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

Contemplating workplace change: evolving individual thought processes and emergent story lines

Drawing on topical life histories of physicians in a particularly volatile public health sector environment, we build theory around the contemplation of workplace change. Overall, our study provides evidence as to why single or multiple independent factors, such as pay or job structure, may fail to predict or explain individual decisions to stay in or change workplaces. Instead, the contemplation process we argue is a complex, evolutionary, and context-dependent one that requires individualized interventions. Our findings reveal the prevalence of episodic context-self fit assessments prompted by triggering stimuli, two mechanisms by which thought processes evolved (reinforcement and recalibration), and four characteristic story lines that explain why the thought processes manifested as they did (exploring opportunities, solving problems, reconciling incongruence, and escaping situations). Based on our findings, we encourage practitioners to regularly engage in story-listening and dialogic conversations to better understand, and potentially affect the evolving socially constructed realities of staff members

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

Addressing the Occupational Needs of Children with Post Traumatic Brain Injury in the School Setting

Introduction: The purpose of this project was to develop a guide for occupational therapy practitioners to use in the school setting for elementary-age children with mild traumatic brain injuries (mTBI), to increase services for these children, and to improve their back to school transition process. Methodology: A literature review was conducted to understand the needs and barriers of elementary-age children who transition back to the school setting after experiencing a mTBI. Sources used in the process include online databases, textbooks, and government websites. The Person, Occupation, and Environment (PEO) model by Law and colleagues (1996) was selected to direct the development of the guide. The PEO model provides a unique transactive dynamic relationship that occurs when people engage in a given occupation over a period of time, which are important for these students (Law et al., 1996). Results: Through the literature review the need for: (a) children to receive services, (b) education for professional involved, and (c) interventions for elementary-age children with mTBIs were emphasized children with a mTBI often to do not receive services when transitioning back to school (Gioia, Glang, Hooper, & Brown, 2016; McAvoy & Haarbauer-Krupa, 2019; Rivara et al., 2012). They are additionally faced with the barriers of inconsistent approaches with the transition process, limited information regarding their injury is shared with the school, their teachers have limited knowledge on mTBIs, and they receive a lack of support with their educational demands (Gioia, Glang, Hooper, & Brown, 2016; McAvoy & Haarbauer-Krupa, 2019; Rivara et al., 2012). Supporting Educational Performance for Elementary Children with Mild Traumatic Brain Injuy: A Guide for Occupational Therapy Practitioners was developed to address the specific needs of elementary-age children with mTBIs in the academic setting. The guide provides direct intervention recommendations, consultation recommendations for teachers, and additional resources to use with the targeted population. Conclusions: Following a student’s transition back to school after a mTBI, it is important for these children to receive services to assist with the demands of education. By implementing the guide Supporting Educational Performance for Elementary Children with Mild Traumatic Brain Injury: A Guide for Occupational Therapy Practitioners, elementary-age children with mTBIs will be able to engage in the occupation of education with the level of support they require

Affective State for Learning Activities Selection

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