Intellectual Capital Architectures and Bilateral Learning: A Framework For Human Resource Management

Both researchers and managers are increasingly interested in how firms can pursue bilateral learning; that is, simultaneously exploring new knowledge domains while exploiting current ones (cf., March, 1991). To address this issue, this paper introduces a framework of intellectual capital architectures that combine unique configurations of human, social, and organizational capital. These architectures support bilateral learning by helping to create supplementary alignment between human and social capital as well as complementary alignment between people-embodied knowledge (human and social capital) and organization-embodied knowledge (organizational capital). In order to establish the context for bilateral learning, the framework also identifies unique sets of HR practices that may influence the combinations of human, social, and organizational capital

Laying the Foundation of Teaching in Digital Era: What Happens to Teachers When Technology Changes Rapidly

Teachers may not always obtain professional training to improve themselves. Frequently, they have to learnby themselves, explore ways by their own, and do some trials and errors. They can be successful or fail.They have to do their own learning journey. This frequently happens when teachers have to work with ICT.The flourish, popularity and reputation of ICT in education seem very appealing, but at the same timeprovide new challenges. The Interactivity, creativity, affection, cognition, speed and transferability featuresof ICT may tempt teachers to use it in their teaching. However, teachers may face difficulty when they haveto change by adopting new technology, but they do not know what to do, where to start and who can or willhappily help them, especially when other teachers are busy with their own works. This indicates that thecoming of ICT bring joy, but also difficulty for teachers. This ICT learning difficulties/challenges areheightened by the nature of ICT which changes and expands rapidly. In this study, I intend to express myreflection on my own teaching practice and my analysis on one of my colleagues teaching experience in ourICT self-learning: what issues we encounter, what we obtain and miss in our learning journey, and whataspects affect our learning. We find that professional help for teachers does not always come when it isneeded. There are many times when teachers should face their teaching field independently (withoutprofessional training). However, we find that embedding ICT into teaching-learning now becomes not onlya trend, but also a need. To do this, teachers should be explorative, adaptive and reflective learners. Thereare many challenges that we have to face during the learning process which relate to teacher, students andenvironment aspects which require us to do exploratory, experiential and social learning. Genuine learningmay come from self-learning on what we need in our teaching practice and observation on whatenvironment provides or not provide for our learning

Laying the Foundation of Teaching in Digital Era: What Happens to Teachers when Technology Changes Rapidly

Teachers may not always obtain professional training to improve themselves. Frequently, they have to learnby themselves, explore ways by their own, and do some trials and errors. They can be successful or fail.They have to do their own learning journey. This frequently happens when teachers have to work with ICT.The flourish, popularity and reputation of ICT in education seem very appealing, but at the same timeprovide new challenges. The Interactivity, creativity, affection, cognition, speed and transferability featuresof ICT may tempt teachers to use it in their teaching. However, teachers may face difficulty when they haveto change by adopting new technology, but they do not know what to do, where to start and who can or willhappily help them, especially when other teachers are busy with their own works. This indicates that thecoming of ICT bring joy, but also difficulty for teachers. This ICT learning difficulties/challenges areheightened by the nature of ICT which changes and expands rapidly. In this study, I intend to express myreflection on my own teaching practice and my analysis on one of my colleagues teaching experience in ourICT self-learning: what issues we encounter, what we obtain and miss in our learning journey, and whataspects affect our learning. We find that professional help for teachers does not always come when it isneeded. There are many times when teachers should face their teaching field independently (withoutprofessional training). However, we find that embedding ICT into teaching-learning now becomes not onlya trend, but also a need. To do this, teachers should be explorative, adaptive and reflective learners. Thereare many challenges that we have to face during the learning process which relate to teacher, students andenvironment aspects which require us to do exploratory, experiential and social learning. Genuine learningmay come from self-learning on what we need in our teaching practice and observation on whatenvironment provides or not provide for our learning

FuseBox24

Following on from the findings of the Brighton Fuse report, the FuseBox24 project examined in further detail the conditions necessary to accelerate innovation in the Creative, Digital and IT (CDIT) sector, a strong and growing part of the UK economy. The FuseBox24 project found that CDIT innovators: - Trade in ideas and content, but tend not to worry about protecting intellectual property – open innovation and collaborative approaches dominate. - Often as sole traders or micro-businesses need shared spaces in which to collaborate with others to develop ideas. - Need support, capability and new tools to enable them to get the most out of collaborations for sustainable innovation. The FuseBox24 findings demonstrated that arts, humanities and design approaches are highly effective in meeting these needs

Balancing exploration, exploitation, and efficiency : a framework of entrepreneurial learning.

Entrepreneurial learning (EL), defined as “learning in the entrepreneurial process through which individuals acquire new knowledge, either vicariously or from direct experience, which has the potential to change the range of entrepreneurial actions”, is a key construct in the pursuit and development of entrepreneurial opportunities. However, the field of entrepreneurship has yet to produce a theory of learning explaining under what conditions individuals engage in differing types of entrepreneurial learning. Further, the limited research within this line of inquiry is diverse and disconnected. In this research, I attempt to advance the literature on organizational and entrepreneurial learning through the examination of a multi-level framework of entrepreneurial learning processes. I do this within a framework supported by social cognitive (or learning) theory, where I attempt to examine the relationships between the influence of prior performance, organizational factors, and personal cognitive characteristics on what an entrepreneur learns. However, my findings suggest that entrepreneurial learning is best described as a process. Rather than finding support for a model of entrepreneurial learning with learning as an outcome, the data supports a model of entrepreneurial learning focused on the process of entrepreneurial learning

Design by immersion: A transdisciplinary approach to problem-driven visualizations

While previous work exists on how to conduct and disseminate insights from problem-driven visualization work and design studies, the literature does not address how to accomplish these goals in transdisciplinary teams in ways that advance all disciplines involved. In this paper we introduce and define a new methodological paradigm we call design by immersion, which provides an alternative perspective on problem-driven visualization work. Design by immersion embeds transdisciplinary experiences at the center of the visualization process by having visualization researchers participate in the work of the target domain (or domain experts participate in visualization research). Based on our own combined experiences of working on cross-disciplinary, problem-driven visualization projects, we present six case studies that expose the opportunities that design by immersion enables, including (1) exploring new domain-inspired visualization design spaces, (2) enriching domain understanding through personal experiences, and (3) building strong transdisciplinary relationships. Furthermore, we illustrate how the process of design by immersion opens up a diverse set of design activities that can be combined in different ways depending on the type of collaboration, project, and goals. Finally, we discuss the challenges and potential pitfalls of design by immersion

Robust and Efficient Planning using Adaptive Entropy Tree Search

In this paper, we present the Adaptive EntropyTree Search (ANTS) algorithm. ANTS builds on recent successes of maximum entropy planning while mitigating its arguably major drawback - sensitivity to the temperature setting. We endow ANTS with a mechanism, which adapts the temperature to match a given range of action selection entropy in the nodes of the planning tree. With this mechanism, the ANTS planner enjoys remarkable hyper-parameter robustness, achieves high scores on the Atari benchmark, and is a capable component of a planning-learning loop akin to AlphaZero. We believe that all these features make ANTS a compelling choice for a general planner for complex tasks

Using vignettes to understand the social-emotional experiences of three-year-olds in diverse language contexts

This article reports on the educational experiences of young Afrikaans mother tongue South African children who are exposed to multilingual learning environments during the preschool years. Vignette research provided observational, co-experiential data of the lived experiences of three-year-old boys as they engaged with formal and informal learning. Vignette data that had been collected through observations, written teacher validation and face-to-face interviews, was controlled against existing literature to provide in-depth insights into the participants’ divergent experiences of and within their learning environment. Findings indicate specific areas in which young children may need additional support in multilingual learning environments, in terms of i) social-emotional security experienced in the learning environment; ii) intentional development of empathy for peers, iii) independence and initiative taking in informal settings, and iv) interactive communication. Although the study focused on South African contexts, its findings may inform future interventions to support multilingual language environments in the early years.&nbsp

Sexual HIV Risk Among Male Parolees and Their Female Partners: The Relate Project

Background: The massively disproportionate impact of America’s prison boom on communities of color has raised questions about how incarceration may affect health disparities, including disparities in HIV. Primary partners are an important source of influence on sexual health. In this paper, we investigate sexual HIV risk among male-female couples following a man’s release from prison. Methods: We draw upon data from the Relate Project, a novel cross-sectional survey of recently released men and their female partners in Oakland and San Francisco, California (N=344). Inferential analyses use the actor-partner model to explore actor and partner effects on sexual HIV risk outcomes. Results: Dyadic analyses of sexual HIV risk among male parolees and their female partners paint a complex portrait of couples affected by incarceration and of partners’ influences on each other. Findings indicate that demographic factors such as education level and employment status, individual psycho-social factors such as perception of risk, and relationship factors such as commitment and power affect sexual HIV risk outcomes. Conclusion: The Relate Project provides a novel dataset for the dyadic analysis of sexual risk among male parolees and their female partners, and results highlight the importance of focusing on the couple as a unit when assessing HIV risk and protective behaviors. Results also indicate potentially fruitful avenues for population-specific interventions that may help to reduce sexual health disparities among couples affected by incarceration

List Models of Procedure Learning

This paper presents a new theory of the initial stages of skill acquisition and then employs the theory to model current and future training programs for fight management systems (FMSs) in modern commercial airliners like the Boeing 777 and the Airbus A320. The theoretical foundations for the theory are a new synthesis of the literature on human memory and the latest version of the ACT-R theory of skill acquisition