Understanding Nomadic Practices of Social Activist Networks Through the Lens of Infrastructuring: the Case of the European Social Forum

Abstract

Within CSCW and HCI, an increasing body of literature has been demonstrating the essential relevance of infrastructures and infrastructuring to the work of people engaging in technologically mediated nomadicity. Tech Nomads – or T-Nomads, as they are sometimes called – not only rely on technological, human, and environmental infrastructural components – such as Wi-Fi, technical support, space, and basic resources such as light and power outlets – but they also have to engage in infrastructuring to mobilise their workplaces and effectively accomplish work in and across different locations. In this article, we bring an infrastructuring perspective to understanding nomadic practices concerning the organisation of complex collaborative events. We introduce findings from a long-term investigation focusing on how infrastructures are re-instantiated with the help of digital technologies, according to emerging demands from T-Nomads. Our findings demonstrate the need for a ‘non-essentialist’ approach to nomadicity, one which recognises the character of nomadic work and its varied aspects in different contexts. We extend the infrastructuring literature by demonstrating how infrastructuring work is done in a complex collaborative initiative, as the organisation of the annual European Social Forum.

Impact of Metaverse Technology on Student Engagement and Academic Performance: The Mediating Role of Learning Motivation

“…A study explored (Alawadhi et al, 2022), learning experiences that are personalized and adaptable are possible as a result of metaverse technology. (Saeed et al, 2019) and(de Carvalho et al, 2022)shed light on the practices and challenges of nomadic knowledge sharing, offering insights that can inform the understanding of how metaverse technology may impact student engagement and academic performance through enhanced knowledge sharing practices. By addressing their particular requirements and learning preferences, students can receive customized feedback, individualized training, and adaptable content in virtual environments, which promotes engagement.…”