How to promote informal learning in the workplace? The need for incremental design methods

Informal Learning in the Workplace (ILW) is ensured by the everyday work activities in which workers are engaged. It accounts for over 75 per cent of learning in the workplace. Enterprise Social Media (ESM) are increasingly used as informal learning environments. According to the results of an implementation we have conducted in real context, we show that ESM are appropriate to promote ILW. Nevertheless, social aspects must be reconsidered to address users' needs regarding content and access, quality information indicators, moderation and control

Building Medical Homes in State Medicaid and CHIP Programs

Presents strategies, best practices, and lessons learned from ten states' efforts to advance the medical home model of comprehensive and coordinated care in Medicaid and Children's Health Insurance Programs in order to improve quality and contain costs

A department of methodology can coordinate transdisciplinary sport science support

In the current sporting landscape, it is not uncommon for professional sport teams and organizations to employ multidisciplinary sport science support teams. In these teams and organizations, a “head of performance” may manage a number of sub-discipline specialists with the aim of enhancing athlete performance. Despite the best intentions of multidisciplinary sport science support teams, difficulties associated with integrating sub-disciplines to enhance performance preparation have become apparent. It has been suggested that the problem of integration is embedded in the traditional reductionist method of applied sport science, leading to the eagerness of individual specialists to quantify progress in isolated components. This can lead to “silo” working and decontextualized learning environments that can hinder athlete preparation. To address this challenge, we suggest that ecological dynamics is one theoretical framework that can inform common principles and language to guide the integration of sport science sub-disciplines in a Department of Methodology. The aim of a Department of Methodology would be for group members to work within a unified conceptual framework to (1) coordinate activity through shared principles and language, (2) communicate coherent ideas, and (3) collaboratively design practice landscapes rich in information (i.e., visual, acoustic, proprioceptive and haptic) and guide emergence of multi-dimensional behaviors in athlete performance

Multiple perspectives of design thinking in business education

Business education leaders have expressed interest in learning more about design and design thinking and their contributions to better problem framing, problem solving and to generating new solutions. Many business schools have engaged in educational programs with students from multiple disciplines, applying design thinking to business problems around workplace issues. This paper investigates a range of educational programs that teach design thinking to students in business education, at undergraduate and postgraduate levels around the world. We identify four patterns of program delivery that are emerging: human-centered design, integrative thinking, design management and design as strategy and discuss contributions from each. We expect that these four patterns of program delivery will continue and predict an increasing focus on programs around design as strategy in the near future

Building Medical Homes: Lessons From Eight States With Emerging Programs

Profiles states' progress in developing and implementing medical home programs, strategies to encourage primary care providers' adoption, and states' ability to convene stakeholders, help improve and evaluate performance, and address antitrust concerns

Best practice, best teaching

Keynote address discussing examples from my own, colleagues, and attendees practice. Conference participants worked in groups to share and build upon their existing teaching and learning strategies

Practical application of e-Learning

A 3 hour presentation to a group of 20 hairdressing tutors. Examples of technology used in hairdressing education from colleagues and my own practice were given. Participants discussed how they could incorporate technology into their own practice

"Challenge Current Practice and Assumptions! Make waves!!” : What Works Scotland Collaborative Learning Event 23 & 24 February 2016 Queens Hotel, Perth

No abstract available