53,798 research outputs found

    Information technology as boundary object for transformational learning

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    Collaborative work is considered as a way to improve productivity and value generation in construction. However, recent research demonstrates that socio-cognitive factors related to fragmentation of specialized knowledge may hinder team performance. New methods based on theories of practice are emerging in Computer Supported Collaborative Work and organisational learning to break these knowledge boundaries, facilitating knowledge sharing and the generation of new knowledge through transformational learning. According to these theories, objects used in professional practice play a key role in mediating interactions. Rules and methods related to these practices are also embedded in these objects. Therefore changing collaborative patterns demand reconfiguring objects that are at the boundary between specialized practices, namely boundary objects. This research is unique in presenting an IT strategy in which technology is used as a boundary object to facilitate transformational learning in collaborative design work

    Values-Based Network Leadership in an Interconnected World

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    This paper describes values-based network leadership conceptually aligned to systems science, principles of networks, moral and ethical development, and connectivism. Values-based network leadership places importance on a leader\u27s repertoire of skills for stewarding a culture of purpose and calling among distributed teams in a globally interconnected world. Values-based network leadership is applicable for any leader needing to align interdependent effort by networks of teams operating across virtual and physical environments to achieve a collective purpose. An open-learning ecosystem is also described to help leaders address the development of strengths associated with building trust and relationships across networks of teams, aligned under a higher purpose and calling, possessing moral fiber, resilient in the face of complexity, reflectively competent to adapt as interconnected efforts evolve and change within multicultural environments, and able to figure out new ways to do something never done before

    Framing quality improvement tools and techniques in healthcare: the case of Improvement Leaders' Guides

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    The paper presents a study of how quality improvement tools are framed within healthcare settings.\ud \ud The paper employs an interpretive approach to understand how quality improvement tools and techniques are mobilised and legitimated using a case study of the NHS Modernisation Agency Improvement Leaders’ Guides.\ud \ud Improvement Leaders’ Guides were framed within a service improvement approach encouraging the use of quality improvement tools and techniques within healthcare settings. Their use formed part of enacting tools and techniques across different contexts. Whilst this enactment was believed to support the mobililsation of tools and techniques, the experience also illustrated the challenges in distributing such approaches.\ud \ud The paper provides a contribution to our understanding of framing the 'social act' of quality improvement. Given the ongoing emphasis on quality improvement and the persistent challenges involved, it also provides information for healthcare leaders globally in seeking to develop, implement or modify similar tools and distribute leadership within health and social care settings.\ud \ud \u

    Social Justice, The Common Weal and Children and Young People in Scotland

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    This paper argues that: • Scotland should organise itself around social justice, which addresses entitlements, redistribution, recognition and respect. • Children and young people have particular views on what social justice means for them. • Rights have a particular contribution to make to social justice in term of entitlements, claims and minimal standards. • The combination of piecemeal incorporation of children’s rights, an apolitical wellbeing framework and a lack of strong legislation to hold local authorities and other public services, private sector organisations and the third sector to account, results in children and young people encountering discrimination on an everyday basis. • To achieve social justice, a change is needed in how adults perceive children and childhood, young people and youth. Children and young people need to be recognised as contributors to their families, institutions and communities now – and not just in the future. • For children and young people to be included in the Common Weal, it needs to be concerned with the full and diverse range of structural, cultural and individual barriers that they encounter in their lives

    Building Medical Homes in State Medicaid and CHIP Programs

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    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 personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education

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    This paper is the author's exploration into the story behind the development of the pedagogical ideas for the open course around Flexible, Distance and Online Learning (FDOL), its design and implementation, and the opportunities and challenges this presented to the author through three iterations, FDOL131, FDOL132 and FDOL141 during 2013 and 2014. Flexible, Distance and Online Learning is an open course developed by educational developers in the UK and Sweden for teachers in Higher Education (HE). Formal and informal continuing professional development opportunities are blended to bring higher education teachers from different disciplines, institutions and countries together into a community to learn autonomously or in groups supported by facilitators from different institutions. Personal discoveries and learning points are shared, based on reflections, observations and related research activities carried out as part of a PhD research project by the author together with a description of the pedagogical design developed for and used in FDOL. Findings shared might be useful for other open course designers who are interested in providing extended, and extending, collaborative learning opportunities for their students through opening-up and joining-up educational provision and practices
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