work. Trabalho, Educação e Saúde, v. 18, suppl 1, e0024678, 2020. DOI: 10.1590/1981-7746-sol00246. Available from: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1981-77462020000400401&tlng=pt. Visited on: 30 Sept. 2021.

PETTIBONE, Lisa et al. Transdisciplinary Sustainability Research and Citizen Science: Options for Mutual Learning. GAIA - Ecological Perspectives for Science and Society, v. 27, n. 2, p. 222–225, Jan. 2018. DOI: 10.14512/gaia.27.2.9. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.27.2.9. Visited on: 30 Sept. 2021.

PFIRMAN, Stephanie; MARTIN, Paula J. S. Facilitating Interdisciplinary Scholars. In: FRODEMAN, Robert; THOMPSON-KLEIN, J.; PACHECO, R. C. (Eds.). The Oxford handbook of interdisciplinarity. 2nd edition. Oxford, UK: Oxford University Press, Mar. 2017. p. 387–403. DOI: 10.1093/oxfordhb/9780198733522.013.47. Available from: http://oxfordhandbooks.com/view/10.1093/oxfordhb/9780198733522.001.0001/oxfordhb-9780198733522-e-47. Visited on: 30 Sept. 2021.

POHL, Christian; KRÜTLI, Pius; STAUFFACHER, Michael. Ten Reflective Steps for Rendering Research Societally Relevant. GAIA - Ecological Perspectives for Science and Society, v. 26, n. 1, p. 43–51, Jan. 2017. DOI: 10.14512/gaia.26.1.10. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.26.1.10. Visited on: 30 Sept. 2021.

RAASCH, Christina; HERSTATT, Cornelius; BALKA, Kerstin. On the open design of tangible goods. R&D Management, v. 39, n. 4, p. 382–393, Sept. 2009. DOI: 10.1111/j.1467-9310.2009.00567.x. Available from: https://onlinelibrary.wiley.com/doi/10.1111/j.1467-9310.2009.00567.x. Visited on: 30 Sept. 2021.

RAMÍREZ-MONTOYA, María-Soledad; GARCÍA-PEÑALVO, Francisco-José. Co-creation and open innovation: Systematic literature review. Comunicar, v. 26, n. 54, p. 09–18, Jan. 2018. DOI: 10.3916/C54-2018-01. Available from: https://www.revistacomunicar.com/index.php?contenido=detalles&numero=54&articulo=54-2018-01. Visited on: 30 Sept. 2021.

STACEY, Michael. The FAB LAB Network: A Global Platform for Digital Invention, Education and Entrepreneurship. Innovations: Technology, Governance, Globalization, v. 9, n. 1-2, p. 221–238, Jan. 2014. DOI: 10.1162/inov_a_00211. Available from: https://direct.mit.edu/itgg/article/9/1-2/221-238/9785. Visited on: 30 Sept. 2021.

WALZ, Rainer et al. Wider economic and social implications of sustainable economy approaches: Some insights from a scenario exercise. GAIA - Ecological Perspectives for Science and Society, v. 28, n. 1, p. 190–197, Jan. 2019. DOI: 10.14512/gaia.28.S1.4. Available from: https://www.ingentaconnect.com/content/10.14512/gaia.28.S1.4. Visited on: 30 Sept. 2021.

WANG, Peng. Sustainability and Resilience of Alternative Lifestyles: An Ethnography of Self-organizing Communities in South China. Sustainability, v. 12, n. 4, p. 1454, Feb. 2020. DOI: 10.3390/su12041454. Available from: https://www.mdpi.com/2071-1050/12/4/1454. Visited on: 30 Sept. 2021.

WIGBOLDUS, Seerp et al. Systemic perspectives on scaling agricultural innovations. A review. Agronomy for Sustainable Development, v. 36, n. 3, p. 46, Sept. 2016. DOI: 10.1007/s13593-016-0380-z. Available from: http://link.springer.com/10.1007/s13593-016-0380-z. Visited on: 30 Sept. 2021.

WILLIAMSON, Ben. Governing methods: policy innovation labs, design and data science in the digital governance of education. Journal of Educational Administration and History, v. 47, n. 3, p. 251–271, July 2015. DOI: 10.1080/00220620.2015.1038693. Available from: http://www.tandfonline.com/doi/full/10.1080/00220620.2015.1038693. Visited on: 30 Sept. 2021.

WOLF-POWERS, Laura et al. The Maker Movement and Urban Economic Development. Journal of the American Planning Association, v. 83, n. 4, p. 365–376, Oct. 2017. DOI: 10.1080/01944363.2017.1360787. Available from: https://www.tandfonline.com/doi/full/10.1080/01944363.2017.1360787. Visited on: 30 Sept. 2021.

YAÑEZ-FIGUEROA, José Antonio; RAMÍREZ-MONTOYA, María Soledad; GARCÍA-PEÑALVO, Francisco J. Systematic mapping of the literature: social innovation laboratories for the collaborative construction of knowledge from the perspective of open innovation. In: PROCEEDINGS of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality. Salamanca, Spain: ACM, Nov. 2016. p. 795–803. DOI: 10.1145/3012430.3012609. Available from: https://dl.acm.org/doi/10.1145/3012430.3012609. Visited on: 30 Sept. 2021.

ZAMBRANO-MONSERRATE, Manuel A.; RUANO, María Alejandra; SANCHEZ-ALCALDE, Luis. Indirect effects of COVID-19 on the environment. Science of The Total Environment, v. 728, p. 138813, Aug. 2020. DOI: 10.1016/j.scitotenv.2020.138813. Available from: https://linkinghub.elsevier.com/retrieve/pii/S0048969720323305. Visited on: 30 Sept. 2021.