Studying learning and innovation networks – a conceptual and methodological framework

This paper outlines the main concepts and methodology that the SOLINSA project uses in its study of learning and innovation networks. This project aims to identify barriers to the development of Learning and Innovation Networks for sustainable agriculture (LINSA). In such networks, social learning processes take place, and knowledge about sustainable agriculture is co-produced by connecting between the different frames and social worlds of the stakeholders with the help of boundary objects. Studying such processes at the interface between different knowledge spheres of research, policy and practice requires a specific methodology. A transdisciplinary reflective learning methodology addresses the complex question of understanding learning and innovation. The paper highlights the challenges of this approach that involves stakeholders already in the phase of defining the research objectives and strategies. Results from a first round of application of the conceptual and methodological framework will be presented and discussed

Extending, broadening and rethinking existing research on transfer of training

Research on transfer of training has a long history, with thousands of empirical studies since the 1950s investigating whether, and under which conditions, knowledge and skills acquired during training are subsequently used in the work environment (see reviews by Baldwin and Ford, 1988, Blume et al., 2010 and Burke and Hutchins, 2007). The generation of such an abundance of research can be linked to organisations’ fundamental and ongoing concern to ensure that their employees possess the necessary knowledge and skills from their employer to maintain a competitive advantage and thrive economically. Training and development is, however, extremely costly to organisations, which has created the need to determine the effectiveness of training, and the conditions under which transfer of training is optimal. A recent overview of “what really matters” for successful transfer of training (Grossman & Salas, 2011), aimed at a training and development readership, summarized the most influential variables emerging from this vast body of research. Based on the expectation that the list of factors which may contribute to influence transfer could always be extended and that it would be impractical to incorporate every single factor in research designs, the authors recommended a shift in future research towards deeper investigations of the conditions under which selected variables are more or less influential in their relationship with training. This Special Issue contributes to this important research agenda and extends it further through the inclusion of a diverse collection of conceptual contributions and reviews, from several scientific disciplines, a plurality of theoretical perspectives and a range of methodological approaches. Expanding the theoretical grounding underpinning empirical work on transfer of training and scrutinizing existing conceptualizations of the notion of transfer is timely in light of widespread concerns from organisations about minimal return on investment in training, and repeated evidence in the transfer of training literature of an enduring “transfer problem”. The aim of this article is to explore the value of extending, broadening and rethinking existing research on transfer of training. The benefits of extending research on transfer of training is considered first, through examining how the contributions of this Special Issue add to the existing literature on transfer of training, and the implications of the new insights for addressing the “transfer problem”. How transfer of training research could be broadened, thus enriched, through incorporating ideas from recent literature on transfer of learning is considered next. Finally, proposals to rethink transfer as boundary crossing from an activity theory perspective are scrutinized for their potential to better understand the learning that takes place at the boundaries of training and work environments. The article concludes by elaborating on the conceptual value of a refocus on ‘transfer of learning from training’ within a perspective of adaptive learning, and a call for cross-fertilisation with the extensive theory grounded literatures on transfer of learning and boundary crossing

Communities of Designers: Transforming a Situation into a Unified Whole

A new player, digital technology, has entered into the already variegated and often contentious world of teaching and teacher education. This new player promises to disrupt existing practices in some as yet undefined way. It is not surprising that its eventual impact on learning or on educational equity is uncertain, when there is still great uncertainty around basic questions such as which digital tools ought to be considered or what they cost. The previous chapters in this book make a major contribution to the conversation about (digital) technology in education. They address three large questions: How should we integrate technology into learning? What happens when we do? How do we learn to do it (possibly better than before)?published or submitted for publicationnot peer reviewe

Theorising interprofessional pedagogic evaluation: framework for evaluating the impact of interprofessional CPD on practice change

This paper outlines the development of a conceptual framework to guide the evaluation of the impact of the pedagogy employed in continuing professional development for professionals in education, health and social care. The work is developed as part of the Centre for Excellence in Teaching and Learning: Interprofessional Learning across the Public Sector (CETL: IPPS) at the University of Southampton. The paper briefly outlines the field for pedagogic research and comments on the underpinning theories that have so far been used to guide research into interprofessional learning (IPL). It maps out the development of interprofessional CPD in its specific context as part of the CETL: IPPS with its links to a local authority undergoing service reorganisation and the role of the continuing professional development (CPD) in effecting change. It then brings together a theoretical framework with the potential toexplore, explain and evaluate the essential features of the model of pedagogy used in interprofessional CPD, in which professionals from education have for the first time been included alongside those from health and social care. The framework draws upon elements of situated learning theory, Activity Theory and Dreier’s work (2002, 1999) on trajectories of participation, particularly Personal Action Potency. By combining the resulting analytic framework with an adapted version of an established evaluation model, a theoretically-driven, practicable evaluation matrix is developed. The matrix has potential use in evaluating the impact of pedagogic input on practice change. The paper models a process for developing a conceptual framework to steer pedagogic evaluation. Such a process and the resulting matrix may be of use to other researchers who are similarly developing pedagogic evaluation

Recent Progress in Image Deblurring

This paper comprehensively reviews the recent development of image deblurring, including non-blind/blind, spatially invariant/variant deblurring techniques. Indeed, these techniques share the same objective of inferring a latent sharp image from one or several corresponding blurry images, while the blind deblurring techniques are also required to derive an accurate blur kernel. Considering the critical role of image restoration in modern imaging systems to provide high-quality images under complex environments such as motion, undesirable lighting conditions, and imperfect system components, image deblurring has attracted growing attention in recent years. From the viewpoint of how to handle the ill-posedness which is a crucial issue in deblurring tasks, existing methods can be grouped into five categories: Bayesian inference framework, variational methods, sparse representation-based methods, homography-based modeling, and region-based methods. In spite of achieving a certain level of development, image deblurring, especially the blind case, is limited in its success by complex application conditions which make the blur kernel hard to obtain and be spatially variant. We provide a holistic understanding and deep insight into image deblurring in this review. An analysis of the empirical evidence for representative methods, practical issues, as well as a discussion of promising future directions are also presented.Comment: 53 pages, 17 figure

Actions speak louder than words: designing transdisciplinary approaches to enact solutions

Sustainability science uses a transdisciplinary research process in which academic and non-academic partners collaborate to identify a common problem and co-produce knowledge to develop more sustainable solutions. Sustainability scientists have advanced the theory and practice of facilitating collaborative efforts such that the knowledge created is usable. There has been less emphasis, however, on the last step of the transdisciplinary process: enacting solutions. We analyzed a case study of a transdisciplinary research effort in which co-produced policy simulation information shaped the creation of a new policy mechanism. More specifically, by studying the development of a mechanism for conserving vernal pool ecosystems, we found that four factors helped overcome common challenges to acting upon new information: creating a culture of learning, co-producing policy simulations that acted as boundary objects, integrating research into solution development, and employing an adaptive management approach. With an increased focus on these four factors that enable action, we can better develop the same level of nuanced theoretical concepts currently characterizing the earlier phases of transdisciplinary research, and the practical advice for deliberately designing these efforts

Object-based 2D-to-3D video conversion for effective stereoscopic content generation in 3D-TV applications

Three-dimensional television (3D-TV) has gained increasing popularity in the broadcasting domain, as it enables enhanced viewing experiences in comparison to conventional two-dimensional (2D) TV. However, its application has been constrained due to the lack of essential contents, i.e., stereoscopic videos. To alleviate such content shortage, an economical and practical solution is to reuse the huge media resources that are available in monoscopic 2D and convert them to stereoscopic 3D. Although stereoscopic video can be generated from monoscopic sequences using depth measurements extracted from cues like focus blur, motion and size, the quality of the resulting video may be poor as such measurements are usually arbitrarily defined and appear inconsistent with the real scenes. To help solve this problem, a novel method for object-based stereoscopic video generation is proposed which features i) optical-flow based occlusion reasoning in determining depth ordinal, ii) object segmentation using improved region-growing from masks of determined depth layers, and iii) a hybrid depth estimation scheme using content-based matching (inside a small library of true stereo image pairs) and depth-ordinal based regularization. Comprehensive experiments have validated the effectiveness of our proposed 2D-to-3D conversion method in generating stereoscopic videos of consistent depth measurements for 3D-TV applications

Understanding behaviour in problem structuring methods interventions with activity theory

This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.This article argues that OR interventions, particularly problem structuring methods (PSM), are complex events that cannot be understood by conventional methods alone. In this paper an alternative approach is introduced, where the units of analysis are the activity systems constituted by and constitutive of PSM interventions. The paper outlines the main theoretical and methodological concerns that need to be appreciated in studying PSM interventions. The paper then explores activity theory as an approach to study them. A case study describing the use of this approach is provided

Innovative construction and the role of boundary objects: a Gehry case study

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Physical objects have long been used in addressing the challenges involved in constructing innovative buildings, yet their significance for collaborative problem solving in inter-organizational projects is rarely acknowledged. The aim of this research is to investigate what happens when a project team has to collaboratively innovate to address radical design challenges in a construction setting. We focus on the role of a full-scale mock-up of a façade in transforming the design intent for a building by Frank Gehry into design realization. The concept of boundary objects is used as an analytical lens via a case study methodology utilizing non-participant observation of weekly meetings and workshops over a period of 10 months covering client, consultant and contractor involvement. The research shows the role of mock-ups in radical construction settings is in tension along three delivery dimensions: performance, aesthetic and technical construction. Task completion competed with the requirements for experimentation around innovative problem solving with the how to construct it problem left unresolved. The findings suggest that co-location and synchronicity are critical conditions for collaborative and innovative problem solving in radical construction contexts. Project teams need to create open-ended ‘moments’ for iterating critical objects and the interactions that take place around them