Change Of Routines: A Multi-Level Analysis

This paper analyses how organizational routines change. It focuses on the level of learning groups within organizations. The paper starts with a summary of the 'activity theory' of knowledge used. Next, the notion of scripts is used, to analyse organizational groups as 'systems of distributed cognition', and to identify different levels of routines and their change. Finally, the paper looks at communication routines or rules needed for different levels of change, in the formation of new 'shared beliefs'.organizational change;organizational learning;evolution;routines;scripts

Introduction to IND and recursive partitioning, version 1.0

This manual describes the IND package for learning tree classifiers from data. The package is an integrated C and C shell re-implementation of tree learning routines such as CART, C4, and various MDL and Bayesian variations. The package includes routines for experiment control, interactive operation, and analysis of tree building. The manual introduces the system and its many options, gives a basic review of tree learning, contains a guide to the literature and a glossary, lists the manual pages for the routines, and instructions on installation

Introduction in IND and recursive partitioning

This manual describes the IND package for learning tree classifiers from data. The package is an integrated C and C shell re-implementation of tree learning routines such as CART, C4, and various MDL and Bayesian variations. The package includes routines for experiment control, interactive operation, and analysis of tree building. The manual introduces the system and its many options, gives a basic review of tree learning, contains a guide to the literature and a glossary, and lists the manual pages for the routines and instructions on installation

"Organisational learning and the organisational link : The problem of conflict, political equilibrium and truce"

This article addresses the issue of organisational learning. The starting point for the analysis is the definition of organisational learning proposed by Levitt and March (1988) in terms of the transformation of an organisation's routines. This definition lead to a focus on the "organisational link" or the way in which individual routines and various learning processes are coordinated, thus assuring a degree of organisational coherence. In comparing the different organisational theories of Simon (1947), March and Simon (1958), Cyert and March (1963) and Nelson and Winter (1982), it is demonstrated that those authors that place primary emphasis on the organisation as an processor of information tend to downplay the importance of the social, relational and political dimensions of organisation behaviour. Recognition of the dual nature of the organisational link and of the importance of political determinants leads to the conclusion that individual processes of learning and inference should to be analytically distinguished from "learning" in the sense of a transformation in the organisation's routines.organisational learning; theory of organisation; routines; coordination

Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework

Negotiation for meaning, in response to instances of non-understanding, plays an important role in SLA. Meaning negotiation routines in face-to-face classroom interactions have been identified by Varonis and Gass. Smith expands the model to adapt it to text chat CMC environments. In the past decade, synchronous audio CMC has become commonly used for online language teaching, but its affordances are different from text chat CMC. Therefore, it is necessary to examine what meaning negotiation routines are in language learners’ oral interactions in this new online learning environment. In this study, participants were invited to complete two information gap tasks in which target lexical items were embedded to elicit learners’ negotiation for meaning and then they participated in a stimulated recall interview. Based on the analysis of students’ oral interactions in synchronous audio CMC, the authors propose two new possible stages in negotiation for meaning routines and demonstrate how different modes of communication can affect language learning online

Evolving routines and strategic change. Learning in practice through knowledge and knowing in evolving routines

A travers l'évolution d'une routine à fort contenu de connaissance : l'évaluation par les pairs d'articles scientifiques, on analyse l'impact des pratiques concrètes pour faire évoluer les processus stratégiques de l'organisation.routine;ingénierie des connaissances;micro-pratiques;caractérisation

Parallelizable sparse inverse formulation Gaussian processes (SpInGP)

We propose a parallelizable sparse inverse formulation Gaussian process (SpInGP) for temporal models. It uses a sparse precision GP formulation and sparse matrix routines to speed up the computations. Due to the state-space formulation used in the algorithm, the time complexity of the basic SpInGP is linear, and because all the computations are parallelizable, the parallel form of the algorithm is sublinear in the number of data points. We provide example algorithms to implement the sparse matrix routines and experimentally test the method using both simulated and real data.Comment: Presented at Machine Learning in Signal Processing (MLSP2017

Boundedly Rational Decision Emergence - A General Perspective and Some Selective Illustrations

A general framework is described specifying how boundedly rational decision makers generate their choices. Starting from a "Master Module" which keeps an inventory of previously successful and unsuccessful routines several submodules can be called forth which either allow one to adjust behavior (by "Learning Module" and "Adaptation Procedure") or to generate new decision routines (by applying "New Problem Solver"). Our admittedly bold attempt is loosely related to some stylized experimental results.

Visual Thinking Routines: A Mixed Methods Approach Applied to Student Teachers at the American University in Dubai

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The following study used mixed methods. It was guided by two research questions: 1). To what extent did visual thinking routines implemented in the Math/Science methodology course offered at the Graduate School of Education at the American University in Dubai inspire learning in the classroom and made time for students’ questions, contributions, and thinking?, 2). How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Eight student teachers enrolled in the teaching methodology course at the American University in Dubai (Spring 2017) participated in the following study. First, they completed a survey that measured to what degree they believed visual thinking routines inspired learning in the classroom and made time for students’ questions, contributions, and thinking. In order to build on the results from the quantitative phase, the student teachers were next involved in a qualitative data collection phase, where they had to answer the question: How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Results revealed that the implementation of visual thinking routines in the classroom strongly inspired learning in the classroom and made time for students’ questions, contributions, and thinking. In addition, student teachers explained how visual thinking routines allowed for visibility and reinforced thinking skills and questioning. As with all new and novel resources, visual thinking routines are not free of challenges. To make the most of this useful and resource, visual thinking routines need to be highly valued at all academic levels starting from early stages. It is essential that such routines become embedded in the curriculum to allow for a rich meaningful learning journey that incorporates questioning, thinking, and deep understanding

"Organisational learning and the organisational link : The problem of conflict, political equilibrium and truce"

This article addresses the issue of organisational learning. The starting point for the analysis is the definition of organisational learning proposed by Levitt and March (1988) in terms of the transformation of an organisation's routines. This definition lead to a focus on the "organisational link" or the way in which individual routines and various learning processes are coordinated, thus assuring a degree of organisational coherence. In comparing the different organisational theories of Simon (1947), March and Simon (1958), Cyert and March (1963) and Nelson and Winter (1982), it is demonstrated that those authors that place primary emphasis on the organisation as an processor of information tend to downplay the importance of the social, relational and political dimensions of organisation behaviour. Recognition of the dual nature of the organisational link and of the importance of political determinants leads to the conclusion that individual processes of learning and inference should to be analytically distinguished from "learning" in the sense of a transformation in the organisation's routines