Empowering Adults to Thrive at Work: Personal Success Skills for 21st Century Jobs: A Report on Promising Research and Practice

The growing significance of personal success skills has been a challenge for those trying to help struggling adults get and keep good jobs, and grow in careers. Workforce development programs tend to focus on occupational skills, like welding, truck driving, and phlebotomy. And "job readiness training" in these programs too often means resume writing and interviewing -- two skills no employer asks for. Three reasons for this collective neglect are (1) a lack of clarity about what, specifically, we're talking about when we refer to these skills; (2) common belief that these factors, which seem in sum to constitute one's personality, aren't going to change in adulthood; and (3) uncertainty about the best ways to help adults develop them. A new study conducted by SRI International for the Joyce Foundation addresses each of these hurdles. It supplies a coherent framework for understanding what the skills are, summarizes research that shows they can still be developed well into adulthood (old dogs CAN learn new tricks), and highlights effective programs around the country that are already empowering so many struggling adults to successfully pursue quality employment. This report is a charge to educators and workforce development providers, human services agencies, policymakers, foundations and researchers to begin addressing the economic opportunity challenge of our time. SRI has provided recommendations to each of these groups on how to get started. Now, it's our job to take up the charge

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Open Models of Decision Support Towards a Framework

Aquesta tesi presenta un marc per als models oberts de suport a les decisions en les organitzacions. El treball es vehicula a través d’un compendi d’articles on s’analitzen els fluxos d’entrada i de sortida de coneixement en les organitzacions, així como les tecnologies existents de suport a les decisions. Es presenten els factors subjacents que impulsen nous models per a formes obertes de suport a la decisió. La tesis presenta un estudi de les distintes tipologies de models de suport a les decisions tenint en compte diferents tipus d’organitzacions. En el primer estudi, paper#, es presenta l’evolució de les tecnologies de suport a les decisions i l’avançament de les noves tecnologies per als models oberts. Aquest estudi proporciona una visió des d’una perspectiva evolutiva de la relació entre el coneixement expert i la seva utilització en les tecnologies de suport a les decisions. La investigació revela l’entorn canviant que la tecnologia ofereix a l’hora de adquirir coneixement per a la presa de decisions i obre horitzons sobre el nou paper que els experts tenen en aquests entorns. Es suggereix que un canvi significatiu en la presa de decisions es basa en el desafiament entre el paper tradicional dels experts i no experts. Per últim, aquest treball explora les oportunitats d’integració de la intel•ligència artificial en la tecnologia de suport a les decisions i quins beneficis addicionals poden aportar les eines d’ intel•ligència col•lectiva en la presa de decisions. El segon estudi, paper#2, investiga sobre la tipologia anomenada "agregada" dins del marc d’entorns oberts per al suport a la presa de decisions. S’utilitza un problema de predicció com a fil conductor per a posar en relleu la complexitat de la previsió de la demanda dins de la industria del cinema. S’analitza com es pot utilitzar la tecnologia per a millorar l’eficàcia en les decisions. La investigació compara dues tecnologies de suport a les decisions: sistemes experts i eines d’intel•ligència col•lectiva, i il•lustra com l’industria del cinema utilitza cada una d’aquestes tecnologies en la previsió dels ingressos de taquilla. Per últim, aquest article explora els beneficis de l’ integració d’aquestes tecnologies de suport per a l’obtenció de prediccions més precises. El tercer estudi, article#3, presenta un estudi longitudinal durant un període de 10 anys que utilitza IBM “Innovation Jams” como un context per a la col•laboració a gran escala dins de la tipologia anomenada "plataforma". Aquest article investiga el paper de les “Innovation Jams”, en el canvi organitzacional i com IBM es compromet amb un nou model d’innovació en les organitzacions. En ell es descriuen les “Innovation Jams”, que han impulsat la innovació i consolidat la pràctica de la innovació oberta en IBM. En aquest article s’utilitza el gènere musical d’una "jamband" com una metàfora per a descriure el desenvolupament emergent i l’ús de les “Innovation Jams”, com una manera d’entendre el canvi organitzatiu. Aquest estudi longitudinal ofereix una visió actualitzada de la recerca en “Innovation Jams”, mostrant com han evolucionat des d’un concepte, a una eina de gestió i finalment a un servei. L’article conclou amb una discussió sobre les implicacions dels resultats i com aquests permeten teoritzar sobre nous models d’ innovació i el canvi en les organitzacions. La recerca duta a terme en aquesta tesi ofereix un marc per als models oberts de suport a la decisió, i suggereix que, les fonts internes i externes de coneixement poden ser utilitzades, més enllà de la innovació del producte o serveis, per a la presa de decisions amb el suport de tecnologies emergents. Les contribucions teòriques d’aquesta tesi sostenen que les organitzacions ja no poden confiar en la tecnologia de suport a les decisions que únicament es centren en la reducció de la frontera entre els aspectes racionals i no racionals de la conducta social humana, sinó que pel contrari, han de considerar la xarxa dinàmica de la organització per al suport a la decisió. D’altra banda, les implicacions pràctiques d’aquesta tesi animen les organitzacions a pensar estratègicament sobre com les tecnologies emergents poden ajudar en la presa de decisions i també com els models de decisió resultants poden ser utilitzats per a navegar per l’entorn complex existent, i, a la vegada, forjar vincles més forts amb els clients, proveïdors i la xarxa de l’organització.Esta tesis presenta un marco para modelos abiertos de soporte a las decisiones en las organizaciones. El trabajo se vehicula a través de un compendio de artículos dónde se analizan los flujos de entrada y salida de conocimiento en las organizaciones, así como las tecnologías existentes de soporte a las decisiones. Se presentan los factores subyacentes que impulsan nuevos modelos para formas abiertas de soporte a la decisión. La tesis presenta un estudio de las distintas tipologías de modelos de soporte a las decisiones teniendo en cuenta distintos tipos de organizaciones. En el primer estudio paper#1 se presenta la evolución de las tecnologías de apoyo a las decisiones y el avance de las nuevas tecnologías para los modelos abiertos. Este estudio proporciona una visión desde una perspectiva evolutiva de la relación entre conocimiento experto y su utilización en las tecnologías de soporte a las decisiones. La investigación revela el entorno cambiante que la tecnología ofrece a la hora de adquirir conocimiento para la toma de decisiones y abre horizontes sobre el nuevo papel que los expertos tienen en estos entornos. Se sugiere que un cambio significativo en la toma de decisiones se basa en el desafío entre el papel tradicional de los expertos y no expertos. Por último, este trabajo explora las oportunidades de integración de la inteligencia artificial en la tecnología de soporte de decisiones y que beneficios adicionales pueden aportar las herramientas de inteligencia colectiva en la toma de decisiones. El segundo estudio, paper#2, investiga sobre la tipología llamada "agregada" dentro del marco de entornos abiertos para el soporte a la toma de decisiones. Se utiliza un problema de predicción como hilo conductor para poner en relieve la complejidad de la previsión de la demanda dentro de la industria del cine. Se analiza cómo se puede utilizar la tecnología para mejorar la eficacia en las decisiones. La investigación compara dos tecnologías de soporte a las decisiones: sistemas expertos y herramientas de inteligencia colectiva, e ilustra cómo la industria del cine utiliza cada una de estas tecnologías en la previsión de los ingresos de taquilla. Por último, este artículo explora los beneficios de la integración de estas tecnologías de apoyo para la obtención de predicciones más precisas. El tercer estudio, artículo #3, presenta un estudio longitudinal durante un período de 10 años que utiliza IBM “Innovation Jams”, como un contexto para la colaboración a gran escala dentro de la tipología llamada "plataforma". Este artículo investiga el papel de las “Innovation Jams”, en el cambio organizacional y como IBM se compromete con un nuevo modelo de innovación de la organización. En él se describen las “Innovation Jams”, que han impulsado la innovación y consolidado la práctica de la innovación abierta en IBM. En este artículo se utiliza el género musical de una "jamband" como una metáfora para describir el desarrollo emergente y el uso de las “Innovation Jams”, como una manera de entender el cambio organizativo. Este estudio longitudinal ofrece una visión actualizada de la investigación en “Innovation Jams”, mostrando cómo han evolucionado desde un concepto, a una herramienta de gestión y finalmente a un servicio. El artículo concluye con una discusión sobre las implicaciones de los resultados y como ellos permiten teorizar sobre nuevos modelos de innovación y el cambio en las organizaciones. La investigación llevada a cabo en esta tesis ofrece un marco para los modelos abiertos de apoyo a la decisión, y sugiere que el uso de fuentes internas y externas de conocimiento pueden ser utilizadas más allá de la innovación del producto o servicio para la toma de decisiones con el soporte de tecnologías emergentes. Las contribuciones teóricas de esta tesis sostienen que las organizaciones ya no pueden confiar en la tecnología de apoyo a las decisiones que únicamente se centran en la reducción de la frontera entre los aspectos racionales y no racionales de la conducta social humana, sino por el contrario, deben considerar la red dinámica de la organización para el apoyo a la decisión. Por otra parte, las implicaciones prácticas de esta tesis alienta a las organizaciones a pensar estratégicamente acerca de cómo las tecnologías emergentes pueden ayudar a la toma de decisiones y también cómo los modelos de decisión resultantes pueden ser utilizados para navegar por el entorno complejo existente y, a su vez, forjar vínculos más fuertes con los clientes, proveedores y más amplios de la red de la organización.This thesis presents a framework for open models of decision support through a compendium of papers that links research on the inward and outward flows of knowledge to the organization and decision support technologies. The framework presents underlying factors driving new and more open models of decision support. A typology of decision support models is offered considering types of problems organizations and managers charged with decision-making face. Thesis essay #1 suggests a perspective of the changing landscape for decision support technology and the advancement of new technology for open models of decision support. This study provides insight from an evolutionary perspective of expertise that has shaped the field of decision support technologies. The investigation sets out to reveal the changing landscape of expertise in supporting decision-making using technology and sheds light on the new role that experts will play in organizational decision-making. It suggests that a significant change in how decision-making is being supported which challenge the traditional role of experts and non-experts. Finally, this paper explores opportunities for decision support technology integration and the added benefits artificial intelligence can bring to collective intelligence tools. Thesis essay #2 investigates the ‘aggregate’ typology within the open model decision support framework. A forecasting problem is used to highlight the complexity of demand forecasting in supply-chain management within the film industry and how technology is leveraged for effective supply-chain management decisions. The investigation compares two decision support technologies: expert systems and collective intelligence tools and illustrates how the film industry uses each in forecasting box-office revenue. Finally, this essay explores the combined benefits in integrating each support technology for more accurate forecasting. Thesis essay #3 is a longitudinal study over a 10 year period that uses IBM Innovation Jams as a context for large-scale collaboration within the ‘platform’ typology. This essay investigates the role of innovation jams on organizational change as IBM learned to engage with a new model of organizing innovation. It describes the role innovation jams have played in shaping the practice of open innovation at IBM. This essay uses the musical genre of a “jamband” as a metaphor to describe the emergent development and use of innovation jams as a way to understand organizational change. This longitudinal study brings innovation jam research up-to-date and presents innovation jams as they evolved from a concept, a management tool, and service. The essay concludes with a discussion on the implications of the findings for theorizing about new models of organizing innovation for organizational change. Research conducted in this thesis offers a framework of open models of decision support that suggests that the use of internal and external sources of knowledge can be leveraged beyond product or service innovation, to include decision-making supported by emerging technology. Theoretical contributions of this thesis argues that organizations can no longer rely on decision support technology that solely focus on bridging the boundary between rational and non-rational aspects of human social behavior but instead, must consider the larger dynamic organizational network for decision support. Moreover, practical implications of this thesis encourages organizations to think strategically about how emerging technology can support decision making and the resulting decision support models to navigate the complex environment they work in and in turn, to forge stronger links with customers, suppliers, and the wider organizational network

Promoting 21st-Century Learning: Online Collaboration through Design Thinking Framework for Today\u27s ESL Students

Learners of the 21st-century engage and learn differently than ever before. Policymakers and teachers are now challenged to makeshift into the 21st-century education model and adapt their approaches to better prepare the students for the future work world. 21st-century ESL classrooms should reflect this learning model through a more engaging, collaborative, and student-centered approach. Collaboration and Information and Communication Technology (ICT) skills are vital in 21st-century learning. Research shows that ESL learners can benefit from collaborative activities and the use of technology improves students\u27 language reception and production. However, due to the lack of understanding of the paradigm shift in education, lack of teacher support, and time restrictions it is challenging for teachers to adapt their teaching approach to this new model. As a result, students are not engaged in their classrooms or well prepared for their future studies. Due to the novel coronavirus, most classrooms have shifted to online teaching. Teachers need support in how to adapt their teaching into an online platform. Through online collaboration tools, ESL teachers can promote student engagement, 21st-century skills, and second language learning. The website in this project is created to support the knowledge and understanding of the ESL teachers who want to integrate a 21st-century approach to their current teaching practices. The website will be useful for ESL teachers to find resources on online collaboration and adapt their online teaching and/or improve their current one. A 21st-century framework; Design Thinking is also introduced with tools to help ESL teachers when promoting a meaningful collaborative learning model

State of Health Equity Movement, 2011 Update Part B: Catalog of Activities DRA Project Report No. 11-02

State of Health Equity Movement, 2011 Update Part B: Catalog of Activities DRA Project Report No. 11-0

Exploring the Impact of Varying Levels of Augmented Reality to Teach Probability and Sampling with a Mobile Device

abstract: Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile technology that could potentially provide rich, contextualized learning for understanding concepts related to statistics education. This study examined the effects of AR experiences for learning basic statistical concepts. Using a 3 x 2 research design, this study compared learning gains of 252 undergraduate and graduate students from a pre- and posttest given before and after interacting with one of three types of augmented reality experiences, a high AR experience (interacting with three dimensional images coupled with movement through a physical space), a low AR experience (interacting with three dimensional images without movement), or no AR experience (two dimensional images without movement). Two levels of collaboration (pairs and no pairs) were also included. Additionally, student perceptions toward collaboration opportunities and engagement were compared across the six treatment conditions. Other demographic information collected included the students' previous statistics experience, as well as their comfort level in using mobile devices. The moderating variables included prior knowledge (high, average, and low) as measured by the student's pretest score. Taking into account prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. On the other hand, the results showed no statistical significance between students assigned to work individually versus in pairs. Students assigned to both high and low AR experience perceived a statistically significant higher level of engagement than their no AR counterparts. Students with low prior knowledge benefited the most from the high AR condition in learning gains. Overall, the AR application did well for providing a hands-on experience working with statistical data. Further research on AR and its relationship to spatial cognition, situated learning, high order skill development, performance support, and other classroom applications for learning is still needed.Dissertation/ThesisPh.D. Educational Technology 201

Culture, creativity and the arts: Building resilience in Northern Ontario

Abstract This thesis investigates the contribution of the arts to resilience within the context of Northern Ontario, a vast, sparsely populated geographical region dotted with isolated, remote, rural and smaller urban communities whose economies are based primarily on resource extraction. Industry restructuring, and other pressing issues related to globalization are forcing communities to rapidly adapt to survive. Resilience is commonly understood as a community’s capacity to resist adverse conditions, economic or otherwise, and an ability to adapt, transition and prosper through change while retaining its core values (Lewis and Lockhart, 2002). The arts have been hailed as economic drivers in the creative economy and many, primarily, urban centres are attempting to harness the arts in this regard; however, in the North there is limited understanding of the links between culture, community development and the economy. They are typically seen within traditional economic frameworks, i.e. tangible outputs of cultural products with limited viability in generating wealth. This perspective poses challenges in utilizing creative assets in transitioning through significant change. While the arts are widely recognized as contributing to resilience less understood is how engaging in the arts strengthens community identity and fosters the emergence of a local culture-based economy, generally, and the critical role artists in rural communities play in achieving such, specifically. The study utilized action research to investigate the sector’s role in building resilience in rural communities. It studied the contribution of individual creative practice and art sector collaboration to developing skills and providing social and commercial infrastructure necessary for successful transitioning and continual adaptation. It is organized into individual, sectoral and broader community resilience to illustrate benefits of each level and the significance of interconnectivity and between them. The research indicates that processes inherent to engagement in the arts fosters divergent perspectives, creative problem solving and an ability to work with complexity, emergence and uncertainty at an individual and community level; all important skills to deal with change. The production of cultural goods leads to increased understanding of self and others in the context of place, enabling identity reformation and belonging, health and well-being and agency, as well as the development of a localized economy. Furthermore, the research highlights similarities between artistic and community developers’ practice suggesting that capacities gained through engaging in the arts parallel those necessary for developers’ to work effectively within emergent, inclusive, and holistic approaches that underpin continuous community adaptation in addressing change

Developing a Framework for Stigmergic Human Collaboration with Technology Tools: Cases in Emergency Response

Information and Communications Technologies (ICTs), particularly social media and geographic information systems (GIS), have become a transformational force in emergency response. Social media enables ad hoc collaboration, providing timely, useful information dissemination and sharing, and helping to overcome limitations of time and place. Geographic information systems increase the level of situation awareness, serving geospatial data using interactive maps, animations, and computer generated imagery derived from sophisticated global remote sensing systems. Digital workspaces bring these technologies together and contribute to meeting ad hoc and formal emergency response challenges through their affordances of situation awareness and mass collaboration. Distributed ICTs that enable ad hoc emergency response via digital workspaces have arguably made traditional top-down system deployments less relevant in certain situations, including emergency response (Merrill, 2009; Heylighen, 2007a, b). Heylighen (2014, 2007a, b) theorizes that human cognitive stigmergy explains some self-organizing characteristics of ad hoc systems. Elliott (2007) identifies cognitive stigmergy as a factor in mass collaborations supported by digital workspaces. Stigmergy, a term from biology, refers to the phenomenon of self-organizing systems with agents that coordinate via perceived changes in the environment rather than direct communication. In the present research, ad hoc emergency response is examined through the lens of human cognitive stigmergy. The basic assertion is that ICTs and stigmergy together make possible highly effective ad hoc collaborations in circumstances where more typical collaborative methods break down. The research is organized into three essays: an in-depth analysis of the development and deployment of the Ushahidi emergency response software platform, a comparison of the emergency response ICTs used for emergency response during Hurricanes Katrina and Sandy, and a process model developed from the case studies and relevant academic literature is described

Bridging the Geospatial Education-Workforce Divide: A Case Study on How Higher Education Can Address the Emerging Geospatial Drivers and Trends of the Intelligent Web Mapping Era

The purpose of this exploratory collective case study is to discover how geospatial education can meet the geospatial workforce needs of the Commonwealth of Virginia, in the emerging intelligent web mapping era. Geospatial education uses geographic information systems (GIS) to enable student learning by increasing in-depth spatial analysis and meaning using geotechnology tools (Baker & White, 2003). Bandura’s (1977) self-efficacy theory and geography concept of spatial thinking form an integrated theoretical framework of spatial cognition for this study. Data collection included in-depth interviews of twelve geospatial stakeholders, documentation collection, and supporting Q methodology to determine the viewpoints of a total of 41 geospatial stakeholders. Q methodology is a type of data collection that when used as a qualitative method utilizes sorting by the participant to determine their preferences. Data analysis strategies included cross-case synthesis, direct interpretation, generalizations, and a correlation matrix to show similarities in participants\u27 preferences. The results revealed four collaborative perceptions of the stakeholders, forming four themes of social education, technology early adoption, data collaboration, and urban fundamentals. Four strategies were identified for higher education to prepare students for the emerging geospatial workforce trends. These strategies are to teach fundamentals, develop agile faculty and curriculum, use an interdisciplinary approach, and collaborate. These strategies reflect the perceptions of stakeholders in this study on how higher education can meet the emerging drivers and trends of the geospatial workforce