Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr

WESTT (Workload, Error, Situational Awareness, Time and Teamwork): An analytical prototyping system for command and control

Modern developments in the use of information technology within command and control allow unprecedented scope for flexibility in the way teams deal with tasks. These developments, together with the increased recognition of the importance of knowledge management within teams present difficulties for the analyst in terms of evaluating the impacts of changes to task composition or team membership. In this paper an approach to this problem is presented that represents team behaviour in terms of three linked networks (representing task, social network structure and knowledge) within the integrative WESTT software tool. In addition, by automating analyses of workload and error based on the same data that generate the networks, WESTT allows the user to engage in the process of rapid and iterative “analytical prototyping”. For purposes of illustration an example of the use of this technique with regard to a simple tactical vignette is presented

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

Conceptualizing teamwork and group-work in architecture and related design disciplines

This paper reports on the early findings of an Australian Learning Teaching Council (ALTC/OLT) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project investigating good practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on architecture. Drawing upon a review of the literature and discussions with teachers and practitioners, the paper considers how teamwork is conceived in the context of the design disciplines. The paper explores notions of team and group design activities in the literature, identifying the key elements and characteristics of effective teams and groups. While a great deal of research exists on effective teamwork in organizational, management and general education literature, this research found a clear gap in knowledge relating to teaching teamwork in architecture and related design contexts. Suggestions are made about the ways in which theories on effective teamwork in organisations might elucidate teaching and assessment of effectively functioning student design teams. The literature review prompted five key questions, outlined here, around the conceptualisation of teamwork in design education that were subsequently discussed with educators and practitioners, thus allowing the identification of issues, problems and solutions common to all fields of design

Researching Across Two Cultures: Shifting Positionality

Embodied and creative research methods provoke honesty, emotion, and vulnerability in participants, which add to the richness of the stories they tell and are willing to share. The positionality of the researcher is less of “interviewer” and more “co-producer” or participant in a dialogue. Visual and creative approaches invite participants to share in ways in which they are not able or willing through words alone. The data and outputs they produce, with film, art, or objects, can in turn affect those who see it more than written text and need to be analysed and disseminated along with more traditional transcripts, articles, and presentations. In the context of investigating sensitive issues such as those around embodied identity, these methods, which use embodied methods to explore embodied research questions, may feel the most appropriate. These approaches lie along the boundary of therapy and research, asking much of researchers who are unlikely to have received therapeutic training or ongoing support. Due to this deficit, the researched may find that their experience is not held or contained in a way that the content would demand. Similarly, the data themselves lie on the boundary of art and research, in that they can be seen as more than a tool to facilitate reflection, but as artifacts in their own right. What are the implications in this scenario? Where should we position ourselves and our work along these boundaries? Who holds the space for the researcher and the researched if both are made vulnerable

A Computational Cognitive Architecture for Exploring Team Mental Models

Team Mental Models (TMM) are one of the strongest predictors of team behavior and performance. TMM direct team behaviors through the series of tasks they perform over time. Research in the area, although crucial in demonstrating the effect of TMM, has been largely static, failing to articulate specifically how TMM emerge or function in teams over time. This dissertation develops a computational model to explicate the process of TMM emergence and demonstrate necessary factors. First, I explain the core concepts of TMM emergence, including team composition, dyadic interactions, and contextual variables. Second, I develop a process-oriented theory of TMM development in narrative format. Third, I translate the narrative theory into a computational model proposed to explore how the core processes interact to influence TMM emergence. Results of the model suggest that teams may simultaneously increase TMM similarity and decrease overall accuracy as a team. Additionally, team intelligence may be viewed as a liability in some respects. While intelligence in team members could facilitate more efficient, faster sharing of information, incorrect information spreads more quickly. As team members are more agreeable starting from the beginning of the simulation, members could be more susceptible to believing more incorrect information

A Team-Based Approach to Social Learning Research in Natural Resource Management

This thesis responds to the need to quantify social learning and its outcomes as it relates to natural resource management. Social learning enables individuals engaging in collective action to understand each other’s perspectives, encourages integration of diverse knowledge bases, and the creation of new knowledge (Keen, Brown, & Dyball, 2005). However, the concept currently lacks a clear operational definition in natural resource management. The lack of an operational definition for social learning has stymied attempts to validate its espoused ability to improve civic discourse and, ultimately, resource governance (Pahl-Wostl & Hare, 2004). This report is composed of three papers that collectively offer a way forward for this area of research. The first paper supplies an operational definition of social learning based on team cognition research in organizational psychology. One possible research framework for the assessment of social learning is provided. The second paper presents a case study using this framework. The case study takes place within the context of private forestlands management; a growing arena for collective action institutions. A pre-test and post-test quasi-experimental design is used to test for social learning resulting from a participatory research intervention. The third paper documents the results of the participatory research intervention, independent of the social learning framework

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi