Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

Method For Detecting Shilling Attacks In E-commerce Systems Using Weighted Temporal Rules

The problem of shilling attacks detecting in e-commerce systems is considered. The purpose of such attacks is to artificially change the rating of individual goods or services by users in order to increase their sales. A method for detecting shilling attacks based on a comparison of weighted temporal rules for the processes of selecting objects with explicit and implicit feedback from users is proposed. Implicit dependencies are specified through the purchase of goods and services. Explicit feedback is formed through the ratings of these products. The temporal rules are used to describe hidden relationships between the choices of user groups at two consecutive time intervals. The method includes the construction of temporal rules for explicit and implicit feedback, their comparison, as well as the formation of an ordered subset of temporal rules that capture potential shilling attacks. The method imposes restrictions on the input data on sales and ratings, which must be ordered by time or have timestamps. This method can be used in combination with other approaches to detecting shilling attacks. Integration of approaches allows to refine and supplement the existing attack patterns, taking into account the latest changes in user priorities

Being well, being musical: Music composition as a resource and occupation for older people

Introduction: Participatory music making for older people has tended to focus on singing and performance. In a community music project undertaken by Manchester Camerata (a chamber orchestra), Blacon Community Trust and a small group of older adults, participants were given the opportunity to compose individual pieces of music interactively with professional musicians. This paper reports the findings of the research project. Method: An arts-based research method was adopted and incorporated action research and interpretive interactionism to articulate the experiences and perceptions of participants. Participants and Manchester Camerata musicians also worked together to represent the thematic findings of the research in a group composition. Findings: The findings demonstrate that individual and group music composition contributed to a sense of wellbeing through control over musical materials, opportunities for creativity and identity making, validation of life experience and social engagement with other participants and professional musicians. Conclusion: The results emphasised occupation as essential to health and wellbeing in the later stages of life. The findings also highlight the particularly innovative aspects of this research: (i) the use of music composition as a viable arts-in-health occupation for older people and (ii) the arts-based research method of group composition

Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem Solving as Transdisciplinary Practice

Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage rhetoric-composition/writing studies’ disciplinary expertise in twenty-first-century higher education

Final report TransForum WP-046 : images of sustainable development of Dutch agriculture and green space

In the project “Images of sustainable development of Dutch agriculture and green space” three PhD candidates studied the topic of images in sustainable development. Frans Hermans focused on the topic of societal images and their role and influence in innovation projects. The title of his subproject was “Social learning for sustainability in dynamic agricultural innovation networks.” Joost Vervoort explored the topic of “visualisation”, that is, using and producing images for specific purposes, in the context of innovation projects and programmes, in a subproject called “Step into the system: interactive media strategies for the exchange of insights on social-ecological change.” Finally, Dirk van Apeldoorn took a complex adaptive systems approach to images. He modelled various agro-ecosystems to compare images of those systems with the behaviour of those systems. His subproject was called “Modeling resilience of agro-ecosystems.

The 1990 progress report and future plans

This document describes the progress and plans of the Artificial Intelligence Research Branch (RIA) at ARC in 1990. Activities span a range from basic scientific research to engineering development and to fielded NASA applications, particularly those applications that are enabled by basic research carried out at RIA. Work is conducted in-house and through collaborative partners in academia and industry. Our major focus is on a limited number of research themes with a dual commitment to technical excellence and proven applicability to NASA short, medium, and long-term problems. RIA acts as the Agency's lead organization for research aspects of artificial intelligence, working closely with a second research laboratory at JPL and AI applications groups at all NASA centers

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Software scaffolds to promote regulation during scientific inquiry learning

This research addresses issues in the design of online scaffolds for regulation within inquiry learning environments. The learning environment in this study included a physics simulation, data analysis tools, and a model editor for students to create runnable models. A regulative support tool called the Process Coordinator (PC) was designed to assist students in planning, monitoring, and evaluating their investigative efforts within this environment. In an empirical evaluation, 20 dyads received a “full” version of the PC with regulative assistance; dyads in the control group (n = 15) worked with an “empty” PC which contained minimal structures for regulative support. Results showed that both the frequency and duration of regulative tool use differed in favor of the PC+ dyads, who also wrote better lab reports. PC− dyads viewed the content helpfiles more often and produced better domain models. Implications of these differential effects are discussed and suggestions for future research are advanced

Expressive arts in music education: A creative and integrative curriculum

Despite the National Coalition for Arts Standards providing a framework for creative and integrative music education, relatively few opportunities for students to express their creativity and connect with music in their lives and culture exist due to a fixation on competitive performance. Such a disproportionate reliance on performance-based music education ignores students’ creative potential and severs their connection to more-than-human musics. Meanwhile, during a student mental health crisis, competition not only ignores the health and wellness needs of students and teachers but leads to unhealthy and unsustainable life practices causing stress and anxiety. The expressive and creative arts offer dramatic alternatives, actively engaging senses and creating embodied experiences that can foster curiosity, wellness, positive development, and social emotional learning. Anchored in poiesis, person-centered psychotherapy, intermodal arts integration, eco-consciousness, and health and wellness, this curriculum helps educators facilitate expressive and creative arts experiences in the context of standards-based music learning

How the design of socio-technical experiments can enable radical changes for sustainability

Sustainability requires radical innovations, but their introduction and diffusion usually encounter the opposition of existing socio-technical regimes. An important challenge is, therefore, to understand how to catalyse and support the process of transitioning towards these innovations. Building upon insights from transition studies (in particular the concepts of Strategic Niche Management and Transition Management), and through an action research project (aimed at designing, introducing and diffusing a sustainable mobility system in the suburban areas of Cape Town), the paper investigates the role of design in triggering and orienting societal transformations. A key role is given to the implementation of socio-technical experiments. A new socio-technical system design role emerges: a role in which the ideation and development of sustainable innovation concepts is coupled with the designing of appropriate transition paths to gradually incubate, introduce and diffuse these concepts