177,535 research outputs found
An integrated approach for analysing and assessing the performance of virtual learning groups
Collaborative distance learning involves a variety of elements and factors that have to be considered and measured in order to analyse and assess group and individual performance more effectively and objectively. This paper presents an approach that integrates qualitative, social network analysis (SNA) and quantitative techniques for evaluating online collaborative learning interactions. Integration of various different data sources, tools and techniques provides a more complete and robust framework for group modelling and guarantees a more efficient evaluation of group effectiveness and individual competence. Our research relies on the analysis of a real, long-term, complex collaborative experience, which is initially evaluated in terms of principled criteria and a basic qualitative process. At the end of the experience, the coded student interactions are further analysed through the SNA technique to assess participatory aspects, identify the most effective groups and the most prominent actors. Finally, the approach is contrasted and completed through a statistical technique which sheds more light on the results obtained that far. The proposal draws a well-founded line toward the development of a principled framework for the monitoring and analysis of group interaction and group scaffolding which can be considered a major issue towards the actual application of the CSCL proposals to real classrooms.Peer ReviewedPostprint (author's final draft
How to achieve dynamic and flexible performance management systems for collaborative processes
[EN] One of the main characteristics of successful collaborative networks is their ability to continuously reformulating their processes. The, they can quickly get adapted to environment needs and therefore define more competitive processes. One of biggest weaknesses of Performance Management Systems (PMS) when dealing with collaborative processes associated to collaborative networks, is their low degree of both dynamicity and flexibility to get adapted to the changes that such collaborative processes experiment. The main changes that can take place are, among others, small or large modifications of the own processes, entrance and/or exit of new participants in the process, incorporation and/or elimination of processes, changes in objectives and/or strategies of processes of some participant, or even of the whole collaborative network, etc. All this brings continuous modifications over the components that conform the PMS. Then, it is necessary to structure certain mechanisms that will provide with both dynamicity and flexibility to the PMS. Otherwise, these PMS will become obsolete in the short-time and will be not useful anymore. Further, these PMS will not measure properly performance and then they will become ineffective, becoming the source of troubles. Scientific literature shows that most of the works that deal with PMS dynamicity and flexibility are focused on intra-organizational contexts, leaving almost apart the collaborative networks ambit. This work analyses those aspects that prevent to the PMS to be dynamic and flexible when applied to manage the performance of collaborative networks. In addition, we discuss and analyse several mechanisms that should be incorporated into the PMS, making them more dynamic and flexible.Alfaro Saiz, JJ.; Verdecho Sáez, MJ.; RodrÃguez RodrÃguez, R. (2013). How to achieve dynamic and flexible performance management systems for collaborative processes. IFIP Advances in Information and Communication Technology. 408:639-647. doi:10.1007/978-3-642-40543-3_67S639647408Matopoulos, A., Vlachopoulou, M., Manthou, V., Manos, B.: A conceptual framework for supply chain collaboration: empirical evidence from the agri-food industry. Supply Chain Management: An International Journal 12(3), 177–186 (2007)Barrat, M.: Understanding the meaning of collaboration in the supply chain. Supply Chain Management: An International Journal 9(1), 30–42 (2004)Alfaro, J.J., Rodriguez-Rodriguez, R., Verdecho, M., Ortiz, A.: Business process interoperability and collaborative performance measurement. International Journal of Computer Integrated Manufacturing 22(9), 877–889 (2009)Franco, R.D., Ortiz, A.: Soporte a la ejecución de procesos de negocio extendidos para la planificación de la producció. In: Proceedings of the X Congreso de IngenierÃa de Organización, Valencia, vol. I, pp. 255–262 (2006)Ghalayini, A., Noble, J.S., Crowe, T.J.: An integrated dynamic performance measurement system for improving manufacturing competitiveness. International Journal of Production Economics 48, 207–225 (1997)Waggoner, D., Neely, A.D., Kennerley, M.P.: The forces that shape organisational performance measurement systems: An interdisciplinary review. International Journal of Production Economics 60(61), 53–60 (1999)Bititci, U.S., Turner, T., Begemann, C.: Dynamics of performance measurement systems. International Journal of Operations and Production Management 20(6), 692–704 (2000)Kennerley, M., Neely, A.: Measuring performance in a changing business environment. International Journal of Operations & Production Management 23(2), 213–229 (2003)Kennerley, M., Neely, A., Adams, C.: Survival of the fittest: measuring performance in a changing business environment. Measuring Business Excellence 7(4), 37–43 (2003)Najmi, M., Fan, I., Rigas, J.: A framework to review performance measurement systems. Business Process Management Journal 11(2), 109–122 (2005)Salloum, M.: Towards dynamic performance measurement system: a framework for manufacturing organizations. Thesis, Mälardalen University, Västeras, Sweden (2011
Systemic intervention for computer-supported collaborative learning
This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project
Information technology as boundary object for transformational learning
Collaborative work is considered as a way to improve productivity and value generation in
construction. However, recent research demonstrates that socio-cognitive factors related to fragmentation of specialized knowledge may hinder team performance. New methods based on theories of practice are emerging in Computer Supported Collaborative Work and organisational learning to break these knowledge boundaries,
facilitating knowledge sharing and the generation of new knowledge through transformational learning. According to these theories, objects used in professional practice play a key role in mediating interactions. Rules and methods related to these practices are also embedded in these objects. Therefore changing collaborative
patterns demand reconfiguring objects that are at the boundary between specialized practices, namely boundary objects. This research is unique in presenting an IT strategy in which technology is used as a boundary object to facilitate transformational learning in collaborative design work
Changing Tools Changing Attitudes: Effects of introducing a computer system to promote learning at work
The use of computer-supported collaborative learning (CSCL) tools to manage and support learning at
work offers a lot of advantages, such as the increase in the availability and access to knowledge.
However, computer systems also introduce new ways of doing things, which may impact on their
acceptability and usage in an organisation. The study considers the issue of re-mediating human
activity through the introduction of a CSCL system to support collaborative organisational learning
(COL) activities as a way of promoting learning at work. A comparative study into the effects of remediating
work practices in an organisation was conducted 'before' and 'after' the introduction of a
CSCL system using three selected constitutive elements of COL namely: collaboration, knowledge
sharing and interactivity. The study used activity theory as a framework for examining the support
mechanisms for the selected elements of COL from a social and cultural perspective in terms of how
they occur, and how they are supported in context. Findings highlighted the importance of accounting
for social and cultural issues relating to the tool user, prior to the introduction of a CSCL system to
support learning at work, as these could impact on the usage and acceptability of such a tool
The effect of Strategic Knowledge Management on the universities’ performance: An empirical approach
[Abstract]: Purpose. This article explores the relationship between the availability and use of IT solutions for SKM
and the universities´ performance, measured in terms of scientific production.
Design/methodology/approach. Drawing on the resource-based view (RBV) and the Knowledgebased theory, we develop a conceptual framework for exploring the effect of SKM based on IT on the
organization’s performance that we empirically test by applying panel data methodology to a sample of
70 Spanish universities over the period 2011-2014.
Findings. We confirm that the SKM based on IT influences the university’s performance. This effect
is positive in the case of the IT solutions referred to the infrastructure of data grouping and more evident
when the university’s performance is measured by indicators more directly related to scientific quality.
Contrary to expected, the percentage of training and research staff that uses institutional tools of
collaborative work is negatively related with the universities´ capacity of publication.
Practical implications. We followed the system dynamics approach to identify a causal diagram and a
flow sequence that lets us group universities in three different profiles in the KM flow diagram.
Originality/value: First, we develop a conceptual framework for exploring the effect of SKM based on
IT on the organization’s performance that could be applicable to analyse the case of other knowledgedriven organizations. Second, in contrast with the large number of studies dealing with SKM and
performance focused on firms, we analyse universities. Third, our empirical approach used panel data
methodology with a large sample of universities over the period 2011-2014
Analysing teamwork in higher education: an empirical study on the antecedents and consequences of team cohesiveness
Uno de los factores más importantes del trabajo en equipo es la cohesión entre sus miembros. Sin embargo, escasos trabajos analizan sus antecedentes y consecuencias. El presente estudio utiliza el modelo Input-Process-Output para analizar el impacto de factores individuales y de la tarea sobre la cohesión del equipo, asà como la influencia de la cohesión del equipo sobre la eficacia del mismo. En base a una encuesta a 160 alumnos que realizaron trabajos en grupo, los resultados muestran que el grado de cooperación y el comportamiento colaborativo tienen una influencia positiva en la cohesión del equipo, mientras que la carga de trabajo y la complejidad de la tarea tienen una influencia negativa en la misma. Además, la cohesión del equipo influye positivamente en el aprendizaje percibido, la satisfacción con el trabajo en equipo y la calidad esperada. Finalmente, tanto el aprendizaje percibido como la calidad esperada predicen la satisfacción con el trabajo en equipo.One of the most important components of effective teamwork is cohesiveness. However, few empirical studies on the antecedents and consequences of group cohesiveness exist. In response to this gap, the current study draws on the Input-Process-Output model of team effectiveness to investigate the impact of individual and task factors on team cohesiveness, as well as the influence of team cohesiveness on students’ perceived learning, satisfaction with teamwork, and expected quality in the outcome. Based on a survey of 160 undergraduate students who worked in groups, the findings show that cooperativeness and collaborative behaviour have a positive influence on team cohesiveness, while workload and task complexity have a negative influence on it. Additionally, team cohesiveness is positively related to perceived learning, satisfaction with teamwork, and expected quality. Finally, both perceived learning and expected quality predict satisfaction with teamwork
Literacy practices: using the literacies for learning in further education framework to analyse literacy practices on a post-compulsory education and training teacher education programme
The Literacies for learning in further education framework describes nine aspects of a literacy practice that elaborate the basic questions of what?, why?, who?, and how? that are needed to understand and describe literacy practices.
The framework was used to analyse two literacy practices encountered on initial teacher education courses in the post-compulsory education and training (PCET) phase of the Teacher Education Department in order to understand those literacy practices and improve them.
The framework was found to be a useful tool in articulating competing and contradictory purposes in literacy practices in order to clarify them particularly in the context of the complex partnership and stakeholder relationships within teacher education. It was also useful as a planning tool to support collaborative work between the PCET phase of the Teacher Education Department and faculty-based and central support services in supporting the academic literacy of trainees.
The use of the framework by other University departments should be considered in supporting academic literacy
Virtual reality in theatre education and design practice - new developments and applications
The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience
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