342,517 research outputs found
Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
ICT tools have been developed to facilitate web-based learning through and learning about argumentation. In this paper we will present an example of a learning activity mediated by Digalo-software for knowledge sharing through visually supported discussion-developed in a university setting. Our aim is to examine, in particular, socio-cognitive construction of knowledge and argumentation by students debating a controversial question in history. We propose a descriptive approach of understanding and meaning-making processes based on two levels of analysis: (1) a topic meaning-making process oriented level and (2) an argumentation oriented level. We focus our studies on how the participants-small groups of students-develop understanding of the topic, their arguments and their interactions through the use of different functionalities of this software. Our results show that interactive and argumentative processes are themselves objects of learning and develop through collective activity. Development of the understanding of the topic through argumentation is discussed and linked to the design of the activity and the affordances of the Digalo softwar
Epistemic objects in collective decision-making: a practice perspective on the use of causal maps as situated material artifacts
Recent practice-based approaches to strategic decision-making research have
emphasized the importance of gaining a deeper understanding how managers think, act,
and interpret strategic decisions in practice. This focus on the micro aspects of strategic
decision-making has emerged from the critique that much of the âtraditionalâ decision-
making theory may not be actionable in practice. Research should therefore
concentrate on what managers do when they engage in strategic activities. This
practice-based perspective considers decision-making as a situated, context specific
activity, and research into the enactment of decisions constitutes an important part of
understanding decision-making. Such micro focus may reveal insights to the
similarities and differences between organizations and teams in the ways in which their
members approach decision-making tasks.
Studies on decision-making as a situated activity provide valuable insight into
managerial practice. However, few studies focus on the role of epistemic objects in
decision-making. This thesis makes a contribution by investigating the role of epistemic
objects as situated material artifacts in the collective decision-making context. Drawing
on extensive review of the literature on epistemic objects, sociomateriality, causal maps,
group decision-making, and managerial attribution biases, the thesis identifies an
under-researched area in our understanding how epistemic objects interact with
human activity in strategy making.
As an inductive research undertaking, the thesis makes a theoretical
contribution to knowledge by developing a conceptual framework how causal maps as
epistemic objects are enacted, interpreted, and used as a sociomaterial decision-making
âtool-in-useâ by actors. The research reveals how the enactment of causal maps as a âsafety netâ in collective decision-making increases cognitive conflict in decision-making
groups that results in the consideration of multiple decision outcomes and the
development of innovative solutions to decision problems. The research also shows
how the enactment of causal maps increases decision acceptance among the decision-
makers by making their individual knowledge claims visible to other group members,
and by motivating them to work collectively towards a shared goal. Furthermore, the
research reveals how causal maps act as a âshock absorberâ by deflecting the decision-
makersâ frustration and anger away from personal confrontation among group
members thereby preventing the emergence of affective conflict. Finally, the research
results indicate that the enactment of causal maps mitigates managerial biases such as
groupthink and the escalation of commitment bias. In terms of managerial contribution
the thesis offers a deeper insight to the affordances of causal maps, and how managers
can use causal mapping as a practical decision-making âtool-in-useâ to improve the
quality of decision-making processes by structuring conversations and debate,
developing a shared understanding of decision problems, and achieving closure and
decision acceptance of the decision outcomes.
The thesis concludes by making recommendations for future research and the
testing of the conceptual framework that may provide useful guidance for the future
development of strategy practice and managerial âtools-in-useâ for effective strategy
work
Integrative Use of Information Extraction, Semantic Matchmaking and Adaptive Coupling Techniques in Support of Distributed Information Processing and Decision-Making
In order to press maximal cognitive benefit from their social, technological and informational environments, military coalitions need to understand how best to exploit available information assets as well as how best to organize their socially-distributed information processing activities. The International Technology Alliance (ITA) program is beginning to address the challenges associated with enhanced cognition in military coalition environments by integrating a variety of research and development efforts. In particular, research in one component of the ITA ('Project 4: Shared Understanding and Information Exploitation') is seeking to develop capabilities that enable military coalitions to better exploit and distribute networked information assets in the service of collective cognitive outcomes (e.g. improved decision-making). In this paper, we provide an overview of the various research activities in Project 4. We also show how these research activities complement one another in terms of supporting coalition-based collective cognition
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 is Strategic Competence and Does it Matter? Exposition of the Concept and a Research Agenda
Drawing on a range of theoretical and empirical insights from strategic management and the cognitive and organizational sciences, we argue that strategic competence constitutes the ability of organizations and the individuals who operate within them to work within their cognitive limitations in such a way that they are able to maintain an appropriate level of responsiveness to the contingencies confronting them. Using the language of the resource based view of the firm, we argue that this meta-level competence represents a confluence of individual and organizational characteristics, suitably configured to enable the detection of those weak signals indicative of the need for change and to act accordingly, thereby minimising the dangers of cognitive bias and cognitive inertia. In an era of unprecedented informational burdens and instability, we argue that this competence is central to the longer-term survival and well being of the organization. We conclude with a consideration of the major scientific challenges that lie ahead, if the ideas contained within this paper are to be validated
Meaning Management: A Framework for Leadership Ontology
Leadership is a multifaceted and complex subject of research and demands a sound ontological stance that guides studies for the development of more integrative leadership theories. In this paper, I propose the leadership ontology PVA (perception formation â value creation â achievement realization) and associate it with the two existing leadership ontologies: TRIPOD (leader â member â shared goals) and DAC (direction â alignment â commitment). The leadership ontology PVA, based on a new theory called âmeaning management,â consists of three circularly supporting functions: cognitive function to form perception, creative function to generate value, and communicative function to realize higher levels of achievement. The PVA is an epistemology-laden ontology since the meaning management theory allows one to make propositions that explicitly link its three functions with the leadership outcomes: perception, value, and achievement. Moreover, the PVA leadership ontology transcends and includes both the conventional TRIPOD ontology and the DAC ontology
Minds Online: The Interface between Web Science, Cognitive Science, and the Philosophy of Mind
Alongside existing research into the social, political and economic impacts of the Web, there is a need to study the Web from a cognitive and epistemic perspective. This is particularly so as new and emerging technologies alter the nature of our interactive engagements with the Web, transforming the extent to which our thoughts and actions are shaped by the online environment. Situated and ecological approaches to cognition are relevant to understanding the cognitive significance of the Web because of the emphasis they place on forces and factors that reside at the level of agentâworld interactions. In particular, by adopting a situated or ecological approach to cognition, we are able to assess the significance of the Web from the perspective of research into embodied, extended, embedded, social and collective cognition. The results of this analysis help to reshape the interdisciplinary configuration of Web Science, expanding its theoretical and empirical remit to include the disciplines of both cognitive science and the philosophy of mind
Designing as Construction of Representations: A Dynamic Viewpoint in Cognitive Design Research
This article presents a cognitively oriented viewpoint on design. It focuses
on cognitive, dynamic aspects of real design, i.e., the actual cognitive
activity implemented by designers during their work on professional design
projects. Rather than conceiving de-signing as problem solving - Simon's
symbolic information processing (SIP) approach - or as a reflective practice or
some other form of situated activity - the situativity (SIT) approach - we
consider that, from a cognitive viewpoint, designing is most appropriately
characterised as a construction of representations. After a critical discussion
of the SIP and SIT approaches to design, we present our view-point. This
presentation concerns the evolving nature of representations regarding levels
of abstraction and degrees of precision, the function of external
representations, and specific qualities of representation in collective design.
Designing is described at three levels: the organisation of the activity, its
strategies, and its design-representation construction activities (different
ways to generate, trans-form, and evaluate representations). Even if we adopt a
"generic design" stance, we claim that design can take different forms
depending on the nature of the artefact, and we propose some candidates for
dimensions that allow a distinction to be made between these forms of design.
We discuss the potential specificity of HCI design, and the lack of cognitive
design research occupied with the quality of design. We close our discussion of
representational structures and activities by an outline of some directions
regarding their functional linkages
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Exploiting tacit knowledge through knowledge management technologies
The purpose of this paper is to examine the contributions and suitability of the available knowledge management (KM) technologies, including the Web 2.0 for exploiting tacit knowledge. It proposes an integrated framework for extracting tacit knowledge in organisations, which includes Web 2.0 technologies, KM tools, organisational learning (OL) and Community of Practice (CoP). It reviews a comprehensive literature covering overview of KM theories, KM technologies and OL and identifies the current state of knowledge relating to tacit knowledge exploitation. The outcomes of the paper indicate that Internet and Web 2.0 technologies have stunning prospects for creating learning communities where tacit knowledge can be extracted from people. The author recommends that organisations should design procedures and embed them in their Web 2.0 collaborative platforms persuading employees to record their ideas and share them with other members. It is also recommended that no idea should be taken for granted in a learning community where tacit knowledge exploitation is pursued. It is envisaged that future research should adopt empirical approach involving Complex Adaptive Model for Tacit Knowledge Exploitation (CAMTaKE) and the Theory of Deferred Action in examining the effectiveness of KM technologies including Web 2.0 tools for tacit knowledge exploitation
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