Potential Abstract: This study investigates the influence of genetic and transnational variables on the implementation of commons-based peer production (CBPP) in the context of education. CBPP, a collaborative production model where individuals voluntarily contribute to a shared resource, has gained significant attention in various fields. However, its application in education, particularly in relation to the impact of genetic and transnational factors, remains underexplored. This research aims to bridge this gap by examining how genetic factors, such as individual capabilities and traits, and transnational factors, including cultural, socio-economic, and educational differences across countries, affect the effectiveness and sustainability of CBPP initiatives in education.
The study adopts a mixed-methods approach, combining quantitative analysis and qualitative interviews. Firstly, a comprehensive literature review is conducted to identify the existing research on CBPP in education, genetic determinants, and transnational influences. This review will serve as the basis for designing a quantitative survey instrument that will capture the attitudes, motivations, and experiences of educators and learners involved in CBPP initiatives in different educational settings. The survey will be distributed internationally to ensure a diverse sample of participants, enabling the exploration of transnational influences. Statistical analyses will be performed to examine the relationships between genetic variables, transnational factors, and the outcomes of CBPP initiatives, such as engagement, knowledge creation, and academic achievement.
To further enrich the findings, a subset of survey respondents will be selected for in-depth interviews. The qualitative interviews will provide insights into the complex interplay between genetic and transnational factors in the implementation of CBPP in education. These interviews will explore the perspectives of educators, learners, and other stakeholders involved in CBPP initiatives, shedding light on the challenges, opportunities, and best practices for successful CBPP implementation within diverse educational contexts.
This research contributes to both the fields of education and artificial intelligence by providing empirical evidence on the role of genetic and transnational factors in the effectiveness and sustainability of CBPP in education. The findings will inform educational policymakers, curriculum designers, and practitioners about the determinants and implications of CBPP initiatives, enabling them to make informed decisions regarding the integration of CBPP approaches into educational frameworks.
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