Enhancing the decision-making process of project managers in the built environment: An integrated approach

A study of the project manager’s (PM) function must be to examine: what their role is, their skills, and training needed. The project manager needs wide perspective regarding the classic management functions of control, coordination, communication, and the settling of performance standards. If the PM is a professional, their performance must be of the highest standard, and must be accountable for a high level of productivity. This is the project manager’s Achilles heel. Another problem is the absence of feedback during the early stages through to completion of the project. During the project’s life the relative importance of their responsibilities may change several times, including the constant changing of the dynamic environment. The PM will aim for a balanced emphasis; they will try to be flexible so they can adapt to new circumstances as they occur. The PM needs tried and tested methods to aid his decision making. This paper posits an integrated development and use of methods such as; scenario planning, effectuation, and reflective thinking to enhance decision making. The paper concludes with potential benefits that this method brings to the PM when fully understood and tested in the application domain

A framework for Model-Driven Engineering of resilient software-controlled systems

AbstractEmergent paradigms of Industry 4.0 and Industrial Internet of Things expect cyber-physical systems to reliably provide services overcoming disruptions in operative conditions and adapting to changes in architectural and functional requirements. In this paper, we describe a hardware/software framework supporting operation and maintenance of software-controlled systems enhancing resilience by promoting a Model-Driven Engineering (MDE) process to automatically derive structural configurations and failure models from reliability artifacts. Specifically, a reflective architecture developed around digital twins enables representation and control of system Configuration Items properly derived from SysML Block Definition Diagrams, providing support for variation. Besides, a plurality of distributed analytic agents for qualitative evaluation over executable failure models empowers the system with runtime self-assessment and dynamic adaptation capabilities. We describe the framework architecture outlining roles and responsibilities in a System of Systems perspective, providing salient design traits about digital twins and data analytic agents for failure propagation modeling and analysis. We discuss a prototype implementation following the MDE approach, highlighting self-recovery and self-adaptation properties on a real cyber-physical system for vehicle access control to Limited Traffic Zones

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

On Introspection, Metacognitive Control and Augmented Data Mining Live Cycles

We discuss metacognitive modelling as an enhancement to cognitive modelling and computing. Metacognitive control mechanisms should enable AI systems to self-reflect, reason about their actions, and to adapt to new situations. In this respect, we propose implementation details of a knowledge taxonomy and an augmented data mining life cycle which supports a live integration of obtained models.Comment: 10 pages, 3 figure

Affective learning: improving engagement and enhancing learning with affect-aware feedback

This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students’ affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students’ affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students’ performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning