203,869 research outputs found
Necessary skills and practices required for effective participation in high bandwidth design team activities
Technology is continually changing, and evolving, throughout the entire construction
industry; and particularly in the design process. One of the principal manifestations of
this is a move away from team working in a shared work space to team working in a
virtual space, using increasingly sophisticated electronic media. Due to the significant
operating differences when working in shared and virtual spaces adjustments to
generic skills utilised by members is a necessity when moving between the two
conditions. This paper reports an aspect of a CRC-CI research project based on
research of âgeneric skillsâ used by individuals and teams when engaging with high
bandwidth information and communication technologies (ICT). It aligns with the
projectâs other two aspects of collaboration in virtual environments: âprocessesâ and
âmodelsâ. The entire project focuses on the early stages of a project (i.e. design) in
which models for the project are being developed and revised. The paper
summarises the first stage of the research project which reviews literature to identify
factors of virtual teaming which may affect team member skills. It concludes that
design team participants require âappropriate skillsâ to function efficiently and
effectively, and that the introduction of high band-width technologies reinforces the
need for skills mapping and measurement
Breakthroughs in Shared Measurement and Social Impact
A surprising new breakthrough is emerging in the social sector: A handful of innovative organizations have developed web-based systems for reporting the performance, measuring the outcomes, and coordinating the efforts of hundreds or even thousands of social enterprises within a field. These nascent efforts carry implications well beyond performance measurement, foreshadowing the possibility of profound changes in the vision and effectiveness of the entire nonprofit sector. This paper, based on six months of interviews and research by FSG Social Impact Advisors, examines twenty efforts to develop shared approaches to performance, outcome, or impact measurement across multiple organizations. The accompanying appendices include a short description of each system and four more in-depth case studies
Measuring situation awareness in complex systems: Comparison of measures study
Situation Awareness (SA) is a distinct critical commodity for teams working in complex industrial systems and its measurement is a key provision in system, procedural and training design efforts. This article describes a study that was undertaken in order to compare three different SA measures (a freeze probe recall approach, a post trial subjective rating approach and a critical incident interview technique) when used to assess participant SA during a military planning task. The results indicate that only the freeze probe recall method produced a statistically significant correlation with performance on the planning task and also that there was no significant correlation between the three methods, which suggests that they were effectively measuring different things during the trials. In conclusion, the findings, whilst raising doubts over the validity of post trial subjective rating and interview-based approaches, offer validation evidence for the use of freeze probe recall approaches to measure SA. The findings are subsequently discussed with regard to their implications for the future measurement of SA in complex collaborative systems
Integrating Behavioral Health & Primary Care in New Hampshire: A Path Forward to Sustainable Practice & Payment Transformation
New Hampshire residents face challenges with behavioral and physical health conditions and the interplay between them. National studies show the costs and the burden of illness from behavioral health conditions and co-occurring chronic health conditions that are not adequately treated in either primary care or behavioral health settings. Bringing primary health and behavioral health care together in integrated care settings can improve outcomes for both behavioral and physical health conditions. Primary care integrated behavioral health works in conjunction with specialty behavioral health providers, expanding capacity, improving access, and jointly managing the care of patients with higher levels of acuity
In its work to improve the health of NH residents and create effective and cost-effective systems of care, the NH Citizens Health Initiative (Initiative) created the NH Behavioral Health Integration Learning Collaborative (BHI Learning Collaborative) in November of 2015, as a project of its Accountable Care Learning Network (NHACLN). Bringing together more than 60 organizations, including providers of all types and sizes, all of the stateâs community mental health centers, all of the major private and public insurers, and government and other stakeholders, the BHI Learning Collaborative built on earlier work of a NHACLN Workgroup focused on improving care for depression and co-occurring chronic illness. The BHI Learning Collaborative design is based on the core NHACLN philosophy of âshared data and shared learningâ and the importance of transparency and open conversation across all stakeholder groups.
The first year of the BHI Learning Collaborative programming included shared learning on evidence-based practice for integrated behavioral health in primary care, shared data from the NH Comprehensive Healthcare Information System (NHCHIS), and work to develop sustainable payment models to replace inadequate Fee-for-Service (FFS) revenues. Provider members joined either a Project Implementation Track working on quality improvement projects to improve their levels of integration or a Listen and Learn Track for those just learning about Behavioral Health Integration (BHI). Providers in the Project Implementation Track completed a self-assessment of levels of BHI in their practice settings and committed to submit EHR-based clinical process and outcomes data to track performance on specified measures. All providers received access to unblinded NHACLN Primary Care and Behavioral Health attributed claims data from the NHCHIS for provider organizations in the NH BHI Learning Collaborative.
Following up on prior work focused on developing a sustainable model for integrating care for depression and co-occurring chronic illness in primary care settings, the BHI Learning Collaborative engaged consulting experts and participants in understanding challenges in Health Information Technology and Exchange (HIT/HIE), privacy and confidentiality, and workforce adequacy. The BHI Learning Collaborative identified a sustainable payment model for integrated care of depression in primary care. In the process of vetting the payment model, the BHI Learning Collaborative also identified and explored challenges in payment for Substance Use Disorder Screening, Brief Intervention and Referral to Treatment (SBIRT). New Hampshireâs residents will benefit from a health care system where primary care and behavioral health are integrated to support the care of the whole person. New Hampshireâs current opiate epidemic accentuates the need for better screening for behavioral health issues, prevention, and treatment referral integrated into primary care. New Hampshire providers and payers are poised to move towards greater integration of behavioral health and primary care and the Initiative looks forward to continuing to support progress in supporting a path to sustainable integrated behavioral and primary care
Trust-Networks in Recommender Systems
Similarity-based recommender systems suffer from significant limitations, such as data sparseness and scalability. The goal of this research is to improve recommender systems by incorporating the social concepts of trust and reputation. By introducing a trust model we can improve the quality and accuracy of the recommended items. Three trust-based recommendation strategies are presented and evaluated against the popular MovieLens [8] dataset
Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning
The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback fromâas well as collaborate withâexperts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning
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Scaffolding Reflection: Prompting Social Constructive Metacognitive Activity in Non-Formal Learning
The study explores the effects of three different types of non-adaptive, metacognitive scaffolding on social, constructive metacognitive activity and reflection in groups of non-formal learners. Six triads of non-formal learners were assigned randomly to one of the three scaffolding conditions: structuring, problematising or epistemological. The triads were then asked to collaboratively resolve an ill-structured problem and record their deliberations. Evidence from think-aloud protocols was analysed using conversational and discourse analysis. Findings indicate that epistemological scaffolds produced more social, constructive metacognitive activity than either of the two other scaffolding conditions in all metacognitive activities except for task orientation, as well as higher quality interactions during evaluation and reflection phases. However, participants appeared to be less aware of their activities as forming a strategic, self-regulatory response to the problem. This may indicate that for learning transfer, it may be necessary to employ an adaptive, facilitated reflection on learners' activities
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Solved! Making the case for collaborative problem-solving
This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nestaâs ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works
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