Redes Bayesianas para detección de roles de equipos en aprendizaje colaborativo soportado por computadoras

El trabajo colaborativo soportado por computadoras permite a los estudiantes que se encuentran en lugares remotos trabajar de manera conjunta en el mismo entorno virtual y permite la comunicación de ideas e información entre los integrantes del grupo. Sin embargo, como no todos los estudiantes son iguales, es importante estudiar las características de éstos para construir grupos de trabajo más productivos. La teoría de roles de equipo posibilita obtener buen desempeño en los equipos de trabajo considerando habilidades individuales, combinando las falencias de cada rol con las fortalezas de los otros. Generalmente, las personas tienen que completar extensos cuestionarios para poder determinar sus roles de equipo. En este trabajo, se propone un método alternativo para realizar esta detección a través de un sistema de aprendizaje colaborativo y a partir de la utilización de la técnica de Redes Bayesianas.Computer-supported collaborative learning allows students who are in different places to work together in the same virtual space, and supports the communication of ideas and information among learners. However, as not all students are identical, it is important to study users' characteristics to build more productive teams. Team Roles Theory allows obtaining very good team performance taking into account individual skills, combining the weaknesses of each role with the strengths of others. Originally, people have to complete extensive questionnaires to determine their team role. In this work we propose an alternative method to make this detection through a collaborative learning system and by using a Bayesian Network.Fil: Balmaceda, José María. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; ArgentinaFil: Schiaffino, Silvia Noemi. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; ArgentinaFil: Godoy, Daniela Lis. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; Argentin

The effects of team-skills training on transactive memory and performance

The existence of effective Transactive Memory Systems (TMS) in teams has been found to enhance task performance. Methods of developing Transactive Memory (TM) are therefore an important focus of research. This study aimed to explore one such method, the use of a generic team-skills training programme to develop TM and subsequent task performance. Sixteen three-member teams were all trained to complete a complex collaborative task, prior to which half the teams (n=8), completed a team-skills training programme. Results confirmed that those teams who had been trained to develop a range of team skills such as problem-solving, interpersonal relationships, goal setting and role allocation, evidenced significantly higher team skill, TM and performance than those who were not trained in such skills. Results are discussed with reference to the wider TM literature and the mechanisms through which team-skills training could facilitate the more rapid development of TM

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

What Are They Doing Anyway?: Library as Place and Student Use of a University Library

Objective - To determine student use of library spaces, the authors recorded student location and behaviors within the Library, to inform future space design. Methods - The case study method was used with both quantitative and qualitative measures. The authors had two objectives to guide this assessment of library spaces: 1) To determine what library spaces are being used by students and whether students are working individually, communally, or collaboratively and 2) To determine whether students use these spaces for learning activities and/or social engagement. Results - After data collection and analysis, the authors determined students are using individual or communal spaces almost equally as compared with collaborative group spaces. Data also revealed peak area usage and times. Conclusion - Observed student individual and social work habits indicate further need for spaces with ample electrical outlets and moveable tables. Further study is recommended to see whether additional seating and renovated spaces continue to enhance informal learning communities at URI and whether the Library is becoming a “third place” on campus

Collaboration: Critical success factors for student learning

Several studies identify collaboration between classroom teachers and teacher-librarians as a key factor that affects student achievement. Studies in teacher-librarianship have established procedures and processes for effective collaboration. This study examines collaboration from a broader theoretical and research perspective, beginning with 20 factors that specifically influence successful collaborations. These are clustered in six areas: factors related to the environment, to membership characteristics, to process and structure, to communication, to purpose, and to resources. Research from teacher-librarianship is then applied to substantiate and reinforce the factors and provide context for successful collaboration and thus effect on students\u27 learning in schools. Reprinted by permission of the publisher

Knowledge Sharing and the Psychological Contract: Managing Knowledge Workers across Different Stages of Employment

Purpose – An employee’s willingness to share knowledge may be contingent on whether the organization equitably fulfills its reward obligations. This paper seeks to examine how managers and organizations can be vehicles for managing psychological contract perceptions favoring knowledge sharing among current employees, newcomers, and applicants. Design/methodology/approach – The authors propose an integrative model to discuss psychological contract issues within each stage of employment and HRM initiatives that can encourage knowledge-sharing behaviors. Findings – The implicit psychological contracts that often influence knowledge worker attitudes for sharing knowledge are easy to overlook and challenging to manage. Managers must properly assess the nature of psychological contracts maintained by such workers so that knowledge-sharing messages address employees’ key motivators. Different psychological contracts exist at various stages of employment. Several prescriptions for effectively managing each type of psychological contract and reducing perceptions of PC breach were offered. Research limitations/implications – Empirical studies should seek to investigate whether different psychological contracts actually exist within a field setting. In addition, how workers move between transitional, transactional, balanced and relational psychological contracts should be empirically examined. Originality/value – The authors sought to better understand the different psychological contract perceptions of knowledge workers at various stages of employment, which has not been done to date. Such workers are keenly aware of the impact of their knowledge and effective management for sharing rather than hoarding becomes a critical success factor for knowledge-intensive organizations

Role and Discipline Relationships in a Transdisciplinary Biomedical Team: Structuration, Values Override and Context Scaffolding

Though accepted that "team science" is needed to tackle and conquer the health problems that are plaguing our society significant empirical evidence of team mechanisms and functional dynamics is still lacking in abundance. Through grounded methods the relationship between scientific disciplines and team roles was observed in a United States National Institutes of Health-funded (NIH) research consortium. Interviews and the Organizational Culture Assessment Instrument (OCAI) were employed.. Findings show strong role and discipline idiosyncrasies that when viewed separately provide different insights into team functioning and change receptivity. When considered simultaneously, value-latent characteristics emerged showing self-perceived contributions to the team. This micro/meso analysis suggests that individual participation in team level interactions can inform the structuration of roles and disciplines in an attempt to tackle macro level problems.Comment: Presented at COINs13 Conference, Chile, 2013 (arxiv:1308.1028

Human Performance Contributions to Safety in Commercial Aviation

In the commercial aviation domain, large volumes of data are collected and analyzed on the failures and errors that result in infrequent incidents and accidents, but in the absence of data on behaviors that contribute to routine successful outcomes, safety management and system design decisions are based on a small sample of non- representative safety data. Analysis of aviation accident data suggests that human error is implicated in up to 80% of accidents, which has been used to justify future visions for aviation in which the roles of human operators are greatly diminished or eliminated in the interest of creating a safer aviation system. However, failure to fully consider the human contributions to successful system performance in civil aviation represents a significant and largely unrecognized risk when making policy decisions about human roles and responsibilities. Opportunities exist to leverage the vast amount of data that has already been collected, or could be easily obtained, to increase our understanding of human contributions to things going right in commercial aviation. The principal focus of this assessment was to identify current gaps and explore methods for identifying human success data generated by the aviation system, from personnel and within the supporting infrastructure