Autonomous, Context-Sensitive, Task Management Systems and Decision Support Tools I: Human-Autonomy Teaming Fundamentals and State of the Art

Recent advances in artificial intelligence, machine learning, data mining and extraction, and especially in sensor technology have resulted in the availability of a vast amount of digital data and information and the development of advanced automated reasoners. This creates the opportunity for the development of a robust dynamic task manager and decision support tool that is context sensitive and integrates information from a wide array of on-board and off aircraft sourcesa tool that monitors systems and the overall flight situation, anticipates information needs, prioritizes tasks appropriately, keeps pilots well informed, and is nimble and able to adapt to changing circumstances. This is the first of two companion reports exploring issues associated with autonomous, context-sensitive, task management and decision support tools. In the first report, we explore fundamental issues associated with the development of an integrated, dynamic, flight information and automation management system. We discuss human factors issues pertaining to information automation and review the current state of the art of pilot information management and decision support tools. We also explore how effective human-human team behavior and expectations could be extended to teams involving humans and automation or autonomous systems

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Toward the Integration of Student Advising at a Canadian Higher Education Institution

This Organizational Improvement Plan (OIP) addresses a problem of practice concerning the fragmented state of student advising at a large, urban higher education institution (HEI). Aligned with the sample university’s overarching organizational goal to advance a more student-centred approach, the OIP aims to foster intersections across a specialized model of student advising service provision to better meet the needs of a diverse, 21st century student population. In addition, the OIP responds to environmental realities in which increasing accountabilities, compounded by the rapid pace and growing pervasiveness of reactive change, require building internal capacity for ongoing, continuous adaptation (Lichtenstein et al., 2006). The OIP’s overarching leadership lens is informed by complexity theory (CT), and the complexity leadership (CL) model (Uhl-Bien & Arena, 2017, 2018) is used as the framework to lead the change and to shift perspectives on leadership to more distributed forms. Acknowledging that there is no single correct way to structure student advising in HEIs, the OIP proposes that a traditional service-provider model of student advising may be enhanced by forging interconnections through a combination of technology and adaptive space within which social capital among agents may be fostered across the system of service provision. Specifically, the OIP describes how a planned change to deploy a software solution to support student referrals across the system may be leveraged as a starting point to enable conditions for continuous adaptation. The planned change is used as an opportunity to create adaptive space (Uhl-Bien & Arena, 2017; Uhl-Bien & Marion, 2009) for agents working across the system to connect and work through the change together, thereby shifting traditional, top-down perspectives on leadership and change toward a more bottom-up approach. In this way, the OIP balances leading change for performance with creating conditions for ongoing system adaptation (Uhl-Bien & Arena, 2017). While this OIP presents a context-specific approach to change, the concepts it employs from CL—including creating and maintaining adaptive space, adaptive leadership, and practices—may inform approaches to change in similar contexts at other HEIs. Keywords: adaptation, adaptive space, complexity theory, model of complexity leadership, higher education institutions, student advisin

Promoting Self-Determination Skills of Individuals with Intellectual Disabilities Participating in the Inclusive Concurrent Enrollment Initiative Programs throughout Massachusetts

There are currently 15 Inclusive Concurrent Enrollment Initiative (ICEI) Programs throughout Massachusetts. Each program is different in its day-to-day planning but all adhere to the mission, full inclusion of students with intellectual and developmental disabilities. The purpose of this evaluative research study was to examine and understand the functional components of postsecondary education programs that promote self-determination for students with intellectual and developmental disabilities and to differentiate programs that include or do not include these components. To answer the five research questions data were collected from Students, Educational Coaches, ICEI Program Coordinators, Transition Liaisons, Statewide Coordinator, observations, and record reviews. To answer all the questions, it required integrating what we have learned about the program participants with what we are observing in the program. All of this information provided evidence to understand participant perceptions of the observed programs. All of the information collected was interpreted through qualitative and quantitative approaches consistent with the CIPP model. In addition to examining the quality and potential efficacy of program components, I also examined the consistency across programs. For instance, it was important to know if certain components were viewed as effective components across programs, while other components were viewed as being less effective across programs. These consistencies helped me to understand how the statewide support of specific programs may be adequately or inadequately supporting implementation of those components. Recommendations for program improvement activities to promote self-determinations skills, knowledge, and beliefs of students and educators are provided based on all of the data collected throughout the evaluation