Loglines. January - February 2010

DTIC Science & Technology

2010-02-01

wait around for customers to come to them,” — Army Col. Derek Smith 6 www.dla.mil Logisticians in Europe are working with cus- tomers and suppliers... Derek Smith Warfighter Support Representatives Value-Added Logistics Integrated Support 29Loglines January - February 2010...and d eploy a longsid e them in su pport of con tingen cy operat ions. How l ong h ave y ou wo rked for DL A? I have worked for DL A for a

Three Views of the River: Three Reviews of "The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions" by William G. Bowen and Derek Bok.

ERIC Educational Resources Information Center

Chavez, Linda; Lerner, Robert; O'Neill, Dave; Clegg, Roger

This paper presents three reviews of the book, "The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions," by William Bowen and Derek Bok. The book defends affirmative action in college admissions. The first review says that the book presents important data, but it is seriously flawed…

China in Africa: America’s Soft Power Challenge

DTIC Science & Technology

2011-05-01

22 MCU/CSC/Merrill, T.E./ A Y11 BffiLIOGRAPHY Bergsten, C. Fred, Bates Gill, Nicholas R. Lardy, and Derek Mitchell. China: The Balance Sheet: What...Tiyambe Zeleza. "Africa." World Book Advanced. World Book, 2011. Web. 5 Mar. 2011. Eisenman, Joshua, Eric Heginbotham, and Derek Mitchell, eds. China...docLib/20070726 WhatAfricomMeansforAfrica.pdf. Nye, JosephS. Bound to Lead: The Changing Nature of American Power. New York: Basic Books, 1990. Ong

Predicting skin sensitisation using a decision tree integrated testing strategy with an in silico model and in chemico/in vitro assays.

PubMed

Macmillan, Donna S; Canipa, Steven J; Chilton, Martyn L; Williams, Richard V; Barber, Christopher G

2016-04-01

There is a pressing need for non-animal methods to predict skin sensitisation potential and a number of in chemico and in vitro assays have been designed with this in mind. However, some compounds can fall outside the applicability domain of these in chemico/in vitro assays and may not be predicted accurately. Rule-based in silico models such as Derek Nexus are expert-derived from animal and/or human data and the mechanism-based alert domain can take a number of factors into account (e.g. abiotic/biotic activation). Therefore, Derek Nexus may be able to predict for compounds outside the applicability domain of in chemico/in vitro assays. To this end, an integrated testing strategy (ITS) decision tree using Derek Nexus and a maximum of two assays (from DPRA, KeratinoSens, LuSens, h-CLAT and U-SENS) was developed. Generally, the decision tree improved upon other ITS evaluated in this study with positive and negative predictivity calculated as 86% and 81%, respectively. Our results demonstrate that an ITS using an in silico model such as Derek Nexus with a maximum of two in chemico/in vitro assays can predict the sensitising potential of a number of chemicals, including those outside the applicability domain of existing non-animal assays. Copyright © 2016 Elsevier Inc. All rights reserved.

The Roots of the Command and Control of Air Power: An Appraisal of Three Air Forces Through 1945

DTIC Science & Technology

2014-09-17

Co., 1927), 121. 33 Joubert de la Ferté, The Third Service, 48. 34 Scot Robertson, The Development of RAF Strategic Bombing Doctrine, 1919-1939...5 Scot Robertson, The Development of RAF Strategic Bombing Doctrine, 1919-1939 (Westport, Conn: Praeger, 1995), 36. 6 Powers, Strategy without...Royal United Services Institution Vol LXXV (February 1930): 109. 36 Collier, The Defence of the United Kingdom, 12.; Derek Wood and Derek D. Dempster

U.S. Military Arms Sales to Taiwan: Deterrent or Provocation?

DTIC Science & Technology

2002-03-01

de facto Sino-U.S. alliance could provide a means of containing the USSR.” See Derek McDougall, The International Politics of the New Asia Pacific...Survey, July/August 2000, vol. 40, no. 4, pp. 622-640. McDougall, Derek . The International Politics of the New Asia Pacific. Boulder: Lynne Rienner...Corporation. E-mail correspondence on 25 & 31 January 2002. Ong , R.C.M. “Japan and China: Security Interest in the Post-Cold War Era.” East Asia

Validity and validation of expert (Q)SAR systems.

PubMed

Hulzebos, E; Sijm, D; Traas, T; Posthumus, R; Maslankiewicz, L

2005-08-01

At a recent workshop in Setubal (Portugal) principles were drafted to assess the suitability of (quantitative) structure-activity relationships ((Q)SARs) for assessing the hazards and risks of chemicals. In the present study we applied some of the Setubal principles to test the validity of three (Q)SAR expert systems and validate the results. These principles include a mechanistic basis, the availability of a training set and validation. ECOSAR, BIOWIN and DEREK for Windows have a mechanistic or empirical basis. ECOSAR has a training set for each QSAR. For half of the structural fragments the number of chemicals in the training set is >4. Based on structural fragments and log Kow, ECOSAR uses linear regression to predict ecotoxicity. Validating ECOSAR for three 'valid' classes results in predictivity of > or = 64%. BIOWIN uses (non-)linear regressions to predict the probability of biodegradability based on fragments and molecular weight. It has a large training set and predicts non-ready biodegradability well. DEREK for Windows predictions are supported by a mechanistic rationale and literature references. The structural alerts in this program have been developed with a training set of positive and negative toxicity data. However, to support the prediction only a limited number of chemicals in the training set is presented to the user. DEREK for Windows predicts effects by 'if-then' reasoning. The program predicts best for mutagenicity and carcinogenicity. Each structural fragment in ECOSAR and DEREK for Windows needs to be evaluated and validated separately.

Prediction of genotoxic potential of cosmetic ingredients by an in silico battery system consisting of a combination of an expert rule-based system and a statistics-based system.

PubMed

Aiba née Kaneko, Maki; Hirota, Morihiko; Kouzuki, Hirokazu; Mori, Masaaki

2015-02-01

Genotoxicity is the most commonly used endpoint to predict the carcinogenicity of chemicals. The International Conference on Harmonization (ICH) M7 Guideline on Assessment and Control of DNA Reactive (Mutagenic) Impurities in Pharmaceuticals to Limit Potential Carcinogenic Risk offers guidance on (quantitative) structure-activity relationship ((Q)SAR) methodologies that predict the outcome of bacterial mutagenicity assay for actual and potential impurities. We examined the effectiveness of the (Q)SAR approach with the combination of DEREK NEXUS as an expert rule-based system and ADMEWorks as a statistics-based system for the prediction of not only mutagenic potential in the Ames test, but also genotoxic potential in mutagenicity and clastogenicity tests, using a data set of 342 chemicals extracted from the literature. The prediction of mutagenic potential or genotoxic potential by DEREK NEXUS or ADMEWorks showed high values of sensitivity and concordance, while prediction by the combination of DEREK NEXUS and ADMEWorks (battery system) showed the highest values of sensitivity and concordance among the three methods, but the lowest value of specificity. The number of false negatives was reduced with the battery system. We also separately predicted the mutagenic potential and genotoxic potential of 41 cosmetic ingredients listed in the International Nomenclature of Cosmetic Ingredients (INCI) among the 342 chemicals. Although specificity was low with the battery system, sensitivity and concordance were high. These results suggest that the battery system consisting of DEREK NEXUS and ADMEWorks is useful for prediction of genotoxic potential of chemicals, including cosmetic ingredients.

Nonlinear and Nonequilibrium Spin Injection in Magnetic Tunneling Junctions

NASA Astrophysics Data System (ADS)

Guo, Hong

2007-03-01

Quantitative analysis of charge and spin quantum transport in spintronic devices requires an atomistic first principles approach that can handle nonlinear and nonequilibrium transport conditions. We have developed an approach for this purpose based on real space density functional theory (DFT) carried out within the Keldysh nonequilibrium Green's function formalism (NEGF). We report theoretical analysis of nonlinear and nonequilibrium spin injection and quantum transport in Fe/MgO/Fe trilayer structures as a function of external bias voltage. Devices with well relaxed atomic structures and with FeO oxidization layers are investigated as a function of external bias voltage. We also report calculations of nonequilibrium spin injection into molecular layers and graphene. Comparisons to experimental data will be presented. Work in collaborations with: Derek Waldron, Vladimir Timochevski (McGill University); Ke Xia (Institute of Physics, Chinese Academy of Science, Beijing, China); Eric Zhu, Jian Wang (University of Hong Kong); Paul Haney, and Allan MacDonald (University of Texas at Austin).

Evidence for intertwined superfluid and density wave order in two dimensional 4He

NASA Astrophysics Data System (ADS)

Saunders, John

2015-03-01

We report the identification of a new state of quantum matter with intertwined superfluid and density wave order in a system of two dimensional bosons subject to a triangular lattice potential. Using a torsional oscillator we have measured the response of the second atomic layer of 4He adsorbed on the surface of graphite over a wide temperature range down to 2 mK. Superfluidity is observed over a narrow range of film densities, emerging suddenly and collapsing towards a quantum critical point, near to layer completion where a Mott insulating phase is predicted to form. The unusual temperature dependence of the superfluid density in the T --> 0 limit and the absence of a clear superfluid onset temperature are explained, self-consistently, by an ansatz for the excitation spectrum, reflecting density wave order, and a quasi-condensate wavefunction breaking both gauge and translational symmetry. In collaboration with Jan Nyeki, Anastasia Phillis, Andrew Ho, Derek Lee, Piers Coleman, Jeevak Parpia, Brian Cowan. Supported by EPSRC (U.K) EP/H048375/1.

Subscale Glider Could Assist in Weather Studies, Prediction

NASA Image and Video Library

2017-01-30

The WHAATRR team from NASA Armstrong includes, from left, Derek Abramson Dave Berger, John Bodylski, Robert “Red” Jensen, Scott Wiley, Al Bowers, Justin Hall, Luke Bard, Hussein Nasr and Samantha Ingersoll.

Stability-indicating HPLC-DAD/UV-ESI/MS impurity profiling of the anti-malarial drug lumefantrine.

PubMed

Verbeken, Mathieu; Suleman, Sultan; Baert, Bram; Vangheluwe, Elien; Van Dorpe, Sylvia; Burvenich, Christian; Duchateau, Luc; Jansen, Frans H; De Spiegeleer, Bart

2011-02-28

Lumefantrine (benflumetol) is a fluorene derivative belonging to the aryl amino alcohol class of anti-malarial drugs and is commercially available in fixed combination products with β-artemether. Impurity characterization of such drugs, which are widely consumed in tropical countries for malaria control programmes, is of paramount importance. However, until now, no exhaustive impurity profile of lumefantrine has been established, encompassing process-related and degradation impurities in active pharmaceutical ingredients (APIs) and finished pharmaceutical products (FPPs). Using HPLC-DAD/UV-ESI/ion trap/MS, a comprehensive impurity profile was established based upon analysis of market samples as well as stress, accelerated and long-term stability results. In-silico toxicological predictions for these lumefantrine related impurities were made using Toxtree® and Derek®. Several new impurities are identified, of which the desbenzylketo derivative (DBK) is proposed as a new specified degradant. DBK and the remaining unspecified lumefantrine related impurities are predicted, using Toxtree® and Derek®, to have a toxicity risk comparable to the toxicity risk of the API lumefantrine itself. From unstressed, stressed and accelerated stability samples of lumefantrine API and FPPs, nine compounds were detected and characterized to be lumefantrine related impurities. One new lumefantrine related compound, DBK, was identified and characterized as a specified degradation impurity of lumefantrine in real market samples (FPPs). The in-silico toxicological investigation (Toxtree® and Derek®) indicated overall a toxicity risk for lumefantrine related impurities comparable to that of the API lumefantrine itself.

Safely Managing Chronic Pain | NIH MedlinePlus the Magazine

MedlinePlus

... non-drug therapies, such as massage, acupuncture, or exercise, can help, as well. The Two Faces of ... TV host has been managing his pain with exercise and a healthy diet. Bo Derek —The actress ...

Validation and subsequent development of the DEREK skin sensitization rulebase by analysis of the BgVV list of contact allergens.

PubMed

Barratt, M D; Langowski, J J

1999-01-01

The DEREK knowledge-based computer system contains a subset of approximately 50 rules describing chemical substructures (toxophores) responsible for skin sensitization. This rulebase, based originally on Unilever historical in-house guinea pig maximization test data, has been subject to extensive validation and is undergoing refinement as the next stage of its development. As part of an ongoing program of validation and testing, the predictive ability of the sensitization rule set has been assessed by processing the structures of the 84 chemical substances in the list of contact allergens issued by the BgVV (German Federal Institute for Health Protection of Consumers). This list of chemicals is important because the biological data for each of the chemicals have been carefully scrutinized and peer reviewed, a key consideration in an area of toxicology in which much unreliable and potentially misleading data have been published. The existing DEREK rulebase for skin sensitization identified toxophores for skin sensitization in the structures of 71 out of the 84 chemicals (85%). The exercise highlighted areas of chemistry where further development of the rulebase was required, either by extension of the scope of existing rules or by generation of new rules where a sound mechanistic rationale for the biological activity could be established. Chemicals likely to be acting as photoallergens were identified, and new rules for photoallergenicity have subsequently been written. At the end of the exercise, the refined rulebase was able to identify toxophores for skin sensitization for 82 of the 84 chemicals in the BgVV list.

Beijing and the 1961 PRC-DPRK Security Treaty

DTIC Science & Technology

2010-12-01

Politics (New York: Cornell University Press, 2008), 40. 156 Kent Ong , “World Military Spending and Poverty,” Current Issue (2009), http...Freeman, Charles, Lardy, Nicholas R., and Mitchell, Derek J. China’s Rise: Challenges and Opportunities. Washington, DC: Peterson Institute for

Commercial Scale Production of High Temperature

DTIC Science & Technology

1991-11-14

Rochester, Professor Alan Kadin and his graduate students Derek Mallory and Patrick Borelli , have concentrated on microwave measurements and intermediate...layers. Patrick Borelli was responsible for the PLZT/YBCO work. The same personnel will be available for the second year of the contract. We spent our

Classification and Subject Cataloguing Section. Bibliographic Control Division. Papers.

ERIC Educational Resources Information Center

International Federation of Library Associations, The Hague (Netherlands).

Papers on classification and subject cataloging which were presented at the 1983 International Federation of Library Associations (IFLA) conference include: (1) "PRECIS: Basic Principles, Function, and Use," in which Derek Austin (United Kingdom) describes the automated subject indexing system developed for use in the "British…

Prostate Cancer Research Training Program

DTIC Science & Technology

2010-05-14

David M. Lubaroff, PhD, Principal Investigator, Paul Heidger, PhD, University of Iowa Faculty Advisor, Derek Swinton, PhD, Lincoln University...discussed the options for each of them based upon their experience and their desire for the type o f future they envisioned for themselves. Am ong the top

High Energy Density Dielectrics for Pulsed Power Applications

DTIC Science & Technology

2008-09-01

Energy/Power/Thermal Division //Signature// DEREK M. LINCOLN, Major, USAF Deputy Chief Energy/Power/Thermal Division Propulsion Directorate...comparative study," J. Vac. Sci. Technol. A 16, (1998), 2804-2815. 11 T.T. Leung and C.W. Ong . “Nearly amorphous to epitxial growth of aluminum nitride

Electronic Properties of III-V Semiconductor Interfaces.

DTIC Science & Technology

1980-11-30

ONG . REPORT NUMBER S.B CONTRACT 0R GRANT NUMSERa) S. PERFORMING ORGANIZATION NAMIE AND ADDRESS 10. PROGRAM EL.EMIENT. PROJECT. TASK AREA G WORK UNIT...Fred Nedoluha, Dave Collins, Larry Mainers, Derek Lile, and Carl Zeisse. And several of the samples studied were supplied by industrial colleagues

Interpreting Biglan's "Hard-Soft" Dimension of Disciplinary Variation. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Hargens, Lowell L.

Anthony Biglan (1973) proposed a typology of academic disciplines that identified three dimensions of academics' perceptions of the similarity of fields of scholarship: (1) "hard-soft", (2) "pure-applied", and (3) "life-non-life". Derek Price (1965) suggested that bibliographic data could be used to provide an…

Yet More Frogs

ERIC Educational Resources Information Center

Shutler, Paul M. E.

2011-01-01

Extending a recent paper by Derek Holton, we show how to represent the algorithm for the Frog Problem diagrammatically. This diagrammatic representation suggests a simpler proof of the symmetrical case (equal numbers of frogs of each colour) by allowing the even and odd cases to be treated together. It also provides a proof in the asymmetrical…

Derek Vigil-Fowler | NREL

Science.gov Websites

simulation methods for materials physics and chemistry, with particular expertise in post-DFT, high accuracy methods such as the GW approximation for electronic structure and random phase approximation (RPA) total the art in computational methods, including efficient methods for including the effects of substrates

An Explanation for the Use of Arrays to Promote the Understanding of Mental Strategies for Multiplication

ERIC Educational Resources Information Center

Day, Lorraine; Hurrell, Derek

2015-01-01

Lorraine Day and Derek Hurrell provide a convincing argument for using arrays to promote students' understandings of mental computation strategies for multiplication. They also provide a range of different examples that illustrate the benefits of arrays in the primary classroom.

A History of ChemMatters Magazine

ERIC Educational Resources Information Center

Tinnesand, Michael J.

2007-01-01

ChemMatters, the chemistry magazine published since 1983, has always provided interesting topics for chemistry students. The American Chemical Society publishes the magazine and many well-known authors like Isaac Asimov, Glen Seaborg and Derek Davenport have contributed to the magazine and the magazine has succeeded in its goal of demystifying…

Test Methods for Measuring Material Properties of Composite Materials in all Three Material Axes

DTIC Science & Technology

2012-01-24

perform the environmental tests at cold temperatures, nitrogen tanks were purchased and connected to the environmental chamber via hoses . Fibers of... Braided Composites.” Journal of Composite Materials (30) (1) (1996): 51-68. 2. Graham, Derek. “Buckling of Thick-Section Composite Pressure Hulls

Sankey's Personal Understanding

ERIC Educational Resources Information Center

Mackenzie, Jim

2011-01-01

This paper takes issue with Derek Sankey's: "Minds, Brains, and Differences in Personal Understanding", "Educational Philosophy and Theory", 39 (2007), pp. 543-558 on the questions of the post-pedagogical classroom and the forms of knowledge. I then try to show that a theory of meaning framed in terms of normative pragmatics is better able than…

Challenges on the Path to Implementation

ERIC Educational Resources Information Center

Martineau, Joseph A.; Wyse, Adam E.

2015-01-01

This article is a commentary of a paper by Derek C. Briggs and Frederick A. Peck, "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth," which describes an elegant potential framework for at least beginning to address three priorities in large-scale assessment that have not been…

Australian Curriculum Linked Lessons

ERIC Educational Resources Information Center

Hurrell, Derek

2014-01-01

In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the new Australian Curriculum, this issue will focus on Number in the Number and Algebra strand. In this article Derek Hurrell provides a few tried and proven activities to develop place value understanding. These activities are provided for…

Dostoevsky: A Collection of Critical Essays. Twentieth Century Views Series.

ERIC Educational Resources Information Center

Wellek, Rene, Ed.

One of a series of works aimed at presenting contemporary opinion on major authors, this collection includes essays by Rene Wellek, Philip Rahv, Murray Krieger, Irving Howe, Eliseo Vivas, D. H. Lawrence, Sigmund Freud, Dmitri Chizhevsky, V. V. Zenkovsky, Georg Lukacs, and Derek Traversi--all dealing with the biography and literary work of…

Navy Medicine - World Class Care... Anytime, Anywhere

Science.gov Websites

Class Care... Anytime, Anywhere Home Disclaimer Navy Medicine WebSite About Leadership Readiness Health planner's perspective on Global Health Engagement March 23, 2018 My Pacific tour: A planner's perspective on Global Health Engagement By Lt. Derek J. Chamberlain, MSC Throughout my career, I have been told, "

The Affects of Not Reading: Hating Characters, Being Bored, Feeling Stupid

ERIC Educational Resources Information Center

Poletti, Anna; Seaboyer, Judith; Kennedy, Rosanne; Barnett, Tully; Douglas, Kate

2016-01-01

This article brings recent debates in literary studies regarding the practice of close reading into conversation with Derek Attridge's idea of "readerly hospitality" (2004) to diagnose the problem of students in undergraduate literary studies programme not completing set reading. We argue that the method of close reading depends on…

Consensus report on the future of animal-free systemic toxicity testing

EPA Science Inventory

This is a multi-authored consensus report from conferences held in 2011-2012. Complete author listing is as follows: Marcel Leist1,2, Nina Hasiwa1, Costanza Rovida1, Mardas Daneshian1, David Basketter3, Ian Kimber4, Harvey Clewell5, Tilman Gocht6, Alan Goldberg7, Derek Knight8, G...

Perspectives: The Questionable Priorities of University Presidents

ERIC Educational Resources Information Center

Bok, Derek

2014-01-01

According to a 2010 survey on how university presidents spent their time, the respondents revealed that on a list of six common responsibilities, the one to which they devoted the least attention was "academic affairs." Derek Bok writes in this article that, although this finding seems to have attracted little attention, he finds it…

Australian Curriculum Linked Lessons. Fluency

ERIC Educational Resources Information Center

Hurrell, Derek

2014-01-01

In this article, Derek Hurrell, points out that while it's easy to fall into the impression that the proficiency strand "Fluency" is all about knowing basic number facts in all its many and splendid ways. He add it is easy to overlook, that within Fluency there are requirements that are based in Algebra; Measurement and Geometry; and…

The Paradigm Shift: Leadership Challenges in the Public Sector Schools in Pakistan

ERIC Educational Resources Information Center

Mansoor, Zahida

2015-01-01

Previous research has established that school heads as leaders are vital to the successful implementation of educational reforms (Derek, 2009; Robinson, Lloyd, & Rowe, 2008). Education system in Pakistan is going through a paradigm shift from teacher centered to learner centered classrooms using English as the instructional language. The…

A critical commentary on Derek Morgan's unpublished manuscript: 'coming Back to Life: The Normal Chaos of Medical Law' and how to deal with property in human cells.

PubMed

Capps, Benjamin J

2014-01-01

This article is an analysis of Derek Morgan's manuscript-'Coming Back to Life: The Normal Chaos of Medical Law', which remained unpublished at his death in 2011. Morgan made two claims in the manuscript: (1) medical practitioners and patients approach health from the different perspectives of 'reason' and 'emotion' respectively, while medical law treads the line between these ultimately resulting in 'normal chaos'. (2) In this respect, medical law ought to be coaxed 'back to life' so that it can address broader principles and values in respect to practical resolution; however, it has, in the face of this chaos, become dull in its ambitions. In this article, I first analyse these two claims in detail, before, second, illustrating the 'normal chaos' of medical law using the debate over ownership of human cells and tissues. I draw my own conclusions as to whether Morgan's final thesis was successful. © The Author [2014]. Published by Oxford University Press; all rights reserved. For Permissions, please email: journals.permissions@oup.com.

75 FR 36774 - Qualification of Drivers; Exemption Renewals; Vision

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-28

.... Mark, Douglas A. Mendoza, Michael R. Moore, Richard W. Neyens, John P. Rodrigues and Charles W. Towner... exemptions for Roy L. Allen, Lyle H. Banser, Lloyd J. Botsford, Walter M. Brown, Charley J. Davis, Derek T... with the goals and objectives of 49 U.S.C. 31136 and 31315. Issued on: June 21, 2010. Larry W. Minor...

Historical Patterns of Change: The Lessons of the 1980s.

ERIC Educational Resources Information Center

Geiger, Roger L.

This paper seeks to assess the current state of academic research in light of long-term trends in the development of science. It presents three perspectives on the growth of scientific research: (1) Derek de Solla Price's (1963) hypothesis that science has exhibited exponential growth, roughly doubling every 15 years since the 17th century; (2)…

Universities in the Marketplace: The Commercialization of Higher Education

ERIC Educational Resources Information Center

Bok, Derek

2004-01-01

Is everything in a university for sale if the price is right? In this book, one of America's leading educators cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing commercialization of our academic institutions, Derek Bok probes the efforts on campus to profit financially not only from athletics but…

NREL at 40: Research Efforts Drive Advanced Energy | News | NREL

Science.gov Websites

blades, getting them to the installation site becomes more difficult. "When I joined the wind industry in 1995, we were still producing 9-meter blades," said Derek Berry, senior wind technology . Eventually we started manufacturing 20- and 30-meter blades and we were still able to ship them without much

Knowing When to Say Goodbye: Final Exit and Suicide in the Elderly.

ERIC Educational Resources Information Center

Lerner, Barron H.

1995-01-01

Comments on fiction writer Derek Humphry's short story "Final Exit," in which an elderly couple commits double suicide. Notes the story could serve as a suicide manual for the nonterminal elderly. Asserts that fiction highlights the ambiguities surrounding elder suicide and serves as a reminder to view elder suicide in the context of…

75 FR 69160 - Quarterly Publication of Individuals, Who Have Chosen To Expatriate, as Required by Section 6039G

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-10

... Anderson John Derek Anderson Rose Mary Andreen Clas Svante Joel Ang Diana Shu-Zhen Angelini Kevin Yang... Anthony Bergandi Marco Lee Berre Jean N. Berryman Curtis Frederick Beveridge Richard Henry Earle Beveridge... Cheung Mark Quintin Chih-Hsiang Lisa Lee Chiu Sammy Kai-Kong Christianson Marlys Chun Jessica Chung...

Web Connects K-12 Students with Scientists

ERIC Educational Resources Information Center

Cavanagh, Sean

2009-01-01

This article reports that Derek Cummings and Justin Lessler, Johns Hopkins University epidemiologists, have come to the Johns Hopkins Center for Talented Youth (CTY) to give a live webinar on the spread of swine flu. This web-based audio and video presentation is one of many efforts by universities and science organizations to put K-12 students in…

New Teachers Search for Place in New Orleans

ERIC Educational Resources Information Center

Zubrzycki, Jaclyn

2013-01-01

Derek Roguski and Hannah Sadtler came to New Orleans in 2008 through Teach For America. The competitive program provided five weeks' training and helped place them in schools, and both young teachers were eager to learn to teach and help the city's students. But they quickly found that they had more questions than answers about the schools they…

Psychological Connectedness and Intertemporal Choice

ERIC Educational Resources Information Center

Bartels, Daniel M.; Rips, Lance J.

2010-01-01

People tend to attach less value to a good if they know a delay will occur before they obtain it. For example, people value receiving $100 dollars tomorrow more than receiving $100 in 10 years. We explore one reason for this tendency (due to Derek Parfit, 1984): In terms of psychological properties, such as beliefs, values, and goals, the decision…

Rescuing Teacher Professionalism

ERIC Educational Resources Information Center

Gillard, Derek

2005-01-01

If teachers are to reclaim any sort of agenda--let alone a radical one--they need to be taken seriously as professionals. Why aren't they? Derek Gillard surveys the history of teaching in England and argues that teacher professionalism was a short-lived phenomenon which has been in decline for thirty years. Far from rescuing it from the Tories,…

Lessons from the Past: The Importance of Educational History

ERIC Educational Resources Information Center

Gillard, Derek

2009-01-01

For the past twenty years, the training of teachers in England has consisted of little more than instruction in 'delivering' the National Curriculum. In this piece, Derek Gillard argues that there are now encouraging signs of a resurgence of interest in the history of education. He reviews the new edition of Clyde Chitty's "Education Policy…

Vocational Education and Training in the German Democratic Republic. Comparative Papers in Further Education. Number Eleven.

ERIC Educational Resources Information Center

Further Education Staff Coll., Blagdon (England).

These five papers describe the educational system of the German Democratic Republic (GDR). An introduction by Derek Marsh overviews the climate for and aims of education in the GDR. "A Brief Introduction to the GDR" (Jean Finlayson) summarizes the economic background, standard of living, role of women, politics, religion, sports and…

Teaching Secondary School Mathematics and Statistics: Evidence-Based Practice. Volume 1

ERIC Educational Resources Information Center

Averill, Robin; Harvey, Roger

2009-01-01

"Mathematics is more than skills... it is also the excitement of discovery." This is how Derek Holton, one of the contributing authors to this book, defines mathematics. His enthusiasm and energy are echoed throughout by many of the other writers. This is a book to delight mathematics teachers at all stages: experienced and inexperienced;…

Creating an Academy of Learning: Authentic Assessment, Peer Review, and the College and Work Readiness Assessment

ERIC Educational Resources Information Center

Austin, John

2010-01-01

Most agree that schools have a special obligation to study the effectiveness of their educational programs and seek ways to improve student learning. Derek Bok, the former president of Harvard University, has persuasively argued that schools must envision themselves as "learning organizations." Like hospitals and businesses, Bok writes,…

Scattering from Rock and Rock Outcrops

DTIC Science & Technology

2015-09-30

Scattering from Rock and Rock Outcrops Derek R. Olson The Pennsylvania State University Applied Research Laboratory, P.O. Box 30 State...In terms of target detection and classification, scattering from exposed rock on the seafloor, (i.e., individual rocks and rock outcrops) presents...levels, and other statistical measures of acoustic scattering from rocks and rock outcrops is therefore critical. Unfortunately (and curiously

Lean and Efficient Software: Whole-Program Optimization of Executables

DTIC Science & Technology

2015-06-30

Approved for public release; distribution is unlimited. Financial Data Contact: Krisztina Nagy T: (607) 273-7340 x.117 F : (607) 273-8752 knagy...grammatech.com Administrative Contact: Derek Burrows T: (607) 273-7340 x.113 F : (607) 273-8752 dburrows@grammatech.com Report Documentation Page...library subroutines, removing redundant argument checking and interface layers, eliminating dead code, and improving computational efficiency. In

Should the U.S. Department of State Continue to Use Private Security Contractors to Protect U.S. Diplomats

DTIC Science & Technology

2008-06-13

USE PRIVATE SECURITY CONTRACTORS TO PROTECT U.S. DIPLOMATS 5c. PROGRAM ELEMENT NUMBER 5d. PROJECT NUMBER 5e. TASK NUMBER 6. AUTHOR( S ...Special Agent Derek Dela-Cruz 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME( S ) AND ADDRESS(ES) U.S. Army Command and General Staff College...

The Healthy and High Performance School: A Two-Part Report Regarding the Scientific Findings and Policy Implications of School Environmental Health

ERIC Educational Resources Information Center

Healthy Schools Network, Inc, 2004

2004-01-01

This document is comprised of two reports: (1) "Science-Based Recommendations to Prevent or Reduce Potential Exposures to Biological, Chemical, and Physical Agents in Schools" by Derek G. Shendell, Claire Barnett, and Stephen Boese (supported by grants from the Rockefeller Foundation, the National Institutes of Environmental Health…

Review of Winograd and Flores’ Understanding Computers and Cognition: A Favorable Interpretation.

DTIC Science & Technology

1986-07-01

very little basis for determni ong the practical Iitin its of forma I’lIiat ionl, particula rly for appl ications of Ar i fwcial inelhIreiwe ito...AlexanJra VA 22314 KAJ Software, Inc. Dr. David -. Weiss � East Shea Blvd. NC60 Elliott Hall Dr. Derek Sleeman Suite 161 University of Minnesota Starfor

Extending the Derek-Meteor Workflow to Predict Chemical-Toxicity Space Impacted by Metabolism: Application to ToxCast and Tox21 Chemical Inventories

EPA Science Inventory

A central aim of EPA’s ToxCast project is to use in vitro high-throughput screening (HTS) profiles to build predictive models of in vivo toxicity. Where assays lack metabolic capability, such efforts may need to anticipate the role of metabolic activation (or deactivation). A wo...

JSC2001E21574

NASA Image and Video Library

2001-07-01

JSC2001-E-21574 (16 July 2001) --- ISS Orbit 1 flight director Sally Davis and Derek Hassman monitor International Space Station (ISS) issues at their consoles in the blue flight control room (BFCR) in Houston's Mission Control Center (MCC). At the time this photo was taken, the STS-104 and Expedition Two crews had joined efforts to perform a number of station-related tasks.

Scattering from Rock and Rock Outcrops

DTIC Science & Technology

2013-09-30

whose orientations and size distributions reflect the internal fault organization of the bedrock. A mathematical model of the leeward side of an...scattering from facets oriented close to normal incidence to the sonar system. Diffraction from sharp edges may also contribute strong scattering that 5 is...collected in a recent field experiment and are currently being analyzed. Figure 5 shows PhD student Derek Olson alongside the photogrammetry system

Energy Change Detection to Assist in Tactical Intelligence Production

DTIC Science & Technology

2009-06-01

COVERED Master’s Thesis 4. TITLE AND SUBTITLE Energy Change Detection to Assist in Tactical Intelligence Production 6. AUTHOR( S ) Derek Anthony Filipe...5. FUNDING NUMBERS 7. PERFORMING ORGANIZATION NAME( S ) AND ADDRESS(ES) Naval Postgraduate School Monterey, CA 93943-5000 8. PERFORMING...ORGANIZATION REPORT NUMBER 9. SPONSORING /MONITORING AGENCY NAME( S ) AND ADDRESS(ES) N/A 10. SPONSORING/MONITORING AGENCY REPORT NUMBER 11

What Works for Me, and for that Matter, for Us

ERIC Educational Resources Information Center

Moe, Peter Wayne

2013-01-01

"Teaching English in the Two-Year College's" series "What Works for Me" is a unique artifact in the development of composition as a field. In this article, the author claims "What Works for Me" as a valuable genre, a hybrid of new and old disciplinary forms. In the spirit of Derek N. Mueller's "Views from a Distance: A Nephological Model of the…

Patient Access Study

DTIC Science & Technology

1998-03-01

guidelines. 14. SUBJECT TERMS Efficiency, health care issues, medical services, military medicine, military standards, Navy, patients , scheduling...Rev. 2-89) Prescribed by ANSI Std. 239-18 299-01 Patient Access Study Sponsor: Assistant Chief for Health Care Operations (MED 03) March 1998...Michelle Dolfini-Reed Derek Shia In today’s highly competitive health care market, patient access to care is the key ingredient to a practice’s

"Adult Education Is about Human Being in All Its Aspects"

ERIC Educational Resources Information Center

Stanistreet, Paul

2011-01-01

Derek Legge, who celebrated his 95th birthday at the end of last month, is one of the most dedicated and influential of the largely unsung heroes of the adult education movement in Britain. As modesty is one of the many qualities with which his friends and colleagues credit him, he is certain to shrink from the description, but there is little…

The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities

ERIC Educational Resources Information Center

Massey, Douglas S.; Charles, Camille Z.; Lundy, Garvey F.; Fischer, Mary J.

2006-01-01

African Americans and Latinos earn lower grades and drop out of college more often than whites or Asians. Yet thirty years after deliberate minority recruitment efforts began, we still don't know why. In "The Shape of the River," William Bowen and Derek Bok documented the benefits of affirmative action for minority students, their communities, and…

Reassurance Strategy: Incentives for Use and Conditions for Success

DTIC Science & Technology

2010-03-01

Cold War, people hoped for a more peaceful world and expected a tremendous decrease in the frequency of war. However, war is still part of human life...war has been more common than peace.”7 It seems that the arguments of classical realists and neorealists are true in human history. They basically...states behave as they do is firmly rooted in human biological impulses: 4 Derek D. Smith, Deterring

Libya: Background and U.S. Relations

DTIC Science & Technology

2008-09-17

isolation. The compounded effects of a loss of oil revenue, restrictions on the travel of senior officials, an international air travel ban, and an...23, 2005; Magnus Linklater, “It’s Time To Look Again at Lockerbie,” The Times (London), October 26, 2005. 11 Derek Lambie, “Diplomat ‘Evidence’ May...myriad opposition movements can be categorized broadly as Islamist, royalist, or democratic in orientation. However, their activities and effectiveness

Near-Earth Asteroid Sample Return Workshop

NASA Technical Reports Server (NTRS)

2000-01-01

This volume contains abstracts that have been accepted for presentation at the Near-Earth Asteroid Sample Return Workshop, 11-12 Dec 2000. The Steering Committee consisted of Derek Sears, Chair, Dan Britt, Don Brownlee, Andrew Cheng, Benton Clark, Leon Gefert, Steve Gorevan, Marilyn Lindstrom, Carle Pieters, Jeff Preble, Brian Wilcox, and Don Yeomans. Logistical, administrative, and publications support were provided by the Publications and Program Services Department of the Lunar and Planetary Institute.

GEO Collisional Risk Assessment Based on Analysis of NASA-WISE Data and Modeling

DTIC Science & Technology

2015-10-18

GEO Collisional Risk Assessment Based on Analysis of NASA -WISE Data and Modeling Jeremy Murray Krezan1, Samantha Howard1, Phan D. Dao1, Derek...Surka2 1AFRL Space Vehicles Directorate,2Applied Technology Associates Incorporated From December 2009 through 2011 the NASA Wide-Field Infrared...of known debris. The NASA -WISE GEO belt debris population adds potentially thousands previously uncataloged objects. This paper describes

Efficacy of Laser Fluorescence in Dental Caries Diagnosis: A Meta-Analysis

DTIC Science & Technology

2012-06-01

dental caries in a young adult population. Community Dent Oral Epi 2005; 33(2): 212-218. 22. Costa A, de Paula L, Bezerra A...iii     EFFICACY OF LASER FLUORESCENCE IN DENTAL CARIES DIAGNOSIS: A META-ANALYSIS by Derek T. Fagen LCDR...not be re-printed without the expressed written permission of the author. vi     ABSTRACT EFFICACY OF LASER FLUORESCENCE IN DENTAL CARIES

Marketing Analysis and Strategy for a Small Business in the Beekeeping Industry.

DTIC Science & Technology

1980-08-18

segment has opportunities associated with it that may be profitably 2Philip Kotler , "Marketing Management: Analysis, Planning, and Control," Prentice...I I I162 I I BIBLIOGRAPHY IB Abel, Derek and John Hammond. Strategic Market Planning. Englewood Cliffs, N.J.: Prentice- Hall, Inc., 1979. Kotler ... Philip . Marketing Management: Analysis, Planning, and Control. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1976. Ott, Hyman. Introduction to Statistical

Concussion is completely reversible; an hypothesis.

PubMed

Parkinson, D

1992-01-01

It is hypothesized that there is an entity properly called 'concussion', a transient loss of neuronal function without permanent neuronal damage, as defined years ago by Derek-Denny Brown. This implies that multiple concussions leave no deficit. n +1 times zero is still zero. Arguments are presented indicating that there is a margin of safety between the acceleration inducing 1-10 s loss of function (concussion) and that inducing permanent damage (contusions, lacerations).

The Challenge of the Seamless Force: The Role of Informal Networks in Battlespace

DTIC Science & Technology

2005-06-01

10th International Command and Control Research and Technology Symposium THE FUTURE OF C2 Symposium Theme: Lessons Learned Title: The... Technology Organisation Fern Hill Park Department of Defence Canberra ACT 2600 AUSTRALIA Phone +61 2 6256 6219 Fax +61 2 6256 6233...Email Leoni.Warne@dsto.defence.gov.au Derek Bopping Defence Science and Technology Organisation Fern Hill Park Department of Defence Canberra

Cyber-Enabled Unconventional Warfare: The Convergence of Cyberspace, Social Mobilization, and Special Warfare

DTIC Science & Technology

2015-12-01

10945/31295; Roger Hilsman, American Guerrilla: My War behind Japanese Lines (Nebraska: Potomac Books, 1990); Derek Jones, “Ending the Debate...them in the war against the Japanese . Through the use of UW techniques, Detachment 101 was able to identify, recruit, indoctrinate, and... Japanese enemy. Through these proxy forces, DET 101 was able to inflict severe causalities while sustaining minimal losses to its own force (the

Effect of freezing and canning on the content of selected vitamins and pigments in seeds of two grass pea (Lathyrus sativus L.) cultivars at the not fully mature stage.

PubMed

Korus, Anna; Lisiewska, Zofia; Kmiecik, Waldemar

2002-08-01

Seeds of the grass pea (Lathyrus sativus L.) cultivars Derek and Krab, with a dry matter content of about 33%, were used for freezing and for canning. The content of vitamins C, B1, and B2 and of carotenoids, beta-carotene, and chlorophylls was determined in raw and blanched material, in frozen products after 6-month storage before and after cooking to consumption consistency, and in canned products after 6-month storage. In comparison with the cultivar Krab, raw seeds of Derek contained 45% more vitamin C, 14% more total chlorophylls, 13% less thiamine (vitamin B1), and 7% less riboflavin (vitamin B2). The level of carotenoids was similar. Blanching of seeds led to a statistically significant decrease only in the content of vitamin C. Freezing and frozen storage significantly lowered the level of vitamin C and chlorophylls. The cooking of frozen seeds and the production of canned products and their storage resulted in a statistically verified reduction in the content of components analysed in all the samples. Greater losses were found in products prepared from seeds of the cv. Krab. After cooking, frozen seeds contained more of all the analysed components than the canned products.

The human biology of Jim Tanner.

PubMed

Cameron, Noël

2012-09-01

In 1940, during his second year of medical training, Jim Tanner expressed the desire to work, 'where physiology, psychology and sociology meet'. His subsequent exposure to the breadth of an American medical education and to the social and economic environment of post-war Europe distilled his belief in the importance of viewing the human in a broad context. Following his visits to the American longitudinal growth studies in 1948. Jim's dreams of a broad scientific discipline that incorporated both the biology and ecology of the human were strengthened by an inspirational group of embryonic human biologists with whom he developed '… the new Human Biology …' from the '… Physical Anthropology of old…'. With Jo Weiner, Derek Roberts, Geoffrey Harrison, Arthur Mourant, Nigel Barnicot and Kenneth Oakley, Jim was to form the Society for the Study of Human Biology in 1958. The development of human biology over the next 50 years was shaped by the expertise and diversity of that group of visionary scientists who conceived the scientific discipline of 'human biology' in which biology, behaviour and social context define the human species.

Conflict with China Revisted: Prospects, Consequences, and Strategies for Deterrence

DTIC Science & Technology

2017-01-01

Gompert, Derek Grossman, Eric Heginbotham, Howard J. Shatz Summary Six years ago, the RAND Corporation reviewed the prospects for war...descending order of probabil- ity. These remain the same as those we identified six years ago, although we now rate conflict originating in the South...our margin of confidence is somewhat lower than it was six years ago. This judgment was and is still based on the view that the United States will

Modular Algorithm Testbed Suite (MATS): A Software Framework for Automatic Target Recognition

DTIC Science & Technology

2017-01-01

004 OFFICE OF NAVAL RESEARCH ATTN JASON STACK MINE WARFARE & OCEAN ENGINEERING PROGRAMS CODE 32, SUITE 1092 875 N RANDOLPH ST ARLINGTON VA 22203 ONR...naval mine countermeasures (MCM) operations by automating a large portion of the data analysis. Successful long-term implementation of ATR requires a...Modular Algorithm Testbed Suite; MATS; Mine Countermeasures Operations U U U SAR 24 Derek R. Kolacinski (850) 230-7218 THIS PAGE INTENTIONALLY LEFT

Accurate 3D Modeling of Breast Deformation for Temporal Mammogram Registration

DTIC Science & Technology

2008-09-01

Julia A. Schnabel, Christine Tanner, Andy D. Castellano Smith, Martin O. Leach, Carmel Hayes, Andreas Degenhard, Rodney Hose, Derek L. G. Hill, and...David J. Hawkes, “Validation of Non- Rigid Registration using Finite Element Methods” [41]. Julia A. Schnabel, Christine Tanner, Andy D. Castellano...IMAGING FOR BREAST CANCER DETECTION Mohammad Alrubaiee, Swapan Kumar Gayen, and Robert R. Alfano City University of New York, City College of New York

Net Warrior D10 Technology Report: Airborne Early Warning and Control (AEW&C) and Data Link Nodes

DTIC Science & Technology

2012-04-01

ADO ) approach to implementing Network Centric Warfare (NCW) through ‘learning by doing’. Net Warrior was conceived to address, through... frameworks are able to satisfy design needs of applications to produce stable mission and net centric systems. NW-D10 employed a SOA approach to...UNCLASSIFIED Net Warrior D10 Technology Report: Airborne Early Warning and Control (AEW&C) and Data Link Nodes Derek Dominish

Worldwide Emerging Environmental Issues Affecting the U.S. Military. April 2008 Report

DTIC Science & Technology

2008-04-01

Arctic faster, harder - Polar bears may be at even greater risk http://www.wwf.ca/NewsAndFacts/NewsRoom/default.asp?section=archive&page=display&ID =1586...Derek Smith, professor of infectious disease informatics at Cambridge University’s Department of Zoology , and colleagues at Los Alamos National...ice shelves are breaking off or cracking at a higher rate than feared, noted polar ice researchers who accompanied Canadian Rangers on a patrol

WaveNet: A Web-Based Metocean Data Access, Processing, and Analysis Tool. Part 3 - CDIP Database

DTIC Science & Technology

2014-06-01

and Analysis Tool; Part 3 – CDIP Database by Zeki Demirbilek, Lihwa Lin, and Derek Wilson PURPOSE: This Coastal and Hydraulics Engineering...Technical Note (CHETN) describes coupling of the Coastal Data Information Program ( CDIP ) database to WaveNet, the first module of MetOcnDat (Meteorological...provides a step-by-step procedure to access, process, and analyze wave and wind data from the CDIP database. BACKGROUND: WaveNet addresses a basic

Dangerous Thresholds. Managing Escalation in the 21st Century

DTIC Science & Technology

2008-01-01

Escalation in the 21st Century Forrest E . Morgan n Karl P. Mueller Evan S. Medeiros n Kevin L. Pollpeter n Roger Cliff Dangerous Thresholds The RAND...impacts of U.S. policy in the current security envi- ronment: War and Escalation in South Asia, by John E . Peters, James Dickens, Derek Eaton, C...Striking First: Preemptive and Preventive Attack in U.S. National Security Policy, by Karl P. Muel- ler, Jasen J. Castillo, Forrest E . Morgan, Negeen

Preventing State Collapse in Syria

DTIC Science & Technology

2017-01-01

the Spread of Violence, Santa Monica, Calif.: RAND Corporation, RR-609-OSD, 2014, p. 59. 5 Seth G. Jones, “Islamic State’s Global Expansion” Wall...Edge,” Washington Post, September 9, 2016. 6 Karen Yourish, Derek Watkins , Tom Giratikanon, and Jasmine C. Lee, “How Many People Have Been Killed in...www.slate.com/articles/news_and_politics/foreigners/2016/05/isis_and_al_ qaida_are_fighting_each_other_in_syria_what_happens_if_they.html 12 See Seth G

Multiple Kernel Learning for Explosive Hazard Detection in Forward-Looking Ground-Penetrating Radar

DTIC Science & Technology

2012-04-01

Kevin Stone, Derek T. Anderson, James M. Keller, Dominic K.C. Ho, Tuan T. Ton, David C. Wong , Mehrdad Soumekh University of Missouri - Columbia...James M. Kellera, K.C. Hoa, Tuan T. Tone, David C. Wong\\ and Mehrdad Soumekhd aDept. ofElectrical and Computer Engineering, University of Missouri...2] Cremer , F., Schavemaker, J.G., de Jong, W., and Schutte, K., "Comparison of vehicle-mounted forward-looking polarimetric infrared and downward

Models Used by the Military Services to Develop Budgets for Activities Associated with Operational Readiness

DTIC Science & Technology

2012-02-01

Operating Tempo and Training ($19.0 billion) Facilities ($18.1 billion) Maintenance ($11.3 billion) Not Modeled ($26.3 billion) Miscellaneous...Adebayo Adedeji, Daniel Frisk, and Derek Trunkey of CBO’s National Secur supervision of Matthew Goldberg and David Mosher. CBO staff members Elizabeth...rs M ce F ciliti e Op nt M aintng Direct Costs for Unit Operating Tempo and Training ng Indirect Costs for Unit Operating Tempo and Training odel

Gathering Information on Costs of Service: Some Basic Considerations for Implementation of PURPA,

DTIC Science & Technology

1979-10-01

UNCLASSFIED RAND/P-6b22 ML."’ II I I I ll6lllllUi GATHERING INFORMATION ON COSTS OF .SERVICE: SOME BASIC CONSIDERATIONS FOR IMPLEMENTATION OF PURPA ...CONSIDERATIONS FOR IMPLEMENTATION OF PURPA Jan Paul Acton, Frank Camm, Derek McKay P-6422 October 1979 4v, P ,. . • L .... .S -iii- PREFACE In the period following...the passage of the Public Utility Regulatory Policies Act of 1978( PURPA ) the Federal Energy Regulatory Commission was responsible for the generation

System M: A Program Logic for Code Sandboxing and Identification

DTIC Science & Technology

2014-07-22

M. Ryan. Attack, solution and verification for shared authorisation data in TCG TPM. In Proc. FAST’09, 2010. [8] A. Datta, A. Derek, J. C. Mitchell...11] S. Delaune, S. Kremer, M. D. Ryan, and G. Steel. A formal analysis of authentication in the TPM. In Proc. FAST’10, 2011. [12] S. Delaune, S...A. Jeffrey. Authenticity by typing for security protocols. Journal of Computer Security, 11(4):451–519, July 2003. [16] S. Gürgens, C. Rudolph, D

Inside the Wire: American Security and Cyber Warfare

DTIC Science & Technology

2017-03-01

Baumbauer, Derek E. "Ghost in the Network." University Of Pennsylvania Law Review 162, no. 5(April 2014): 1011-91. Daniali, Ghorban. "E- Money Laundering ...Challenges, Shared Opportunities." Strategic Studies Quarterly 6, no. 1(Spring 2012): 3-8. Cser, Orsolya. "The Role and Security of Money From the...34 Journal of National Security Law & Policy 7, no. 1(February 2014): 115-38. Cser, Orsolya. "The Role and Security of Money From the Aspect of Cyber

A rapid stability-indicating, fused-core HPLC method for simultaneous determination of β-artemether and lumefantrine in anti-malarial fixed dose combination products

PubMed Central

2013-01-01

Background Artemisinin-based fixed dose combination (FDC) products are recommended by World Health Organization (WHO) as a first-line treatment. However, the current artemisinin FDC products, such as β-artemether and lumefantrine, are inherently unstable and require controlled distribution and storage conditions, which are not always available in resource-limited settings. Moreover, quality control is hampered by lack of suitable analytical methods. Thus, there is a need for a rapid and simple, but stability-indicating method for the simultaneous assay of β-artemether and lumefantrine FDC products. Methods Three reversed-phase fused-core HPLC columns (Halo RP-Amide, Halo C18 and Halo Phenyl-hexyl), all thermostated at 30°C, were evaluated. β-artemether and lumefantrine (unstressed and stressed), and reference-related impurities were injected and chromatographic parameters were assessed. Optimal chromatographic parameters were obtained using Halo RP-Amide column and an isocratic mobile phase composed of acetonitrile and 1mM phosphate buffer pH 3.0 (52:48; V/V) at a flow of 1.0 ml/min and 3 μl injection volume. Quantification was performed at 210 nm and 335 nm for β-artemether and for lumefantrine, respectively. In-silico toxicological evaluation of the related impurities was made using Derek Nexus v2.0®. Results Both β-artemether and lumefantrine were separated from each other as well as from the specified and unspecified related impurities including degradants. A complete chromatographic run only took four minutes. Evaluation of the method, including a Plackett-Burman robustness verification within analytical QbD-principles, and real-life samples showed the method is suitable for quantitative assay purposes of both active pharmaceutical ingredients, with a mean recovery relative standard deviation (± RSD) of 99.7 % (± 0.7%) for β-artemether and 99.7 % (± 0.6%) for lumefantrine. All identified β-artemether-related impurities were predicted in Derek Nexus v2.0® to have toxicity risks similar to β-artemether active pharmaceutical ingredient (API) itself. Conclusions A rapid, robust, precise and accurate stability-indicating, quantitative fused-core isocratic HPLC method was developed for simultaneous assay of β-artemether and lumefantrine. This method can be applied in the routine regulatory quality control of FDC products. The in-silico toxicological investigation using Derek Nexus® indicated that the overall toxicity risk for β-artemether-related impurities is comparable to that of β-artemether API. PMID:23631682

26TH International Conference on Soils, Sediment, Water and Energy

DTIC Science & Technology

2016-02-10

Suzuki, EcoVac Services, Woodstock, GA 3:00pm Break 3:30pm using Renewable energy on Remediation Sites - Life Cycle Assessment of a 2.5mw wind ... Turbine Angela Fisher and William Flanagan, GE Global Research Center, Niskayuna, NY 4:00pm Sustainable Remediation and Redevelopment of Colonial-era... wiRing miCROBeS TO THe Sun: SuSTAinABLe eneRgY AnD BiORemeDiATiOn wiTH miCROBe-eLeCTRODe inTeRACTiOnS Derek R. Lovley, Department of Microbiology

China’s Pursuit for World Power Status: Is the Transformation of the People’s Liberation Army a Threat to the United States Global Interest and Security?

DTIC Science & Technology

2008-01-01

and Derek Mitchel, China and the Developing World, New York: M.E. Sharpe Inc, (2007), xv. 4 Ellis Joffe, "Roundtable; Sizing-the Chinese Military...Research, http://asiapolicy.nbr.org/current.html, (July 2007), 58-59. 12 Russell Ong , China’s Security Interests in the 21 51 Century, Routledge, (2007...Joffe, 59. 30 Joffe, 60. 31 Ong , 45. 23 Bibliography Bergsten, C. Fred, Institute for International Economics (U.S.), and Centre for Strategic and

Correction of false memory for associated word lists by collaborating groups.

PubMed

Weigold, Arne; Russell, Elizabeth J; Natera, Sara N

2014-01-01

Collaborative inhibition is often observed for both correct and false memories. However, research examining the mechanisms by which collaborative inhibition occurs, such as retrieval disruption, reality monitoring, or group filtering, is lacking. In addition, the creation of the nominal groups (i.e., groups artificially developed by combining individuals' recall) necessary for examining collaborative inhibition do not use statistical best practices. Using the Deese-Roediger-McDermott paradigm, we examined percentages of correct and false memories in individuals, collaborative interactive groups, and correctly created nominal groups, as well as the processes that the collaborative interactive groups used to determine which memories to report. Results showed evidence of the collaborative inhibition effect. In addition, analyses of the collaborative interactive groups' discussions found that these groups wrote down almost all presented words but less than half of nonpresented critical words, after discussing them, with nonpresented critical words being stated to the group with lower confidence and rejected by other group members more often. Overall, our findings indicated support for the group filtering hypothesis.

Evaluation of in silico tools to predict the skin sensitization potential of chemicals.

PubMed

Verheyen, G R; Braeken, E; Van Deun, K; Van Miert, S

2017-01-01

Public domain and commercial in silico tools were compared for their performance in predicting the skin sensitization potential of chemicals. The packages were either statistical based (Vega, CASE Ultra) or rule based (OECD Toolbox, Toxtree, Derek Nexus). In practice, several of these in silico tools are used in gap filling and read-across, but here their use was limited to make predictions based on presence/absence of structural features associated to sensitization. The top 400 ranking substances of the ATSDR 2011 Priority List of Hazardous Substances were selected as a starting point. Experimental information was identified for 160 chemically diverse substances (82 positive and 78 negative). The prediction for skin sensitization potential was compared with the experimental data. Rule-based tools perform slightly better, with accuracies ranging from 0.6 (OECD Toolbox) to 0.78 (Derek Nexus), compared with statistical tools that had accuracies ranging from 0.48 (Vega) to 0.73 (CASE Ultra - LLNA weak model). Combining models increased the performance, with positive and negative predictive values up to 80% and 84%, respectively. However, the number of substances that were predicted positive or negative for skin sensitization in both models was low. Adding more substances to the dataset will increase the confidence in the conclusions reached. The insights obtained in this evaluation are incorporated in a web database www.asopus.weebly.com that provides a potential end user context for the scope and performance of different in silico tools with respect to a common dataset of curated skin sensitization data.

Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment

ERIC Educational Resources Information Center

Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter

2016-01-01

In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…

Collective memory: collaborative and individual processes in remembering.

PubMed

Weldon, M S; Bellinger, K D

1997-09-01

Two experiments compared collaborative and individual recall. In Experiment 1, participants encoded pictures and words with a deep or shallow processing task, then recalled them twice either individually or collaboratively. Collaborative groups recalled more than individuals, but less than nominal groups (pooled individuals), thus exhibiting collaborative inhibition. However, group recall appeared to be more stable over time than individual recall. Groups and individuals both showed a picture-superiority effect, a level-of-processing effect, and hypermnesia. In Experiment 2, participants recalled the story "War of the Ghosts" (from F. C. Bartlett, 1932), and again collaborative groups recalled more than individuals, but less than nominal groups. Both the individual and collaborative recalls were highly organized. There was evidence that the collaborative groups tended to rely on the best individual to a greater extent in story than in list recall. Possible social and cognitive mechanisms are considered.

The Nozoe Autograph Books: Stories behind the Stories.

PubMed

Seeman, Jeffrey I

2013-10-04

Nozoe book signatories: The signatures of 14 chemists are presented along with anecdotal commentaries on the circumstances and research that went into their signing of the Nozoe Autograph Books (shown top (l to r): Sir Derek Barton, Carl Djerassi, Albert Eschenmoser; bottom (l to r): Roald Hoffmann, Rolf Gleiter, Ryoji Noyori). This Essay and the interactive website that accompanies the Nozoe Autograph Book project are available free-access for a three-year period at http://www.tcr.wiley-vch.de/nozoe. Copyright © 2013 The Chemical Society of Japan and Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

Panel--lawyers' perspectives on strategic litigation.

PubMed

Eby, David; Olson, Derek; Shime, Jonathan; Sigurdson, Elin

2011-10-01

This article contains summaries of the four presentations made during this panel. David Eby provides a framework for questions every organization should consider before deciding to proceed with litigation. Derek Olson discusses the criminal law of aggravated sexual assault as related to the strategic litigation in R v. Mabior. Jonathan Shime stresses the need for players in the legal sector to educate themselves better on the science surrounding HIV. Finally, Elin Sigurdson outlines the legal arguments advanced in SWUAV, British Columbia's parallel litigation to Ontario's Bedford case, challenging the constitutional validity of provisions of the Criminal Code that endanger the lives of sex workers.

How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning.

PubMed

Reinhardt, Claus H; Rosen, Evelyne N

2012-09-01

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

Understanding Nomadic Collaborative Learning Groups

ERIC Educational Resources Information Center

Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

2018-01-01

The paper builds on the work of Rossitto "et al." on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long-term collaborations within the frame…

Further evaluation of quantitative structure--activity relationship models for the prediction of the skin sensitization potency of selected fragrance allergens.

PubMed

Patlewicz, Grace Y; Basketter, David A; Pease, Camilla K Smith; Wilson, Karen; Wright, Zoe M; Roberts, David W; Bernard, Guillaume; Arnau, Elena Giménez; Lepoittevin, Jean-Pierre

2004-02-01

Fragrance substances represent a very diverse group of chemicals; a proportion of them are associated with the ability to cause allergic reactions in the skin. Efforts to find substitute materials are hindered by the need to undertake animal testing for determining both skin sensitization hazard and potency. One strategy to avoid such testing is through an understanding of the relationships between chemical structure and skin sensitization, so-called structure-activity relationships. In recent work, we evaluated 2 groups of fragrance chemicals -- saturated aldehydes and alpha,beta-unsaturated aldehydes. Simple quantitative structure-activity relationship (QSAR) models relating the EC3 values [derived from the local lymph node assay (LLNA)] to physicochemical properties were developed for both sets of aldehydes. In the current study, we evaluated an additional group of carbonyl-containing compounds to test the predictive power of the developed QSARs and to extend their scope. The QSAR models were used to predict EC3 values of 10 newly selected compounds. Local lymph node assay data generated for these compounds demonstrated that the original QSARs were fairly accurate, but still required improvement. Development of these QSAR models has provided us with a better understanding of the potential mechanisms of action for aldehydes, and hence how to avoid or limit allergy. Knowledge generated from this work is being incorporated into new/improved rules for sensitization in the expert toxicity prediction system, deductive estimation of risk from existing knowledge (DEREK).

The Collaborative Compact: Operating Principles Lay the Groundwork for Successful Group Work

ERIC Educational Resources Information Center

Garmston, Robert J.; Zimmerman, Diane P.

2013-01-01

Leaders often have common complaints about managing meetings and feel thwarted by attempts to collaborate. Teachers feel that time spent on collaboration is often wasted because of poor meeting management. Leaders can accelerate collaboration by creating collaborative compacts. A collaborative compact is a set of accords about how a group will…

Virtual collaboration in the online educational setting: a concept analysis.

PubMed

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.

Exploring the relationship between retrieval disruption from collaboration and recall

PubMed Central

Barber, Sarah J.; Rajaram, Suparna

2011-01-01

When people recall together in a collaborative group, they recall less than their potential. This phenomenon of collaborative inhibition is explained in terms of retrieval disruption. However, collaborative recall also re-exposes individuals to items recalled by others that they themselves might otherwise have forgotten. This re-exposure produces post-collaborative benefits in individual recall. The current study examined whether reduced retrieval disruption during group recall is related not only to less collaborative inhibition, but also to greater post-collaborative recall benefits. To test this, we devised a paradigm to calculate the extent to which each individual experienced retrieval disruption during group recall. We also included two types of collaborative groups, one of which was expected to experience greater retrieval disruption than the other. Results suggest that the relationship between retrieval disruption and recall performance depends upon the level at which retrieval disruption is measured. When retrieval disruption was assessed at the individual level, then minimizing retrieval disruption was associated with higher recall (i.e., less collaborative inhibition and greater post-collaborative individual recall). However, when retrieval disruption was assessed at the group level there was no relationship with recall. Furthermore, the findings from this design suggest a role of cross-cueing in modulating group recall levels. PMID:21736433

Task-Related and Social Regulation during Online Collaborative Learning

ERIC Educational Resources Information Center

Janssen, Jeroen; Erkens, Gijsbert; Kirschner, Paul A.; Kanselaar, Gellof

2012-01-01

This study investigated how students collaborate in a CSCL environment and how this collaboration affects group performance. To answer these questions, the collaborative process of 101 groups of secondary education students when working on a historical inquiry task was analyzed. Our analyses show that group members devote most of their efforts to…

Collaborative recall of details of an emotional film.

PubMed

Wessel, Ineke; Zandstra, Anna Roos E; Hengeveld, Hester M E; Moulds, Michelle L

2015-01-01

Collaborative inhibition refers to the phenomenon that when several people work together to produce a single memory report, they typically produce fewer items than when the unique items in the individual reports of the same number of participants are combined (i.e., nominal recall). Yet, apart from this negative effect, collaboration may be beneficial in that group members remove errors from a collaborative report. Collaborative inhibition studies on memory for emotional stimuli are scarce. Therefore, the present study examined both collaborative inhibition and collaborative error reduction in the recall of the details of emotional material in a laboratory setting. Female undergraduates (n = 111) viewed a film clip of a fatal accident and subsequently engaged in either collaborative (n = 57) or individual recall (n = 54) in groups of three. The results show that, across several detail categories, collaborating groups recalled fewer details than nominal groups. However, overall, nominal recall produced more errors than collaborative recall. The present results extend earlier findings on both collaborative inhibition and error reduction to the recall of affectively laden material. These findings may have implications for the applied fields of forensic and clinical psychology.

Exploring the Impact of Students' Learning Approach on Collaborative Group Modeling of Blood Circulation

ERIC Educational Resources Information Center

Lee, Shinyoung; Kang, Eunhee; Kim, Heui-Baik

2015-01-01

This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a…

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

The Self-Formation of Collaborative Groups in a Problem Based Learning Environment

ERIC Educational Resources Information Center

Raiyn, Jamal; Tilchin, Oleg

2016-01-01

The aim of this paper is to present "the three steps method" of the self-formation of collaborative groups in a problem-based learning environment. The self-formation of collaborative groups is based on sharing of accountability among students for solving instructional problems. The steps of the method are planning collaborative problem…

The effects of collaboration and minimal-group membership on children's prosocial behavior, liking, affiliation, and trust.

PubMed

Plötner, Maria; Over, Harriet; Carpenter, Malinda; Tomasello, Michael

2015-11-01

Recent theoretical work has highlighted potential links between interpersonal collaboration and group membership in the evolution of human sociality. Here we compared the effects of collaboration and minimal-group membership on young children's prosocial behavior (i.e., helping and resource allocation), liking, affiliation, and trust. In a design that matched as closely as possible these two ways of connecting with others, we showed that 5-year-olds' behavior was affected similarly by collaboration and minimal-group membership; both increased children's preference for their partners on multiple dimensions and produced overall effects of a similar magnitude. In contrast, 3.5-year-olds did not have a strong preference for either collaborators or minimal in-group members. Thus, both collaboration and minimal-group membership are similarly effective in their influence on children's prosocial behavior and social preferences. Copyright © 2015 Elsevier Inc. All rights reserved.

Production of False Memories in Collaborative Memory Tasks Using the DRM Paradigm

ERIC Educational Resources Information Center

Saraiva, Magda; Albuquerque, Pedro B.; Arantes, Joana

2017-01-01

Studies on collaborative memory have revealed an interesting phenomenon called collaborative inhibition (CI) (i.e., nominal groups recall more information than collaborative groups). However, the results of studies on false memories in collaborative memory tasks are controversial. This study aimed to understand the production of false memories in…

A Framework for Assessing Collaborative Capacity in Community-Based Public Forest Management

NASA Astrophysics Data System (ADS)

Cheng, Antony S.; Sturtevant, Victoria E.

2012-03-01

Community-based collaborative groups involved in public natural resource management are assuming greater roles in planning, project implementation, and monitoring. This entails the capacity of collaborative groups to develop and sustain new organizational structures, processes, and strategies, yet there is a lack of understanding what constitutes collaborative capacity. In this paper, we present a framework for assessing collaborative capacities associated with community-based public forest management in the US. The framework is inductively derived from case study research and observations of 30 federal forest-related collaborative efforts. Categories were cross-referenced with literature on collaboration across a variety of contexts. The framework focuses on six arenas of collaborative action: (1) organizing, (2) learning, (3) deciding, (4) acting, (5) evaluating, and (6) legitimizing. Within each arena are capacities expressed through three levels of social agency: individuals, the collaborative group itself, and participating or external organizations. The framework provides a language and set of organizing principles for understanding and assessing collaborative capacity in the context of community-based public forest management. The framework allows groups to assess what capacities they already have and what more is needed. It also provides a way for organizations supporting collaboratives to target investments in building and sustaining their collaborative capacities. The framework can be used by researchers as a set of independent variables against which to measure collaborative outcomes across a large population of collaborative efforts.

A study of the bibliometry and areas of the research groups of Archivos de Bronconeumología (2003-2007).

PubMed

González-Alcaide, Gregorio; Aleixandre-Benavent, Rafael; de Granda-Orive, José Ignacio

2010-02-01

Scientific cooperation is essential for the advance of biomedical research. Scientists set up informal groups to work together on common issues, who are the main units in the research funding system. Bibliometric and Social Network Analysis methods allow informal groups in scientific papers to be identified and characterised. The objective of the study is to identify research groups in Archivos de Bronconeumología between 2003 and 2007 period with the aim of characterizing their scientific collaboration patterns and research areas. Co-authorships, institutional collaboration relationships and the main research areas of papers published in Archivos de Bronconeumología have been identified. Co-authorship networks and institutional collaboration networks have been constructed by using Pajek software tool. A total of 41 research groups involving 171 investigators have been identified. The Collaboration Index for articles was 5.59 and the Transcience Index was 73.11%. There was institutional collaboration in 60.33% of papers. The collaboration between institutions of the same region prevails (41.03%), followed by collaborations between departments, services or units of the same institution (39.74%), inter-regional collaboration (14,97%) and international collaboration (6.83%). A total of 83.03% of articles were cited. The main research areas covered by groups were chronic obstructive pulmonary disease, asthma, lung neoplasm, bronchogenic carcinoma, smoking and pulmonary embolism. The scientific production of a large number of Respiratory System Spanish research groups is published in Archivos de Bronconeumología. A notable collaboration and citation rate has been observed. Nevertheless, it is still essential to encourage inter-regional and international collaboration. Copyright 2009 SEPAR. Published by Elsevier Espana. All rights reserved.

Quantitative Approach to Collaborative Learning: Performance Prediction, Individual Assessment, and Group Composition

ERIC Educational Resources Information Center

Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason

2016-01-01

The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address…

An Ontology Engineering Approach to the Realization of Theory-Driven Group Formation

ERIC Educational Resources Information Center

Isotani, Seiji; Inaba, Akiko; Ikeda, Mitsuru; Mizoguchi, Riichiro

2009-01-01

One of the main difficulties during the design of collaborative learning activities is adequate group formation. In any type of collaboration, group formation plays a critical role in the learners' acceptance of group activities, as well as the success of the collaborative learning process. Nevertheless, to propose both an effective and…

Collaborative testing as a learning strategy in nursing education.

PubMed

Sandahl, Sheryl S

2010-01-01

A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts

ERIC Educational Resources Information Center

Noroozi, Omid; Teasley, Stephanie D.; Biemans, Harm J. A.; Weinberger, Armin; Mulder, Martin

2013-01-01

Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer-Supported Collaborative Learning (CSCL) environments have been designed to facilitate transactive knowledge sharing and transfer in collaborative problem-solving settings. This…

Leading Deep Conversations in Collaborative Inquiry Groups

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund; Deuel, Angie; Slavit, David; Kennedy, Anne

2010-01-01

Collaborative inquiry groups, such as professional learning communities and lesson study groups, are proliferating in schools across the United States. In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers' conversations. Polite, congenial conversations…

An investigation of the effects of interventions on problem-solving strategies and abilities

NASA Astrophysics Data System (ADS)

Cox, Charles Terrence, Jr.

Problem-solving has been described as being the "heart" of the chemistry classroom, and students' development of problem-solving skills is essential for their success in chemistry. Despite the importance of problem-solving, there has been little research within the chemistry domain, largely because of the lack of tools to collect data for large populations. Problem-solving was assessed using a software package known as IMMEX (for Interactive Multimedia Exercises) which has an HTML tracking feature that allows for collection of problem-solving data in the background as students work the problems. The primary goal of this research was to develop methods (known as interventions) that could promote improvements in students' problem-solving and most notably aid in their transition from the novice to competent level. Three intervention techniques that were incorporated within the chemistry curricula: collaborative grouping (face-to-face and distance), concept mapping, and peer-led team learning. The face-to-face collaborative grouping intervention was designed to probe the factors affecting the quality of the group interaction. Students' logical reasoning abilities were measured using the Group Assessment of Logical Thinking (GALT) test which classifies students as formal, transitional, or concrete. These classifications essentially provide a basis for identifying scientific aptitude. These designations were used as the basis for forming collaborative groups of two students. The six possibilities (formal-formal, formal-transitional, etc.) were formed to determine how the group composition influences the gains in student abilities observed from collaborative grouping interventions. Students were given three assignments (an individual pre-collaborative, an individual post collaborative, and a collaborative assignment) each requiring them to work an IMMEX problem set. Similar gains in performance of 10% gains were observed for each group with two exceptions. The transitional students who were paired with concrete students had a 15% gain, and the concrete students paired with other concrete students had only a marginal gain. In fact, there was no statistical difference in the pre-collaborative and post-collaborative student abilities for concrete-concrete groups. The distance collaborative intervention was completed using a new interface for the IMMEX software designed to mimic face-to-face collaboration. A stereochemistry problem set which had a solved rate of 28% prior to collaboration was chosen for incorporation into this distance collaboration study. (Abstract shortened by UMI.)

Participation, Interaction and Social Presence: An Exploratory Study of Collaboration in Online Peer Review Groups

ERIC Educational Resources Information Center

Zhao, Huahui; Sullivan, Kirk P. H.; Mellenius, Ingmarie

2014-01-01

A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated…

Fostering partnerships in survivorship care: report of the 2011 Canadian genitourinary cancers survivorship conference.

PubMed

Bender, Jacqueline L; Wiljer, David; Matthew, Andrew; Canil, Christina M; Legere, Laura; Loblaw, Andrew; Jewett, Michael A S

2012-09-01

New models of survivorship care are required to address the needs of genitourinary (GU) cancer survivors. Current approaches do not effectively engage cancer survivors or advocacy groups. A group of clinicians in collaboration with the Canadian Urologic Association held a forum for GU cancer survivors, advocacy groups, and health professionals to explore ways to collaboratively enhance survivorship care. Participants attended a 2-day conference that included presentations, breakout groups, and a postconference survey. Discussions by breakout groups were recorded and analyzed alongside open-ended survey responses for common themes. Basic statistics were calculated. Conference participants (n = 42) included 18 cancer survivors/caregivers, 21 health professionals, and 3 researchers representing bladder, kidney, prostate, and testis cancer groups. Breakout group discussions and responses to the postconference survey (83.3 % response rate) showed strong support for greater collaboration among all parties. Strategies to facilitate collaboration reflected a need to: (1) raise awareness of the shared and unique needs of GU cancer survivors and the expertise of cancer advocacy groups, (2) facilitate communication and collaborative opportunities among clinicians/researchers and cancer survivors/advocacy groups, (3) facilitate collaborative programming and fund-raising among GU advocacy groups, and (4) synthesize and facilitate access to GU cancer survivorship resources and services. There is strong support for formal collaboration to enhance survivorship care among a critical mass of GU cancer survivors, advocacy groups, clinicians, and researchers. Responsibility for collaboration lies with all stakeholder groups. Strategies to foster such partnerships should employ integrated knowledge translation approaches that actively engage all parties throughout the entire research to practice process. Successful partnerships between cancer survivors, advocacy groups, clinicians, and researchers require familiarity with each other's expertise, along with sufficient resources and organizational structures. GU survivorship advocacy groups need to work more closely together to ensure a strong, unified voice when interacting with clinicians and researchers.

The Roles of a University Professor in a Teacher Study Group

ERIC Educational Resources Information Center

Yeh, Hui-Chin; Hung, Hsiu-Ting; Chen, Yi-Ping

2012-01-01

The opportunities in which university professors collaborate with the practicing school teachers in a teacher study group are few. This study investigated how a university professor facilitated a collaborative teacher study group to enhance teachers' professional growth. Five primary school teachers and a university professor collaborated on…

Group Mirrors to Support Interaction Regulation in Collaborative Problem Solving

ERIC Educational Resources Information Center

Jermann, Patrick; Dillenbourg, Pierre

2008-01-01

Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group's actions which is dynamically updated and displayed to the collaborators. In addition, metacognitive tools display a standard for…

The Collaborative Peer Supervision Group Project: A Continuing Education Model to Promote Professional Competence

ERIC Educational Resources Information Center

Thomasgard, Michael; Warfield, Janeece

2005-01-01

Thomasgard, a physician, and Warfield, a psychologist, describe the multidisciplinary Collaborative Peer Supervision Group Project, originally developed and implemented in Columbus, Ohio. Collaborative Peer Supervision Groups (CPSGs) foster the development of case-based, interdisciplinary, continuing education. CPSGs are designed to improve the…

Evoking Knowledge and Information Awareness for Enhancing Computer-Supported Collaborative Problem Solving

ERIC Educational Resources Information Center

Engelmann, Tanja; Tergan, Sigmar-Olaf; Hesse, Friedrich W.

2010-01-01

Computer-supported collaboration by spatially distributed group members still involves interaction problems within the group. This article presents an empirical study investigating the question of whether computer-supported collaborative problem solving by spatially distributed group members can be fostered by evoking knowledge and information…

Group Trust, Communication Media, and Interactivity: Toward an Integrated Model of Online Collaborative Learning

ERIC Educational Resources Information Center

Du, Jianxia; Wang, Chuang; Zhou, Mingming; Xu, Jianzhong; Fan, Xitao; Lei, Saosan

2018-01-01

The present investigation examines the multidimensional relationships among several critical components in online collaborative learning, including group trust, communication media, and interactivity. Four hundred eleven university students from 103 groups in the United States responded survey items on online collaboration, interactivity,…

Living with nuclear weapons

DOE Office of Scientific and Technical Information (OSTI.GOV)

Carnesale, A.; Doty, P.; Hoffmann, S.

1983-01-01

At Harvard President Derek Bok's request, six Harvard professors explain nuclear arms issues to help citizens understand all sides of the national security debates. The goal is to encourage public participation in policy formulation. The book emphasizes that escapism will not improve security; that idealistic plans to eliminate nuclear weapons are a form of escapism. Learning to live with nuclear weapons, they suggest, requires an understanding of the current nuclear predicament and the implications of alternative weapons and policy choices. After reviewing these matters, they emphasize that informed persons will continue to disagree, but that knowledge will improve understanding andmore » appreciation of their differences and improve the quality of policy debates. 54 references, 5 figures, 2 tables. (DCK)« less

The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Zheng, Lanqin; Li, Xin; Huang, Ronghuai

2017-01-01

Students' abilities to socially shared regulation of their learning are crucial to productive and successful collaborative learning. However, how group members sustain and regulate collaborative processes is a neglected area in the field of collaborative learning. Furthermore, how group members engage in socially shared regulation still remains to…

Observations of Student Behavior in Collaborative Learning Groups

NASA Astrophysics Data System (ADS)

Adams, Jeffrey P.; Brissenden, Gina; Lindell, Rebecca S.; Slater, Timothy F.; Wallace, Joy

In an effort to determine how our students were responding to the use of collaborative learning groups in our large enrollment introductory astronomy (ASTRO 101) courses, we systematically observed the behavior of 270 undergraduate students working in 48 self-formed groups. Their observed behaviors were classified as: (i) actively engaged; (ii) watching actively; (iii) watching passively; and (iv) disengaged. We found that male behavior is consistent regardless of the sex-composition of the groups. However, females were categorized as watching passively and or disengaged significantly more frequently when working in groups that contained uneven numbers of males and females. This case study observation suggests that faculty who use collaborative learning groups might find that the level of student participation in collaborative group learning activities can depend on the sex-composition of the group.

Visions of Restoration in Fire-Adapted Forest Landscapes: Lessons from the Collaborative Forest Landscape Restoration Program.

PubMed

Urgenson, Lauren S; Ryan, Clare M; Halpern, Charles B; Bakker, Jonathan D; Belote, R Travis; Franklin, Jerry F; Haugo, Ryan D; Nelson, Cara R; Waltz, Amy E M

2017-02-01

Collaborative approaches to natural resource management are becoming increasingly common on public lands. Negotiating a shared vision for desired conditions is a fundamental task of collaboration and serves as a foundation for developing management objectives and monitoring strategies. We explore the complex socio-ecological processes involved in developing a shared vision for collaborative restoration of fire-adapted forest landscapes. To understand participant perspectives and experiences, we analyzed interviews with 86 respondents from six collaboratives in the western U.S., part of the Collaborative Forest Landscape Restoration Program established to encourage collaborative, science-based restoration on U.S. Forest Service lands. Although forest landscapes and group characteristics vary considerably, collaboratives faced common challenges to developing a shared vision for desired conditions. Three broad categories of challenges emerged: meeting multiple objectives, collaborative capacity and trust, and integrating ecological science and social values in decision-making. Collaborative groups also used common strategies to address these challenges, including some that addressed multiple challenges. These included use of issue-based recommendations, field visits, and landscape-level analysis; obtaining support from local agency leadership, engaging facilitators, and working in smaller groups (sub-groups); and science engagement. Increased understanding of the challenges to, and strategies for, developing a shared vision of desired conditions is critical if other collaboratives are to learn from these efforts.

Visions of Restoration in Fire-Adapted Forest Landscapes: Lessons from the Collaborative Forest Landscape Restoration Program

NASA Astrophysics Data System (ADS)

Urgenson, Lauren S.; Ryan, Clare M.; Halpern, Charles B.; Bakker, Jonathan D.; Belote, R. Travis; Franklin, Jerry F.; Haugo, Ryan D.; Nelson, Cara R.; Waltz, Amy E. M.

2017-02-01

Collaborative approaches to natural resource management are becoming increasingly common on public lands. Negotiating a shared vision for desired conditions is a fundamental task of collaboration and serves as a foundation for developing management objectives and monitoring strategies. We explore the complex socio-ecological processes involved in developing a shared vision for collaborative restoration of fire-adapted forest landscapes. To understand participant perspectives and experiences, we analyzed interviews with 86 respondents from six collaboratives in the western U.S., part of the Collaborative Forest Landscape Restoration Program established to encourage collaborative, science-based restoration on U.S. Forest Service lands. Although forest landscapes and group characteristics vary considerably, collaboratives faced common challenges to developing a shared vision for desired conditions. Three broad categories of challenges emerged: meeting multiple objectives, collaborative capacity and trust, and integrating ecological science and social values in decision-making. Collaborative groups also used common strategies to address these challenges, including some that addressed multiple challenges. These included use of issue-based recommendations, field visits, and landscape-level analysis; obtaining support from local agency leadership, engaging facilitators, and working in smaller groups (sub-groups); and science engagement. Increased understanding of the challenges to, and strategies for, developing a shared vision of desired conditions is critical if other collaboratives are to learn from these efforts.

The Power of a "Maverick" in Collaborative Problem Solving: An Experimental Investigation of Individual Perspective-Taking within a Group

ERIC Educational Resources Information Center

Hayashi, Yugo

2018-01-01

Integrating different perspectives is a sophisticated strategy for developing constructive interactions in collaborative problem solving. However, cognitive aspects such as individuals' knowledge and bias often obscure group consensus and produce conflict. This study investigated collaborative problem solving, focusing on a group member…

Leadership in an International Collaborative Writing Groups (ICWG) Initiative: Implications for Academic Development

ERIC Educational Resources Information Center

Marquis, Elizabeth; Mårtensson, Katarina; Healey, Mick

2017-01-01

This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor…

Primary Children's Management of Themselves and Others in Collaborative Group Work: "Sometimes It Takes Patience…"

ERIC Educational Resources Information Center

Kershner, Ruth; Warwick, Paul; Mercer, Neil; Kleine Staarman, Judith

2014-01-01

We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8-10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to "be patient" and "wait", for multiple social…

Exploratory Talk in the Early Years: Analysing Exploratory Talk in Collaborative Group Activities Involving Younger Learners

ERIC Educational Resources Information Center

Patterson, Eira Wyn

2018-01-01

Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed…

How Pictorial Knowledge Representations Mediate Collaborative Knowledge Construction in Groups

ERIC Educational Resources Information Center

Naykki, Piia; Jarvela, Sanna

2008-01-01

This study investigates the process of collaborative knowledge construction when technology and pictorial knowledge representations are used for visualizing individual and groups' shared ideas. The focus of the study is on how teacher-students contribute to the group's collaborative knowledge construction and use each other's ideas and tools as an…

Trust Management - Building Trust for International Cross Disciplinary Collaboration on Climate Change

NASA Astrophysics Data System (ADS)

Oakley, K. V.; Gurney, R. J.

2014-12-01

Successful communication and collaboration entails mutual understanding, and transfer, of information. The risk of misunderstanding and/or miscommunication between collaborating groups is tackled in different ways around the globe; some are well documented whereas others may be unknown outside particular groups, whether defined geographically or by specialism. For example; in some countries legally binding contracts define the terms of collaboration. Some regions place greater emphasis on developing trust relationships, and sometimes an official agreement is implied, such as many electronic data transfers on the web. International collaboration on climate change increasingly involves electronic data exchange (e.g. open access publications, shared documents, data repositories etc.) and with this increased reliance on electronic data a need has arisen for scientists to collaborate both internationally and cross-disciplinarily particularly with information technology and data management specialists. Trust of data and metadata on the internet (e.g. privacy, legitimacy etc.) varies, possibly due to a lack of internationally agreed standards for data governance and management, leaving many national, regional and institutional practices tailored to the needs of that group only. It is proposed that building trust relationships between cross-disciplinary and international groups could help facilitate further communication, understanding and benefits from the relationship, while still maintaining independence as separate groups. Complex international cross-disciplinary group relationship dynamics are not easily mapped and producing a set of trust building rules that can be applied to any current and future collaboration with equal validity may be unfeasible. An alternative to such a set of rules may be found in a Trust Manager, whose role is to improve mutually beneficial knowledge exchange between groups, build trust and increase future collaborative potential. This presentation will report on the potential of trust management to improve international cross disciplinary climate change collaboration.

Comparison of Collaboration and Performance in Groups of Learners Assembled Randomly or Based on Learners' Topic Preferences

ERIC Educational Resources Information Center

Cela, Karina L.; Sicilia, Miguel Ángel; Sánchez, Salvador

2015-01-01

Teachers and instructional designers frequently incorporate collaborative learning approaches into their e-learning environments. A key factor of collaborative learning that may affect learner outcomes is whether the collaborative groups are assigned project topics randomly or based on a shared interest in the topic. This is a particularly…

Computational identification of structural factors affecting the mutagenic potential of aromatic amines: study design and experimental validation.

PubMed

Slavov, Svetoslav H; Stoyanova-Slavova, Iva; Mattes, William; Beger, Richard D; Brüschweiler, Beat J

2018-07-01

A grid-based, alignment-independent 3D-SDAR (three-dimensional spectral data-activity relationship) approach based on simulated 13 C and 15 N NMR chemical shifts augmented with through-space interatomic distances was used to model the mutagenicity of 554 primary and 419 secondary aromatic amines. A robust modeling strategy supported by extensive validation including randomized training/hold-out test set pairs, validation sets, "blind" external test sets as well as experimental validation was applied to avoid over-parameterization and build Organization for Economic Cooperation and Development (OECD 2004) compliant models. Based on an experimental validation set of 23 chemicals tested in a two-strain Salmonella typhimurium Ames assay, 3D-SDAR was able to achieve performance comparable to 5-strain (Ames) predictions by Lhasa Limited's Derek and Sarah Nexus for the same set. Furthermore, mapping of the most frequently occurring bins on the primary and secondary aromatic amine structures allowed the identification of molecular features that were associated either positively or negatively with mutagenicity. Prominent structural features found to enhance the mutagenic potential included: nitrobenzene moieties, conjugated π-systems, nitrothiophene groups, and aromatic hydroxylamine moieties. 3D-SDAR was also able to capture "true" negative contributions that are particularly difficult to detect through alternative methods. These include sulphonamide, acetamide, and other functional groups, which not only lack contributions to the overall mutagenic potential, but are known to actively lower it, if present in the chemical structures of what otherwise would be potential mutagens.

The Effect of Online Collaboration on Middle School Student Science Misconceptions as an Aspect of Science Literacy

ERIC Educational Resources Information Center

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda

2014-01-01

This quantitative, quasi-experimental pretest/posttest control group design examined the effects of online collaborative learning on middle school students' science literacy. For a 9-week period, students in the control group participated in collaborative face-to-face activities whereas students in the experimental group participated in online…

Impact of Collaborative Tools Utilization on Group Performance in University Students

ERIC Educational Resources Information Center

Hidayanto, Achmad Nizar; Setyady, Stella Tantra

2014-01-01

Nowadays the growth of technology influences the changes in group collaboration's process either for the professional or for the students. The requirement of interaction in group collaboration while doing task forces the students to schedule their meeting in order to finish the task given. So the technology starts to influence the process of group…

Vocabulary Learning in Collaborative Tasks: A Comparison of Pair and Small Group Work

ERIC Educational Resources Information Center

Dobao, Ana Fernández

2014-01-01

This study examined the opportunities that pair and small group interaction offer for collaborative dialogue and second language (L2) vocabulary learning. It compared the performance of the same collaborative writing task by learners working in groups of four (n = 60) and in pairs (n = 50), focusing on the occurrence of lexical language-related…

Group functioning of a collaborative family research team.

PubMed

Johnson, S K; Halm, M A; Titler, M G; Craft, M; Kleiber, C; Montgomery, L A; Nicholson, A; Buckwalter, K; Cram, E

1993-07-01

Collaborative research teams are an attractive means of conducting nursing research in the clinical setting because of the many opportunities that collaboration can supply. These opportunities include a chance to: (1) network with other nurses who have similar interests, (2) share knowledge and expertise for designing clinical studies that directly affect daily practice, (3) develop instruments, (4) write grant proposals, (5) collect and analyze data, and (6) prepare manuscripts for publication. The effectiveness of research teams, however, is strongly influenced by group functioning. This article describes the functioning of a collaborative family interventions research team of nursing faculty members and CNSs at a large Midwestern university setting. The formation of the group and membership characteristics are described, along with strategies used to identify the research focus and individual and group goals. Aspects related to the influence of the group on members and the internal operations of the group are also addressed. Future strategies to be explored will focus on the size of the group and joint authorship issues. The authors also set forth a number of recommendations for development of collaborative research groups.

Effect of collaborative testing on learning and retention of course content in nursing students.

PubMed

Rivaz, Mozhgan; Momennasab, Marzieh; Shokrollahi, Paymaneh

2015-10-01

Collaborative testing is a learning strategy that provides students with the opportunity to learn and practice collaboration. This study aimed to determine the effect of collaborative testing on test performance and retention of course content in nursing students of Shiraz University of Medical Sciences, Shiraz, Iran. This quasi-experimental study was carried out on 84 students enrolled in the course of Medical-Surgical 2 in Spring 2013 and Fall 2013 semesters. The control group consisting of 39 students participated in the first mid-term exam in an individual format. The intervention group, on the other hand, consisted of 45 students who took the test in a two-stage process. The first stage included an individual testing, while the second stage was a collaborative one given in groups of five individuals chosen randomly. Four weeks later, in order to investigate retention of the course content, both groups took part in the second mid-term exam held individually. The study findings showed significant difference between the mean scores in the intervention group in the Fall 2013 semester (p=0.001). Besides, a statistically significant difference was found between the two groups regarding the tests mean scores (p=0.001). Moreover, retention of course content improved in the collaborative group (p=0.001). The results indicated an increase in test performance and a long-term learning enhancement in collaborative testing compared with the traditional method. Collaborative testing, as an active learning technique and a valuable assessment method, can help nursing instructors provide the alumni with strong problem-solving and critical thinking abilities at healthcare environments.

Trajectories of collaborative scientific conceptual change: Middle school students learning about ecosystems in a CSCL environment

NASA Astrophysics Data System (ADS)

Liu, Lei

The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework---the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups' collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students' posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student's conceptual understanding. However, modifying knowledge was found negatively related to students' learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to successful convergent understanding. The results of the study imply that the collaborative scientific conceptual change model is an effective framework to study conceptual change and the simulation environment may mediate the development of successful collaborative interactions (including collaborative discourse and epistemic practices) that lead to collaborative scientific conceptual change.

Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group

ERIC Educational Resources Information Center

Wichadee, Saovapa

2013-01-01

Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. The current study examined and compared summary writing abilities between students learning by wiki-based collaboration and students learning by traditional face-to-face collaboration.…

Collaboration amidst Disagreement and Moral Judgment: The Dynamics of Jewish and Arab Students' Collaborative Inquiry of Their Joint Past

ERIC Educational Resources Information Center

Pollack, Sarah; Kolikant, Yifat Ben-David

2012-01-01

We present an instructional model involving a computer-supported collaborative learning environment, in which students from two conflicting groups collaboratively investigate an event relevant to their past using historical texts. We traced one enactment of the model by a group comprised of two Israeli Jewish and two Israeli Arab students. Our…

Group Collaboration in Organizations: Architectures, Methodologies and Tools

DTIC Science & Technology

2002-03-01

collaboration , its definition and characteristics was completed. Next, existing technologies and standards were studied as well as the ...2000). 22 For effective collaboration , the technology must support the dynamic world of work be it individual, group and/or teamwork, as well as... develop it or simply use it as the basis of discussion. If collaborators are all contributing to the development of a

Collaborative Learning in Higher Education: Evoking Positive Interdependence

PubMed Central

Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

2016-01-01

Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students. PMID:27909019

Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

PubMed

Guo, Yuping; Li, Enzhong

2016-01-01

This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

Learning to Listen and Listening to Learn: One Student's Experience of Small Group Collaborative Learning

ERIC Educational Resources Information Center

Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne

2012-01-01

The dialogic nature of small group collaborative learning requires verbal contributions from students to progress individual and group learning. Speaking can become privileged over listening as a collaborative act, and an imbalance in these values can become embedded in the classroom culture to the degree that the core value of listening can be…

Citizen Participation in Collaborative Watershed Partnerships

NASA Astrophysics Data System (ADS)

Koehler, Brandi; Koontz, Tomas M.

2008-02-01

Collaborative efforts are increasingly being used to address complex environmental problems, both in the United States and abroad. This is especially true in the growing field of collaborative watershed management, where diverse stakeholders work together to develop and advance water-quality goals. Active citizen participation is viewed as a key component, yet groups often struggle to attract and maintain citizen engagement. This study examined citizen participation behavior in collaborative watershed partnerships by way of a written survey administered to citizen members of 12 collaborative watershed groups in Ohio. Results for the determination of who joins such groups were consistent with the dominant-status model of participation because group members were not demographically representative of the broader community. The dominant-status model, however, does not explain which members are more likely to actively participate in group activities. Instead, individual characteristics, including political activity, knowledge, and comfort in sharing opinions with others, were positively correlated with active participation. In addition, group characteristics, including government-based membership, rural location, perceptions of open communication, perceptions that the group has enough technical support to accomplish its goals, and perceived homogeneity of participant opinions, were positively correlated with active participation. Overall, many group members did not actively participate in group activities.

Citizen participation in collaborative watershed partnerships.

PubMed

Koehler, Brandi; Koontz, Tomas M

2008-02-01

Collaborative efforts are increasingly being used to address complex environmental problems, both in the United States and abroad. This is especially true in the growing field of collaborative watershed management, where diverse stakeholders work together to develop and advance water-quality goals. Active citizen participation is viewed as a key component, yet groups often struggle to attract and maintain citizen engagement. This study examined citizen participation behavior in collaborative watershed partnerships by way of a written survey administered to citizen members of 12 collaborative watershed groups in Ohio. Results for the determination of who joins such groups were consistent with the dominant-status model of participation because group members were not demographically representative of the broader community. The dominant-status model, however, does not explain which members are more likely to actively participate in group activities. Instead, individual characteristics, including political activity, knowledge, and comfort in sharing opinions with others, were positively correlated with active participation. In addition, group characteristics, including government-based membership, rural location, perceptions of open communication, perceptions that the group has enough technical support to accomplish its goals, and perceived homogeneity of participant opinions, were positively correlated with active participation. Overall, many group members did not actively participate in group activities.

76 FR 46853 - International Business Machines Corporation, ITD Business Unit, Division 7, E-mail and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-03

...] International Business Machines Corporation, ITD Business Unit, Division 7, E-mail and Collaboration Group... Business Machines Corporation (IBM), ITD Business Unit, Division 7, E- mail and Collaboration Group... Business Unit, Division 7, E-mail and Collaboration [[Page 46854

A study of the impact of collaborative learning on student learning of major concepts in a microbiology laboratory exercise

NASA Astrophysics Data System (ADS)

Baumgarten, Kristyne A.

This study investigated the possible relationship between collaborative learning strategies and the learning of core concepts. This study examined the differences between two groups of nursing students enrolled in an introductory microbiology laboratory course. The control group consisted of students enrolled in sections taught in the traditional method. The experimental group consisted of those students enrolled in the sections using collaborative learning strategies. The groups were assessed on their degrees of learning core concepts using a pre-test/post-test method. Scores from the groups' laboratory reports were also analyzed. There was no difference in the two group's pre-test scores. The post-test scores of the experimental group averaged 11 points higher than the scores of the control group. The lab report scores of the experimental group averaged 15 points higher than those scores of the control group. The data generated from this study demonstrated that collaborative learning strategies can be used to increase students learning of core concepts in microbiology labs.

A meta-analytic review of collaborative inhibition and postcollaborative memory: Testing the predictions of the retrieval strategy disruption hypothesis.

PubMed

Marion, Stéphanie B; Thorley, Craig

2016-11-01

The retrieval strategy disruption hypothesis (Basden, Basden, Bryner, & Thomas, 1997) is the most widely cited theoretical explanation for why the memory performance of collaborative groups is inferior to the pooled performance of individual group members remembering alone (i.e., collaborative inhibition). This theory also predicts that several variables will moderate collaborative inhibition. This meta-analysis tests the veracity of the theory by systematically examining whether or not these variables do moderate the presence and strength of collaborative inhibition. A total of 75 effect sizes from 64 studies were included in the analysis. Collaborative inhibition was found to be a robust effect. Moreover, it was enhanced when remembering took place in larger groups, when uncategorized content items were retrieved, when group members followed free-flowing and free-order procedures, and when group members did not know one another. These findings support the retrieval strategy disruption hypothesis as a general theoretical explanation for the collaborative inhibition effect. Several additional analyses were also conducted to elucidate the potential contributions of other cognitive mechanisms to collaborative inhibition. Some results suggest that a contribution of retrieval inhibition is possible, but we failed to find any evidence to suggest retrieval blocking and encoding specificity impact upon collaborative inhibition effects. In a separate analysis (27 effect sizes), moderating factors of postcollaborative memory performance were examined. Generally, collaborative remembering tends to benefit later individual retrieval. Moderator analyses suggest that reexposure to study material may be partly responsible for this postcollaborative memory enhancement. Some applied implications of the meta-analyses are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ezzell, G; Sanscrainte, E; Tomlinson, C

Have a question about RO-ILS: Radiation Oncology Incident Learning System™, or interested in learning more? Sponsored by the American Society for Radiation Oncology (ASTRO) and AAPM, RO-ILS is the only medical specialty society-sponsored incident learning system for radiation oncology. It facilitates safer and higher quality care in radiation oncology by providing a mechanism for shared learning in a secure and non-punitive environment. Please join our RO-ILS experts for a question and answer session on Wednesday, July 15th at 8:30 in the Partners in Solutions Room in Exhibit Hall C. Our experts include: Gary Ezzell, PhD, Mayo Clinic Arizona, [Brett Miller,more » Phillip Beron, and Derek Brown], Emily Sanscrainte from Clarity PSO and Cindy Tomlinson, MPP, ASTRO.« less

2011 Presidential Early Career Awards for Scientists and Engineers: the PECASE Awards Ceremony

ScienceCinema

Poneman, Daniel

2018-05-31

The winners for 2011 of the DOE PECASE Awards were recognized in a ceremony held August 01, 2012. Dr. Bill Brinkman, Director of the Office of Science introduced the main speaker, DOE Deputy Secretary Daniel B. Poneman. Leaders from across the Department and the fields of energy research and technology presented the 2011 winners. They are: Dr. Stanley Atcitty (SNL); Dr. Jeffrey W. Banks (LLNL); Dr. Amy J. Clarke (LANL); Derek R. Gaston (INL); Dr. Christopher Hirata (California Institute of Technology); Dr. Heileen Hsu-Kim (Duke University); Dr. Thomas Francisco (Jaramillo Stanford University); Dr.Pablo Jarillo-Herrero (MIT); Dr. Peter Mueller (ANL); Dr. Daniel B. Sinars (SNL); Dr. Jesse Thaler (MIT); and Dr. Heather Whitley (LLNL).

2011 Presidential Early Career Awards for Scientists and Engineers: the PECASE Awards Ceremony

DOE Office of Scientific and Technical Information (OSTI.GOV)

Poneman, Daniel

2012-08-01

The winners for 2011 of the DOE PECASE Awards were recognized in a ceremony held August 01, 2012. Dr. Bill Brinkman, Director of the Office of Science introduced the main speaker, DOE Deputy Secretary Daniel B. Poneman. Leaders from across the Department and the fields of energy research and technology presented the 2011 winners. They are: Dr. Stanley Atcitty (SNL); Dr. Jeffrey W. Banks (LLNL); Dr. Amy J. Clarke (LANL); Derek R. Gaston (INL); Dr. Christopher Hirata (California Institute of Technology); Dr. Heileen Hsu-Kim (Duke University); Dr. Thomas Francisco (Jaramillo Stanford University); Dr.Pablo Jarillo-Herrero (MIT); Dr. Peter Mueller (ANL); Dr.more » Daniel B. Sinars (SNL); Dr. Jesse Thaler (MIT); and Dr. Heather Whitley (LLNL).« less

Collaborative essay testing: group work that counts.

PubMed

Gallagher, Peggy A

2009-01-01

Because much of a nurse's work is accomplished through working in groups, nursing students need an understanding of group process as well as opportunities to problem-solve in groups. Despite an emphasis on group activities as critical for classroom learning, there is a lack of evidence in the nursing literature that describes collaborative essay testing as a teaching strategy. In this class, nursing students worked together in small groups to answer examination questions before submitting a common set of answers. In a follow-up survey, students reported that collaborative testing was a positive experience (e.g., promoting critical thinking, confidence in knowledge, and teamwork). Faculty were excited by the lively dialog heard during the testing in what appeared to be an atmosphere of teamwork. Future efforts could include providing nursing students with direct instruction on group process and more opportunities to work and test collaboratively.

Facilitating Collaboration in Online Groups

ERIC Educational Resources Information Center

Stephens, Geralyn E.; Roberts, Kathryn L.

2017-01-01

Demonstrating the ability to collaborate effectively is essential for students moving into 21st century workplaces. Employers are expecting new hires to already possess group-work skills and will seek evidence of their ability to cooperate, collaborate, and complete projects with colleagues, including remotely or at a distance. Instructional…

Collaborative Group Action Research: A Constructivist Approach to Developing an Integrated Curriculum.

ERIC Educational Resources Information Center

Saurino, Penny L.; Saurino, Dan R.

Elementary teachers collaborated on a research project that investigated how a constructivist approach to gifted and talented integrated curriculum strategies and techniques could be developed and implemented. The collaborative group action research cycle involved planning, collecting baseline data, intervening strategies/modifying interventions,…

Writing Together: Gender's Effect on Collaboration.

ERIC Educational Resources Information Center

Rehling, Louise

1996-01-01

Analyzes the behaviors of over 60 student groups in professional writing classes. Finds gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. Suggests new perspectives on the role of gender for collaborative groups in professional writing classrooms. (PA)

Effect of a workplace design and training intervention on individual performance, group effectiveness and collaboration: the role of environmental control.

PubMed

Robertson, Michelle M; Huang, Yueng-Hsiang

2006-01-01

The effects of a workplace design and training intervention and the relationships between perceived satisfaction of office workplace design factors (layout and storage) and work performance measures (individual performance, group collaboration and effectiveness) were studied with 120 office workers using the Workplace Environment Questionnaire. Further, we examined whether environmental control had a direct effect on work performance, and then explored whether environmental control mediated or moderated the relationship between workplace design factors and work performance. Results showed a significant, positive impact of the intervention on environmental satisfaction for workstation layout. Satisfaction with workstation layout had a significant relationship with individual performance, group collaboration and effectiveness; and satisfaction with workstation storage had a significant relationship with individual performance and group collaboration. Environmental control had a direct impact on individual performance and group collaboration; whereas, the mediating and moderating effects of environmental control on the relationship between workplace design factors and outcome variables were not significant.

Fostering Collaborative Teaching and Learning Scholarship through an International Writing Group Initiative

ERIC Educational Resources Information Center

Marquis, Elizabeth; Healey, Mick; Vine, Michelle

2016-01-01

The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together…

Personality, Collaboration, Motivation and Engagement in a Cross-Border Online Exchange

ERIC Educational Resources Information Center

Kelsen, Brent; Flowers, Simeon

2018-01-01

Personality traits are believed to affect both learner ability and group dynamics and cohesion. Another central element influencing how individuals perform in group settings stems from their motivation to collaborate. This article explores the relationship between personality traits, motivation for collaboration and participation of university…

Predicting Student Performance in a Collaborative Learning Environment

ERIC Educational Resources Information Center

Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol

2015-01-01

Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…

Research and Teaching: Aligning Assessment to Instruction--Collaborative Group Testing in Large- Enrollment Science Classes

ERIC Educational Resources Information Center

Siegel, Marcelle; Roberts, Tina M.; Freyermuth, Sharyn K.; Witzig, Stephen B.; Izci, Kemal

2015-01-01

The authors describe a collaborative group-testing strategy implemented and studied in undergraduate science classes. This project investigated how the assessment strategy relates to student performance and perceptions about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters.

RETHINKING THE ROLE OF SMALL-GROUP COLLABORATORS AND ADVERSARIES IN THE LONDON KLEINIAN DEVELOPMENT (1914-1968).

PubMed

Aguayo, Joseph; Regeczkey, Agnes

2016-07-01

The authors historically situate the London Kleinian development in terms of the small-group collaborations and adversaries that arose during the course of Melanie Klein's career. Some collaborations later became personally adversarial (e.g., those Klein had with Glover and Schmideberg); other adversarial relationships forever remained that way (with A. Freud); while still other long-term collaborations became theoretically contentious (such as with Winnicott and Heimann). After the Controversial Discussions in 1944, Klein marginalized one group of supporters (Heimann, Winnicott, and Riviere) in favor of another group (Rosenfeld, Segal, and Bion). After Klein's death in 1960, Bion maintained loyalty to Klein's ideas while quietly distancing his work from the London Klein group, immigrating to the United States in 1968. © 2016 The Psychoanalytic Quarterly, Inc.

Team-Skills Training Enhances Collaborative Learning

ERIC Educational Resources Information Center

Prichard, Jane S.; Stratford, Robert J.; Bizo, Lewis A.

2006-01-01

This study investigated the effects of team-skills training on collaborative learning in a university setting. Groups worked under one of three conditions: (1) groups received team-skill training as a group and remained in that group (Trained-Together), (2) groups received team-skills training, but were then reassigned into new groups…

A Peer-Reviewed Research Assignment for Large Classes.

ERIC Educational Resources Information Center

Henderson, LaRhee; Buising, Charisse

2000-01-01

Introduces a writing exercise students work on in collaborative groups. Aims to enhance students' scientific research paper writing skills and provide experience working in collaborative groups. Presents evaluation criteria for peer-group evaluation of a poster presentation, intra-group evaluation of peer performance, and peer-group evaluation of…

Decision Rules and Group Rationality: Cognitive Gain or Standstill?

PubMed Central

Curşeu, Petru Lucian; Jansen, Rob J. G.; Chappin, Maryse M. H.

2013-01-01

Recent research in group cognition points towards the existence of collective cognitive competencies that transcend individual group members’ cognitive competencies. Since rationality is a key cognitive competence for group decision making, and group cognition emerges from the coordination of individual cognition during social interactions, this study tests the extent to which collaborative and consultative decision rules impact the emergence of group rationality. Using a set of decision tasks adapted from the heuristics and biases literature, we evaluate rationality as the extent to which individual choices are aligned with a normative ideal. We further operationalize group rationality as cognitive synergy (the extent to which collective rationality exceeds average or best individual rationality in the group), and we test the effect of collaborative and consultative decision rules in a sample of 176 groups. Our results show that the collaborative decision rule has superior synergic effects as compared to the consultative decision rule. The ninety one groups working in a collaborative fashion made more rational choices (above and beyond the average rationality of their members) than the eighty five groups working in a consultative fashion. Moreover, the groups using a collaborative decision rule were closer to the rationality of their best member than groups using consultative decision rules. Nevertheless, on average groups did not outperformed their best member. Therefore, our results reveal how decision rules prescribing interpersonal interactions impact on the emergence of collective cognitive competencies. They also open potential venues for further research on the emergence of collective rationality in human decision-making groups. PMID:23451050

Decision rules and group rationality: cognitive gain or standstill?

PubMed

Curşeu, Petru Lucian; Jansen, Rob J G; Chappin, Maryse M H

2013-01-01

Recent research in group cognition points towards the existence of collective cognitive competencies that transcend individual group members' cognitive competencies. Since rationality is a key cognitive competence for group decision making, and group cognition emerges from the coordination of individual cognition during social interactions, this study tests the extent to which collaborative and consultative decision rules impact the emergence of group rationality. Using a set of decision tasks adapted from the heuristics and biases literature, we evaluate rationality as the extent to which individual choices are aligned with a normative ideal. We further operationalize group rationality as cognitive synergy (the extent to which collective rationality exceeds average or best individual rationality in the group), and we test the effect of collaborative and consultative decision rules in a sample of 176 groups. Our results show that the collaborative decision rule has superior synergic effects as compared to the consultative decision rule. The ninety one groups working in a collaborative fashion made more rational choices (above and beyond the average rationality of their members) than the eighty five groups working in a consultative fashion. Moreover, the groups using a collaborative decision rule were closer to the rationality of their best member than groups using consultative decision rules. Nevertheless, on average groups did not outperformed their best member. Therefore, our results reveal how decision rules prescribing interpersonal interactions impact on the emergence of collective cognitive competencies. They also open potential venues for further research on the emergence of collective rationality in human decision-making groups.

The Influence of Learning Methods on Collaboration: Prior Repeated Retrieval Enhances Retrieval Organization, Abolishes Collaborative Inhibition, and Promotes Post-Collaborative Memory

ERIC Educational Resources Information Center

Congleton, Adam R.; Rajaram, Suparna

2011-01-01

Research on collaborative memory has unveiled the counterintuitive yet robust phenomenon that collaboration impairs group recall. A candidate explanation for this "collaborative inhibition" effect is the disruption of people's idiosyncratic retrieval strategies during collaboration, and it is hypothesized that employing methods that improve one's…

Student Leadership in Small Group Science Inquiry

ERIC Educational Resources Information Center

Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

2014-01-01

Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of…

Younger and older adults' collaborative recall of shared and unshared emotional pictures.

PubMed

Barber, Sarah J; Castrellon, Jaime J; Opitz, Philipp; Mather, Mara

2017-07-01

Although a group of people working together recalls more items than any one individual, they recall fewer unique items than the same number of people working apart whose responses are combined. This is known as collaborative inhibition, and it is a robust effect that occurs for both younger and older adults. However, almost all previous studies documenting collaborative inhibition have used stimuli that were neutral in emotional valence, low in arousal, and studied by all group members. In the current experiments, we tested the impact of picture-stimuli valence, picture-stimuli arousal, and information distribution in modulating the magnitude of collaborative inhibition. We included both younger and older adults because there are age differences in how people remember emotional pictures that could modulate any effects of emotion on collaborative inhibition. Results revealed that when information was shared (i.e., studied by all group members), there were robust collaborative inhibition effects for both neutral and emotional stimuli for both younger and older adults. However, when information was unshared (i.e., studied by only a single group member), these effects were attenuated. Together, these results provide mixed support for the retrieval strategy disruption account of collaborative inhibition. Supporting the retrieval strategy disruption account, unshared study information was less susceptible to collaborative inhibition than shared study information. Contradicting the retrieval strategy disruption account, emotional valence and arousal did not modulate the magnitude of collaborative inhibition despite the fact that participants clustered the emotional, but not neutral, information together in memory.

Collaborative Dialogue in Learning Pragmatics: Pragmatic-Related Episodes as an Opportunity for Learning Request-Making

ERIC Educational Resources Information Center

Taguchi, Naoko; Kim, Youjin

2016-01-01

This study examined the effects of collaborative dialogue in learning the speech act of request. Seventy-four second-grade girls' junior high students were divided into three groups. The "collaborative group" (n = 25) received explicit metapragmatic information on request (request head act and modifications) followed by a dialogue…

The Impact of Collaborative and Individualized Student Response System Strategies on Learner Motivation, Metacognition, and Knowledge Transfer

ERIC Educational Resources Information Center

Jones, M. E.; Antonenko, P. D.; Greenwood, C. M.

2012-01-01

This study investigated the impact of collaborative and individualized student response system-based instruction on learner motivation, metacognition, and concept transfer in a large-enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, discussed their responses in small groups, and…

Collaborative-Group Testing Improves Learning and Knowledge Retention of Human Physiology Topics in Second-Year Medical Students

ERIC Educational Resources Information Center

Vázquez-García, Mario

2018-01-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to…

Adaptive Synchronization of Semantically Compressed Instructional Videos for Collaborative Distance Learning

ERIC Educational Resources Information Center

Phung, Dan; Valetto, Giuseppe; Kaiser, Gail E.; Liu, Tiecheng; Kender, John R.

2007-01-01

The increasing popularity of online courses has highlighted the need for collaborative learning tools for student groups. In this article, we present an e-Learning architecture and adaptation model called AI2TV (Adaptive Interactive Internet Team Video), which allows groups of students to collaboratively view instructional videos in synchrony.…

Dynamic Group Formation as an Approach to Collaborative Learning Support

ERIC Educational Resources Information Center

Srba, Ivan; Bielikova, Maria

2015-01-01

In the current time of globalization, collaboration among people in virtual environments is becoming an important precondition of success. This trend is reflected also in the educational domain where students collaborate in various short-term groups created repetitively but changing in each round (e.g. in MOOCs). Students in these kind of dynamic…

Measuring Heedful Interrelating in Collaborative Educational Settings

ERIC Educational Resources Information Center

Daniel, Sarah R.; Jordan, Michelle E.

2015-01-01

Collaborative group work plays an important part in postsecondary education, and the ability to assess the quality of such group work is useful for both students and instructors. The purpose of this study was to develop a self-report measure of students' perceptions of the quality of their interactions during collaborative educational tasks.…

Measuring Knowledge Elaboration Based on a Computer-Assisted Knowledge Map Analytical Approach to Collaborative Learning

ERIC Educational Resources Information Center

Zheng, Lanqin; Huang, Ronghuai; Hwang, Gwo-Jen; Yang, Kaicheng

2015-01-01

The purpose of this study is to quantitatively measure the level of knowledge elaboration and explore the relationships between prior knowledge of a group, group performance, and knowledge elaboration in collaborative learning. Two experiments were conducted to investigate the level of knowledge elaboration. The collaborative learning objective in…

The Role of Context in a Collaborative Problem-Solving Task during Professional Development

ERIC Educational Resources Information Center

Ritella, Giuseppe; Ligorio, Maria Beatrice; Hakkarainen, Kai

2016-01-01

This article analyses how a group of teachers managed the resources available while performing computer-supported collaborative problem-solving tasks in the context of professional development. The authors video-recorded and analysed collaborative sessions during which the group of teachers used a digital environment to prepare a pedagogical…

Peripheral Social Awareness Information in Collaborative Work.

ERIC Educational Resources Information Center

Spring, Michael B.; Vathanophas, Vichita

2003-01-01

Discusses being aware of other members of a team in a collaborative environment and reports on a study that examined group performance on a task that was computer mediated with and without awareness information. Examines how an awareness tool impacts the quality of a collaborative work effort and the communications between group members.…

Burning through organizational boundaries? Examining inter-organizational communication networks in policy-mandated collaborative bushfire planning groups

Treesearch

Rachel F. Brummel; Kristen C. Nelson; Pamela J. Jakes

2012-01-01

Collaboration can enhance cooperation across geographic and organizational scales, effectively "burning through" those boundaries. Using structured social network analysis (SNA) and qualitative in-depth interviews, this study examined three collaborative bushfire planning groups in New South Wales, Australia and asked: How does participation in policy-...

Instructional Design for Cross-Cultural Online Collaboration: Grouping Strategies and Assignment Design

ERIC Educational Resources Information Center

Wang, Chun-Min

2011-01-01

The latest networking technologies have made it easier to provide authentic learning experiences for intercultural collaboration. However, more guidance about how to conduct a successful online, cross-cultural collaboration is needed. The purpose of this study was to investigate the instructional design for forming a cross-cultural group and…

Dynamic Group Formation Based on a Natural Phenomenon

ERIC Educational Resources Information Center

Zedadra, Amina; Lafifi, Yacine; Zedadra, Ouarda

2016-01-01

This paper presents a new approach of learners grouping in collaborative learning systems. This grouping process is based on traces left by learners. The goal is the circular dynamic grouping to achieve collaborative projects. The proposed approach consists of two main algorithms: (1) the circular grouping algorithm and (2) the dynamic grouping…

Using co-teaching as a means of facilitating interprofessional collaboration in health and social care.

PubMed

Crow, Jayne; Smith, Lesley

2003-02-01

In this paper we report the findings of a collaborative enquiry on our experience as tutors co-teaching interprofessional collaboration to a multidisciplinary group of undergraduates. We have different professional/academic backgrounds and the student group included health and social work professionals alongside a number of non-professionals. Our data included our perceptions of the co-teaching experience collected by means of our reflective diaries and reflective conversations during planning and after teaching sessions. We also collected data on student perceptions elicited by means of student evaluations and a student focus group discussion. The data illuminate the process of using co-teaching to role model shared learning and collaborative working within the classroom and highlight the importance of carefully planning co-teaching interaction, including the use of humour, tension, different knowledge bases and styles of debate. The deliberate use of the interactions made possible by coteaching enabled us to create an active learning environment that facilitated the teaching of collaboration. Drawing on our experience, we discuss the considerable potential of using co-teaching to role model collaborative working for multidisciplinary student groups.

Facilitating the learning process: a pilot study of collaborative testing vs individualistic testing in the chiropractic college setting.

PubMed

Meseke, Jamie K; Nafziger, Rita; Meseke, Christopher A

2008-05-01

This pilot study examines the effect collaborative testing has on achievement of students taking a basic science course at a chiropractic college. The grades of 2 cohorts of students taking a basic science course were compared: the control group from the first academic term (n = 73) and the experimental group from the second academic term (n = 41). The control cohort completed weekly quizzes as individuals. The experimental cohort completed the weekly quizzes in small collaborative groups. All unit examinations and the final examination were taken by both cohorts individually. Grades for each cohort were derived from 6 weekly unit quizzes, 3 unit examinations, and a comprehensive final examination. Overall, the experimental group differed from the control group (Wilks' Lambda = 0.318; F(10,103) = 22.052; and P < .001). All quiz scores were significantly higher for the experimental group as compared with the control group. In addition, overall point totals and final course grades also differed significantly. No significant differences, however, were observed in either the first 2 unit examination scores or the final examination scores. These results confirm previous reports that student performance is enhanced by collaborative learning. Collaborative testing provided students with the opportunity to discuss their reasoning and receive immediate feedback from other group members regarding their rationale, which potentially enhanced understanding of course material. Students were encouraged to become more active in the course as group discussions emerged from individual perspectives. The collaborative learning process may enhance critical thinking abilities, which are vital for future chiropractic practitioners.

Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

PubMed

Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

2016-08-22

Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

Design and Evaluation of a Collaborative Learning Environment

ERIC Educational Resources Information Center

Wang, Qiyun

2009-01-01

Collaboration becomes an essential competency in the current knowledge society. In this study, a collaborative learning environment was designed to facilitate students in group collaboration. Instructional support strategies of friendship and meaningful learning tasks were applied to promote collaboration. Scaffolding strategies such as writing…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Marrinan, Thomas; Leigh, Jason; Renambot, Luc

Mixed presence collaboration involves remote collaboration between multiple collocated groups. This paper presents the design and results of a user study that focused on mixed presence collaboration using large-scale tiled display walls. The research was conducted in order to compare data synchronization schemes for multi-user visualization applications. Our study compared three techniques for sharing data between display spaces with varying constraints and affordances. The results provide empirical evidence that using data sharing techniques with continuous synchronization between the sites lead to improved collaboration for a search and analysis task between remotely located groups. We have also identified aspects of synchronizedmore » sessions that result in increased remote collaborator awareness and parallel task coordination. It is believed that this research will lead to better utilization of large-scale tiled display walls for distributed group work.« less

Rabbit Trails, Ephemera, and Other Stories: Feminist Methodology and Collaborative Research.

ERIC Educational Resources Information Center

Burnett, Rebecca E.; Ewald, Helen Rothschild

1994-01-01

Explores the intersections between feminist methodology and collaborative research to identify flashpoints that might derail attempts at collaboration. Analyzes the personal experiences of the authors in four ongoing collaborative research groups. (HB)

Effect of Peer-to-Peer Nurse-Physician Collaboration on Attitudes Toward the Nurse-Physician Relationship.

PubMed

Edwards, Pamela B; Rea, Jean B; Oermann, Marilyn H; Hegarty, Ellen J; Prewitt, Judy R; Rudd, Mariah; Silva, Susan; Nagler, Alisa; Turner, David A; DeMeo, Stephen D

The goal of this study was to pilot a novel peer-to-peer nurse-physician collaboration program and assess for changes in attitudes toward collaboration among a group of newly licensed nurses and resident physicians (n = 39). The program included large group meetings, with discussion of key concepts related to interprofessional collaboration. In unit-based teams, the registered nurses and physicians developed a quality improvement project to meet a need on their unit. Creating learning activities like this program enable nursing professional development specialists to promote interprofessional collaboration and learning.

A "Mixed" Strategy for Collaborative Group Formation and Its Learning Outcomes

ERIC Educational Resources Information Center

Acharya, Anal; Sinha, Devadatta

2018-01-01

This study uses homogeneity in personal learning styles and heterogeneity in subject knowledge for collaborative learning group decomposition indicating that groups are "mixed" in nature. Homogeneity within groups was formed using K-means clustering and greedy search, whereas heterogeneity imbibed using agenda-driven search. For checking…

Computer-Mediated Collaborative Projects: Processes for Enhancing Group Development

ERIC Educational Resources Information Center

Dupin-Bryant, Pamela A.

2008-01-01

Groups are a fundamental part of the business world. Yet, as companies continue to expand internationally, a major challenge lies in promoting effective communication among employees who work in varying time zones. Global expansion often requires group collaboration through computer systems. Computer-mediated groups lead to different communicative…

Student leadership in small group science inquiry

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

2014-09-01

Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry. Sample: Two small student groups investigating the burning of a candle under a jar participated in this study. Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions). Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement. Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.

The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice.

PubMed

Hasanpour-Dehkordi, Ali; Solati, Kamal

2016-04-01

Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students' behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method.

Impact of a pharmacist-physician collaborative care model on patient outcomes and health services utilization.

PubMed

Matzke, Gary R; Moczygemba, Leticia R; Williams, Karen J; Czar, Michael J; Lee, William T

2018-05-22

The impact of a pharmacist-physician collaborative care model on patient outcomes and health services utilization is described. Six hospitals from the Carilion Clinic health system in southwest Virginia, along with 22 patient-centered medical home (PCMH) practices affiliated with Carilion Clinic, participated in this project. Eligibility criteria included documented diagnosis of 2 or more of the 7 targeted chronic conditions (congestive heart failure, hypertension, hyperlipidemia, diabetes mellitus, asthma, chronic obstructive pulmonary disease, and depression), prescriptions for 4 or more medications, and having a primary care physician in the Carilion Clinic health system. A total of 2,480 evaluable patients were included in both the collaborative care group and the usual care group. The primary clinical outcomes measured were the absolute change in values associated with diabetes mellitus, hypertension, and hyperlipidemia management from baseline within and between the collaborative care and usual care groups. Significant improvements ( p < 0.01) in glycosylated hemoglobin, blood pressure, low-density-lipoprotein cholesterol, and total cholesterol were observed in the collaborative care group compared with the usual care group. Hospitalizations declined significantly in the collaborative care group (23.4%), yielding an estimated cost savings of $2,619 per patient. The return on investment (net savings divided by program cost) was 504%. Inclusion of clinical pharmacists in this physician-pharmacist collaborative care-based PCMH model was associated with significant improvements in patients' medication-related clinical health outcomes and a reduction in hospitalizations. Copyright © 2018 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

ERIC Educational Resources Information Center

Sumadi; Degeng, I Nyoman S.; Sulthon; Waras

2017-01-01

This research focused on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous,…

Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course

ERIC Educational Resources Information Center

Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

2014-01-01

This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

ERIC Educational Resources Information Center

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-01-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning…

The Campbell Collaboration Crime and Justice Group: Early Development and Progress

ERIC Educational Resources Information Center

Petrosino, Anthony; Farrington, David P.; Sherman, Lawrence W.

2003-01-01

The Campbell Collaboration Crime and Justice Group was inaugurated in 2000 to prepare, update, and disseminate systematic reviews on what works to reduce crime or improve justice. After providing a brief description of a systematic review and the origins of the Campbell Collaboration, this paper provides an overview of the first 36 months of the…

Group Tasks, Activities, Dynamics, and Interactions in Collaborative Robotics Projects with Elementary and Middle School Children

ERIC Educational Resources Information Center

Yuen, Timothy T.; Boecking, Melanie; Stone, Jennifer; Tiger, Erin Price; Gomez, Alvaro; Guillen, Adrienne; Arreguin, Analisa

2014-01-01

Robotics provide the opportunity for students to bring their individual interests, perspectives and areas of expertise together in order to work collaboratively on real-world science, technology, engineering and mathematics (STEM) problems. This paper examines the nature of collaboration that manifests in groups of elementary and middle school…

The Collaborative Coordination of Special Interest Groups on the Telemedicine University Network (RUTE) in Brazil.

PubMed

de Lima Verde Brito, Thiago Delevidove; Baptista, Roberto Silva; de Lima Lopes, Paulo Roberto; Haddad, Ana Estela; Messina, Luiz Ary; Torres Pisa, Ivan

2015-01-01

In Brazil the Telemedicine University Network (Rede Universitária de Telemedicina RUTE) is an initiative that among others promotes collaboration between university hospitals, universities, and health professionals through information technology infrastructure and special interest groups (SIGs) support. This paper presents results of analyses on collaboration during implementation and coordination activities of RUTE SIGs. This study is based on descriptive statistics and data visualization previously collected by RUTE national coordination relative to the status in July 2014. The analysis through collaboration graph identified the strongest collaboration RUTE units. The graph also highlights the collaborative relationship of RUTE units in form of communities, the most collaborative with each other in a communion in the same SIGs, and the less the collaborative units in the network. It should be stated that the most active units are also the oldest in the community.

The effectiveness of integration of virtual patients in a collaborative learning activity.

PubMed

Marei, Hesham F; Donkers, Jeroen; Van Merrienboer, Jeroen J G

2018-05-07

Virtual patients (VPs) have been recently integrated within different learning activities. To compare between the effect of using VPs in a collaborative learning activity and using VPs in an independent learning activity on students' knowledge acquisition, retention and transfer. For two different topics, respectively 82 and 76 dental students participated in teaching, learning and assessment sessions with VPs. Students from a female campus and from a male campus have been randomly assigned to condition (collaborative and independent), yielding four experimental groups. Each group received a lecture followed by a learning session using two VPs per topic. Students were administrated immediate and delayed written tests as well as transfer tests using two VPs to assess their knowledge in diagnosis and treatment. For the treatment items of the immediate and delayed written tests, females outperformed males in the collaborative VP group but not in the independent VP group. On the female campus, the use of VPs in a collaborative learning activity is more effective than its use as an independent learning activity in enhancing students' knowledge acquisition and retention. However, the collaborative use of VPs by itself is not enough to produce consistent results across different groups of students and attention should be given to all the factors that would affect students' interaction.

Collaborative writing: Tools and tips.

PubMed

Eapen, Bell Raj

2007-01-01

Majority of technical writing is done by groups of experts and various web based applications have made this collaboration easy. Email exchange of word processor documents with tracked changes used to be the standard technique for collaborative writing. However web based tools like Google docs and Spreadsheets have made the process fast and efficient. Various versioning tools and synchronous editors are available for those who need additional functionality. Having a group leader who decides the scheduling, communication and conflict resolving protocols is important for successful collaboration.

Supporting Effective Collaboration: Using a Rearview Mirror to Look Forward

ERIC Educational Resources Information Center

McManus, Margaret M.; Aiken, Robert M.

2016-01-01

Our original research, to design and develop an Intelligent Collaborative Learning System (ICLS), yielded the creation of a Group Leader Tutor software system which utilizes a Collaborative Skills Network to monitor students working collaboratively in a networked environment. The Collaborative Skills Network was a conceptualization of…

The teacher's role in promoting collaborative dialogue in the classroom.

PubMed

Webb, Noreen M

2009-03-01

Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small-group dialogue. Studies selected for review focused on student-led small-group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group-work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.

Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology

PubMed Central

Jensen, Jamie Lee; Lawson, Anton

2011-01-01

This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer. PMID:21364101

Dry column-thermal energy analyzer method for determining N-nitrosopyrrolidine in fried bacon: collaborative study.

PubMed

Fiddler, W; Pensabene, J W; Gates, R A; Phillips, J G

1984-01-01

A dry column method for isolating N-nitrosopyrrolidine (NPYR) from fried, cure-pumped bacon and detection by gas chromatography-thermal energy analyzer (TEA) was studied collaboratively. Testing the results obtained from 11 collaborators for homogeneous variances among samples resulted in splitting the nonzero samples into 2 groups of sample levels, each with similar variances. Outlying results were identified by AOAC-recommended procedures, and laboratories having outliers within a group were excluded. Results from the 9 collaborators remaining in the low group yielded coefficients of variation (CV) of 6.00% and 7.47% for repeatability and reproducibility, respectively, and the 8 collaborators remaining in the high group yielded CV values of 5.64% and 13.72%, respectively. An 85.2% overall average recovery of the N-nitrosoazetidine internal standard was obtained with an average laboratory CV of 10.5%. The method has been adopted official first action as an alternative to the mineral oil distillation-TEA screening procedure.

Comparison of in silico models for prediction of mutagenicity.

PubMed

Bakhtyari, Nazanin G; Raitano, Giuseppa; Benfenati, Emilio; Martin, Todd; Young, Douglas

2013-01-01

Using a dataset with more than 6000 compounds, the performance of eight quantitative structure activity relationships (QSAR) models was evaluated: ACD/Tox Suite, Absorption, Distribution, Metabolism, Elimination, and Toxicity of chemical substances (ADMET) predictor, Derek, Toxicity Estimation Software Tool (T.E.S.T.), TOxicity Prediction by Komputer Assisted Technology (TOPKAT), Toxtree, CEASAR, and SARpy (SAR in python). In general, the results showed a high level of performance. To have a realistic estimate of the predictive ability, the results for chemicals inside and outside the training set for each model were considered. The effect of applicability domain tools (when available) on the prediction accuracy was also evaluated. The predictive tools included QSAR models, knowledge-based systems, and a combination of both methods. Models based on statistical QSAR methods gave better results.

Biopsychosocial obstetrics and gynaecology - a perspective from Australia.

PubMed

Rowe, Heather

2016-01-01

Prior to and throughout the twentieth century, biomedical understandings of health predominated. Australian obstetrician and gynaecologist, Professor Derek Llewellyn-Jones responded to frustrations with the limitations of this narrow approach from both within and beyond the medical profession. His pioneering research, education and writings re-conceptualised the discipline as encompassing the social and psychological contexts and profoundly influenced women's own understanding of their health and the practice of obstetrics and gynaecology. The biopsychosocial model has replaced biological determinism and is now pervasive in education and clinical practice in many parts of the world. Widespread acceptance of the model has until now been associated with under-recognition of the importance of biology. Recent findings from epigenetics and neuroscience are enabling integration of body, mind and society and enhanced understanding and practice of psychosomatic obstetrics and gynaecology.

To what extent have functional studies of ischaemia in animals been useful in the assessment of potential neuroprotective agents?

PubMed

Hunter, A J; Mackay, K B; Rogers, D C

1998-02-01

A general consensus is being reached on the use of a combination of mortality and functional end-points in clinical trials of neuroprotective agents. However, to date, few preclinical studies have examined the effects of putative neuroprotective agents on functional outcome after ischaemia. The data described in this review show the importance of combining both histopathological and neurobehavioural studies when evaluating the neuroprotective efficacy of anti-ischaemic agents in animal models of cerebral ischaemia. Here, Jackie Hunter, Ken Mackay and Derek Rogers argue that measures of functional improvement in models of ischaemia should be incorporated to characterize further the neuroprotection afforded by a compound that could aid the selection of doses and end-point measures in early clinical trials.

Buckling of Bilayer Laminates - A Novel Approach to Synthetic Papillae

DTIC Science & Technology

2013-10-01

morphology of  changeable skin papillae in  octopus  and cuttlefish”, in revision, Journal of Morphology.  3. Derek Breid, Victoria Lai, Andrew T...different neural excitation frequencies where red symbols are 5 Hz excitation,  blue  are  20 Hz and black are 50Hz excitation. Images are in color...first method  attempted was to measure gross mechanical properties by inflating skin tissue. O‐ rings  were glued onto  the skin to maintain their

Using system dynamics for collaborative design: a case study

PubMed Central

Elf, Marie; Putilova, Mariya; von Koch, Lena; Öhrn, Kerstin

2007-01-01

Background In order to facilitate the collaborative design, system dynamics (SD) with a group modelling approach was used in the early stages of planning a new stroke unit. During six workshops a SD model was created in a multiprofessional group. Aim To explore to which extent and how the use of system dynamics contributed to the collaborative design process. Method A case study was conducted using several data sources. Results SD supported a collaborative design, by facilitating an explicit description of stroke care process, a dialogue and a joint understanding. The construction of the model obliged the group to conceptualise the stroke care and experimentation with the model gave the opportunity to reflect on care. Conclusion SD facilitated the collaborative design process and should be integrated in the early stages of the design process as a quality improvement tool. PMID:17683519

The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science

NASA Astrophysics Data System (ADS)

Wendt, Jillian L.; Rockinson-Szapkiw, Amanda J.

2015-10-01

Using a quasi-experimental, nonequivalent pretest/posttest control group design, the researchers examined the effects of online collaborative learning on eighth-grade student's sense of community in a physical science class. For a 9-week period, students in the control group participated in collaborative activities in a face-to-face learning environment, whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform in a hybrid learning environment. Students completed the Classroom Community Scale survey as a pretest and posttest. Results indicated that the students who participated in the face-to-face classroom had higher overall sense of community and learning community than students who participated in collaborative activities in the online environment. Results and implications are discussed and suggestions for future research are provided.

Examining the Effect of Problem Type in a Synchronous Computer-Supported Collaborative Learning (CSCL) Environment

ERIC Educational Resources Information Center

Kapur, Manu; Kinzer, Charles K.

2007-01-01

This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students…

Student Collaboration in Group Work: Inclusion as Participation

ERIC Educational Resources Information Center

Forslund Frykedal, Karin; Hammar Chiriac, Eva

2018-01-01

Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students' inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social…

The "Ticket to Ride" Formative Assessment Ritual: Collaboration and Festivity in High School Chemistry

ERIC Educational Resources Information Center

Klawiter, Mark F.

2015-01-01

Chemistry taught in high schools typically has group interaction components designed to provide opportunities for groups of two or more students to collaborate. Such opportunities, however, can lead to diminished learning among some students, as domination, group dissonance, and/or non-participation among group members can derail the collaborative…

How Do Groups Work? Age Differences in Performance and the Social Outcomes of Peer Collaboration

ERIC Educational Resources Information Center

Leman, Patrick J.

2015-01-01

Do children derive different benefits from group collaboration at different ages? In the present study, 183 children from two age groups (8.8 and 13.4 years) took part in a class quiz as members of a group, or individually. In some groups, cohesiveness was made salient by awarding prizes to the top performing groups. In other groups, prizes were…

Team Leadership: It's Not for the Faint of Heart

ERIC Educational Resources Information Center

Curry, Katherine A.

2014-01-01

Group decision-making can result in important benefits for organizational effectiveness. However, collaborative environments do not emerge organically. Effective leadership is critical for group success. Educational leaders must understand group processes and the importance of creating a culture that supports collaboration. Student discipline for…

Developing an Instrument to Characterise Peer-Led Groups in Collaborative Learning Environments: Assessing Problem-Solving Approach and Group Interaction

ERIC Educational Resources Information Center

Pazos, Pilar; Micari, Marina; Light, Gregory

2010-01-01

Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to…

Student Interactions and the Development of Ideas in Multi-Touch and Paper-Based Collaborative Mathematical Problem Solving

ERIC Educational Resources Information Center

Mercier, Emma; Vourloumi, Georgia; Higgins, Steven

2017-01-01

Multi-touch technology is increasingly being used to support collaborative learning activities. However, to know how this technology can be used most effectively, we need to understand if collaborative interactions differ when groups are using multi-touch technology compared with other tools. In this paper, we compare the interactions of groups of…

Measures of progress for collaboration: case study of the Applegate Partnership.

Treesearch

Su. Rolle

2002-01-01

Using the Applegate Partnership as a case study, this paper proposes a number of ways to measure the success of collaborative groups. These measures allow for providing evaluation and feedback, engaging needed participants, and responding to groups critical of the collaborative process. Arguing for the concept of progress in place of success, this paper points out that...

Elements of Collaborative Discussion and Shared Problem Solving in a Voice-Enhanced Multiplayer Game

ERIC Educational Resources Information Center

Bluemink, Johanna; Jarvela, Sanna

2011-01-01

This study focuses on investigating the nature of small-group collaborative interaction in a voice-enhanced multiplayer game called "eScape". The aim was to analyse the elements of groups' collaborative discussion and to explore the nature of the players' shared problem solving activity during the solution critical moments in the game. The data…

An Analysis of Collaborative Problem-Solving Activities Mediated by Individual-Based and Collaborative Computer Simulations

ERIC Educational Resources Information Center

Chang, C.-J.; Chang, M.-H.; Liu, C.-C.; Chiu, B.-C.; Fan Chiang, S.-H.; Wen, C.-T.; Hwang, F.-K.; Chao, P.-Y.; Chen, Y.-L.; Chai, C.-S.

2017-01-01

Researchers have indicated that the collaborative problem-solving space afforded by the collaborative systems significantly impact the problem-solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results…

Use of an Interculturally Enriched Collaboration Script in Computer-Supported Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

Popov, Vitaliy; Biemans, Harm J. A.; Kuznetsov, Andrei N.; Mulder, Martin

2014-01-01

In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these…

Productive Group Work for Students. Research Brief

ERIC Educational Resources Information Center

Williamson, Ronald

2010-01-01

There is clear evidence that students who are involved in productive collaborative groups outperform their peers. Cooperative group work also results in improved self-esteem, improved relationships and enhanced social and decision-making skills. Johnson and Johnson (1993) identified the elements of a successful collaborative activity. They include…

Multiage Grouping and Student Collaboration

ERIC Educational Resources Information Center

Cowan, Matthew

2014-01-01

The aim of this action research project was to investigate students' social preferences and pro-social interactions in a multiage, high school classroom in order to better understand how to group students to maximize learning and collaboration. According to many educational experts and previous inquiries, mixed-age learning groups introduce…

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load.

PubMed

Marei, Hesham F; Donkers, Jeroen; Al-Eraky, Mohamed M; Van Merrienboer, Jeroen J G

2018-05-25

The use of virtual patients (VPs), due to their high complexity and/or inappropriate sequencing with other instructional methods, might cause a high cognitive load, which hampers learning. To investigate the efficiency of instructional methods that involved three different applications of VPs combined with lectures. From two consecutive batches, 171 out of 183 students have participated in lecture and VPs sessions. One group received a lecture session followed by a collaborative VPs learning activity (collaborative deductive). The other two groups received a lecture session and an independent VP learning activity, which either followed the lecture session (independent deductive) or preceded it (independent inductive). All groups were administrated written knowledge acquisition and retention tests as well as transfer tests using two new VPs. All participants completed a cognitive load questionnaire, which measured intrinsic, extraneous and germane load. Mixed effect analysis of cognitive load and efficiency using the R statistical program was performed. The highest intrinsic and extraneous load was found in the independent inductive group, while the lowest intrinsic and extraneous load was seen in the collaborative deductive group. Furthermore, comparisons showed a significantly higher efficiency, that is, higher performance in combination with lower cognitive load, for the collaborative deductive group than for the other two groups. Collaborative use of VPs after a lecture is the most efficient instructional method, of those tested, as it leads to better learning and transfer combined with lower cognitive load, when compared with independent use of VPs, either before or after the lecture.

Bringing It All Together through Group Learning

ERIC Educational Resources Information Center

Chance, Shannon M.

2014-01-01

Interpersonal and transdisciplinary collaboration can facilitate and amplify the benefits of learning. Drawing from ideas presented throughout this volume, this culminating chapter describes ways to enhance collaborative learning within and among various stakeholder groups.

Collaboration amongst clinical nursing leadership teams: a mixed-methods sequential explanatory study.

PubMed

Lamont, Scott; Brunero, Scott; Lyons, Sarah; Foster, Karlie; Perry, Lin

2015-11-01

To explore intra-professional collaboration amongst nursing leadership teams at a tertiary referral hospital in Sydney. Effective working within a wide network of alliances is critical to patient outcomes. An understanding of collaboration amongst nursing leadership teams is essential within this context. A sequential explanatory mixed-methods design was used. The Collaborative Behaviour scale was sent to 106 Nurse Unit Managers, Nurse Educators and Clinical Nurse Consultants to measure pairwise collaborative behaviours; two follow-up focus groups with 15 participants were conducted. Data were collected between May 2012 and May 2013. A thematic analysis of focus group data provided a detailed explanation of the questionnaire findings. The findings identified high collaboration between dyad groups. Two themes emerged from the thematic analysis: (1) professional role and expectations; with sub-themes of transparency and clarity of individual roles; and intra/interpersonal aspects of role functioning; and (2) organisational infrastructure and governance. These leadership teams can be effective and powerful vehicles for change and are central to optimum patient outcomes. Organisational strategic planning and evaluation can benefit from understanding how to promote collaborative behaviours in these nurse leaders. To date, little research has explored collaboration amongst nursing leadership teams. Successful collaboration may contribute to the efficient use of nursing resources; improve patient outcomes, and ultimately, nurse satisfaction and retention. © 2014 John Wiley & Sons Ltd.

The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice

PubMed Central

Hasanpour-Dehkordi, Ali

2016-01-01

Introduction Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. Aim The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. Materials and Methods This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students’ behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. Results In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Conclusion Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method. PMID:27190926

Scripted Collaboration and Group-Based Variations in a Higher Education CSCL Context

ERIC Educational Resources Information Center

Hamalainen, Raija; Arvaja, Maarit

2009-01-01

Scripting student activities is one way to make Computer-Supported Collaborative Learning more efficient. This case study examines how scripting guided student group activities and also how different groups interpreted the script; what kinds of roles students adopted and what kinds of differences there were between the groups in terms of their…

Student Groups as Learning Entities: The Effect of Group Diversity and Teamwork Quality on Groups' Cognitive Complexity

ERIC Educational Resources Information Center

Curseu, Petru L.; Pluut, Helen

2013-01-01

Collaborative learning has important group-level benefits, yet most studies in higher education only focus on individual benefits of collaborative learning experiences. This study extends these insights by testing a model in which teamwork quality mediates the impact of several compositional differences (gender, nationality and teamwork expertise…

Effects of Pre-Structuring Discussion Threads on Group Interaction and Group Performance in Computer-Supported Collaborative Argumentation

ERIC Educational Resources Information Center

Brooks, C. Darren; Jeong, Allan

2006-01-01

This study examined the effects of pre-structuring discussion threads on group performance in computer-supported collaborative argumentation where students labeled their messages as arguments, challenges, supporting evidence, and explanations on a threaded discussion board. In the pre-structured group students were required to post supporting and…

Using Electronic Communication Tools in Online Group Activities to Develop Collaborative Learning Skills

ERIC Educational Resources Information Center

Khalil, Hanan; Ebner, Martin

2017-01-01

The purpose of this study was to investigate the effect of using synchronous and asynchronous communication tools in online group activities to develop collaborative learning skills. An experimental study was implemented on a sample of faculty of education students in Mansoura University. The sample was divided into two groups, a group studied…

Structuring Collaboration in Mixed-Ability Groups to Promote Verbal Interaction, Learning, and Motivation of Average-Ability Students

ERIC Educational Resources Information Center

Saleh, Mohammad; Lazonder, Ard W.; Jong, Ton de

2007-01-01

Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously…

Diversity in Collaborative Research Communities: A Multicultural, Multidisciplinary Thesis Writing Group in Public Health

ERIC Educational Resources Information Center

Guerin, Cally; Xafis, Vicki; Doda, Diana V.; Gillam, Marianne H.; Larg, Allison J.; Luckner, Helene; Jahan, Nasreen; Widayati, Aris; Xu, Chuangzhou

2013-01-01

Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We…

Negotiating the Challenge of Collaborative Writing: Learning from One Writing Group's Mutiny

ERIC Educational Resources Information Center

Nairn, Karen; Cameron, Jenny; Anakin, Megan; Juntrasook, Adisorn; Wass, Rob; Sligo, Judith; Morrison, Catherine

2015-01-01

With continuing pressure to publish or perish, interventions such as writing groups are increasingly part of the academic landscape. In this paper, we discuss our writing group's experiment with collaborative writing, which came unstuck as simmering concerns led to a mutiny within the group. The mutiny provided insights into tensions that are…

The Effects of Gender Variety and Power Disparity on Group Cognitive Complexity in Collaborative Learning Groups

ERIC Educational Resources Information Center

Curseu, Petru Lucian; Sari, Kimzana

2015-01-01

This study sets up to test the extent to which gender variety moderates the impact of power disparity on group cognitive complexity (GCC) and satisfaction with the group in a collaborative learning setting. Using insights from gender differences in perceptions, orientations and conflict handling behavior in negotiation, as well as gender…

"You Don't Have to Like Me, but You Have to Respect Me": The Impacts of Assertiveness, Cooperativeness, and Group Satisfaction in Collaborative Assignments

ERIC Educational Resources Information Center

Lambertz-Berndt, Megan M.; Blight, Michael G.

2016-01-01

This study investigates cooperativeness, assertiveness, group satisfaction, leader grade, and leadership negotiation in a collaborative assignment conducted in a small group. Researchers manipulated the assignment of team members who reported on measures of group satisfaction and original scales of assertiveness and cooperativeness. Respondents…

Active living collaboratives in the United States: understanding characteristics, activities, and achievement of environmental and policy change.

PubMed

Litt, Jill S; Reed, Hannah L; Tabak, Rachel G; Zieff, Susan G; Eyler, Amy A; Lyn, Rodney; Goins, Karin Valentine; Gustat, Jeanette; Tompkins, Nancy O'Hara

2013-01-01

Changing the built environment to promote active lifestyles requires collaboration among diverse sectors. Multisectoral collaborative groups in the United States promote active lifestyles through environmental and policy changes. The objective of this study was to examine the characteristics of these collaborative groups and the extent to which they have achieved change. We identified, recruited, and interviewed the coordinators of active living collaborative groups in the United States. We used descriptive statistics to characterize groups by composition, stakeholder engagement, and the extent of environmental and policy change in 8 strategic areas. Fifty-nine groups from 22 states participated in the study. Most groups had a diverse set of partners and used a range of activities to advance their agendas. Most groups achieved some form of environmental or policy change. On average, groups reported working on 5 strategy areas; parks and recreation (86%) and Safe Routes to School (85%) were named most frequently. More than half of groups reported their environmental initiatives as either in progress or completed. Groups reported the most success in changing policy for public plazas, street improvements, streetscaping, and parks, open space, and recreation. Complete Streets policy and zoning ordinances were the most frequently cited policy types. Engaging in media activities and the policy-making process in addition to engaging stakeholders appear to influence success in achieving change. Although many groups successfully worked on parks and recreation improvements, opportunities remain in other areas, including transit and infill and redevelopment. Additional time and resources may be critical to realizing these types of changes.

Active Living Collaboratives in the United States: Understanding Characteristics, Activities, and Achievement of Environmental and Policy Change

PubMed Central

Reed, Hannah L.; Tabak, Rachel G.; Zieff, Susan G.; Eyler, Amy A.; Lyn, Rodney; Goins, Karin Valentine; Gustat, Jeanette; Tompkins, Nancy O’Hara

2013-01-01

Introduction Changing the built environment to promote active lifestyles requires collaboration among diverse sectors. Multisectoral collaborative groups in the United States promote active lifestyles through environmental and policy changes. The objective of this study was to examine the characteristics of these collaborative groups and the extent to which they have achieved change. Methods We identified, recruited, and interviewed the coordinators of active living collaborative groups in the United States. We used descriptive statistics to characterize groups by composition, stakeholder engagement, and the extent of environmental and policy change in 8 strategic areas. Results Fifty-nine groups from 22 states participated in the study. Most groups had a diverse set of partners and used a range of activities to advance their agendas. Most groups achieved some form of environmental or policy change. On average, groups reported working on 5 strategy areas; parks and recreation (86%) and Safe Routes to School (85%) were named most frequently. More than half of groups reported their environmental initiatives as either in progress or completed. Groups reported the most success in changing policy for public plazas, street improvements, streetscaping, and parks, open space, and recreation. Complete Streets policy and zoning ordinances were the most frequently cited policy types. Engaging in media activities and the policy-making process in addition to engaging stakeholders appear to influence success in achieving change. Conclusion Although many groups successfully worked on parks and recreation improvements, opportunities remain in other areas, including transit and infill and redevelopment. Additional time and resources may be critical to realizing these types of changes. PMID:23391295

Collaboration space division in collaborative product development based on a genetic algorithm

NASA Astrophysics Data System (ADS)

Qian, Xueming; Ma, Yanqiao; Feng, Huan

2018-02-01

The advance in the global environment, rapidly changing markets, and information technology has created a new stage for design. In such an environment, one strategy for success is the Collaborative Product Development (CPD). Organizing people effectively is the goal of Collaborative Product Development, and it solves the problem with certain foreseeability. The development group activities are influenced not only by the methods and decisions available, but also by correlation among personnel. Grouping the personnel according to their correlation intensity is defined as collaboration space division (CSD). Upon establishment of a correlation matrix (CM) of personnel and an analysis of the collaboration space, the genetic algorithm (GA) and minimum description length (MDL) principle may be used as tools in optimizing collaboration space. The MDL principle is used in setting up an object function, and the GA is used as a methodology. The algorithm encodes spatial information as a chromosome in binary. After repetitious crossover, mutation, selection and multiplication, a robust chromosome is found, which can be decoded into an optimal collaboration space. This new method can calculate the members in sub-spaces and individual groupings within the staff. Furthermore, the intersection of sub-spaces and public persons belonging to all sub-spaces can be determined simultaneously.

[Impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion].

PubMed

Tian, Haomei; Shen, Jing; Shi, Jia; Liu, Mi; Wang, Chao; Liu, Jinzhi; Chen, Chutao

2016-11-12

To explore the impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion . Six classes in Hunan University of CM of 2012 grade Chinese medicine department were randomized into an observation group and a control group, 3 classes in each one. In the observation group, the collaborative teaching method was adopted, in which, different teaching modes were used according to the characteristics of each chapter and the study initiative of students was predominated. In the control group, the traditional teaching method was used, in which, the class teaching was the primary and the practice was the secondary in the section of techniques of acupuncture and moxibustion. The results of each curriculum and the total results were compared between the two groups during the whole semester. Compared with the control group, in the observation group, the total achievements of curriculum and case analysis combined with the total result of the theory examination were apparently improved (both P <0.01). The collaborative teaching method improves the comprehensive ability of students and provides a new approach to the teaching of Acupuncture and Moxibustion .

Elements of a collaborative systems model within the aerospace industry

NASA Astrophysics Data System (ADS)

Westphalen, Bailee R.

2000-10-01

Scope and method of study. The purpose of this study was to determine the components of current aerospace collaborative efforts. There were 44 participants from two selected groups surveyed for this study. Nineteen were from the Oklahoma Air National Guard based in Oklahoma City representing the aviation group. Twenty-five participants were from the NASA Johnson Space Center in Houston representing the aerospace group. The surveys for the aviation group were completed in reference to planning missions necessary to their operations. The surveys for the aerospace group were completed in reference to a well-defined and focused goal from a current mission. A questionnaire was developed to survey active participants of collaborative systems in order to consider various components found within the literature. Results were analyzed and aggregated through a database along with content analysis of open-ended question comments from respondents. Findings and conclusions. This study found and determined elements of a collaborative systems model in the aerospace industry. The elements were (1) purpose or mission for the group or team; (2) commitment or dedication to the challenge; (3) group or team meetings and discussions; (4) constraints of deadlines and budgets; (5) tools and resources for project and simulations; (6) significant contributors to the collaboration; (7) decision-making formats; (8) reviews of project; (9) participants education and employment longevity; (10) cross functionality of team or group members; (11) training on the job plus teambuilding; (12) other key elements identified relevant by the respondents but not included in the model such as communication and teamwork; (13) individual and group accountability; (14) conflict, learning, and performance; along with (15) intraorganizational coordination. These elements supported and allowed multiple individuals working together to solve a common problem or to develop innovation that could not have been accomplished individually. Comparing the relationship of the elements of the aerospace collaborative model with those of the various authors in the literature, it is found that the aerospace model is a more comprehensive configuration of elements and has added to the definition of collaboration found in the literature. Further, findings of relevant elements were indicated by the high response incidence of those individuals within the collaborative system. They were elements that were nearly unanimously identified as relevant by those within aerospace collaborative systems included having a stated purpose or mission for the project; working within completion deadlines; and coordinating with other departments within the organization. Furthermore, relevant terms correlating to the model as indicated by the high incidence of appearance in the respondents' comments were training, communication, commitment, and teamwork. There were also found to be variable distinctions specific to each collaborative context. The survey results suggested the multilevel overlapping of the multiple elements within the aerospace collaborative system model along with distinct context variables. Further research is necessary to refine the model and to provide additional information upon this established foundation.

Mnemonic transmission, social contagion, and emergence of collective memory: Influence of emotional valence, group structure, and information distribution.

PubMed

Choi, Hae-Yoon; Kensinger, Elizabeth A; Rajaram, Suparna

2017-09-01

Social transmission of memory and its consequence on collective memory have generated enduring interdisciplinary interest because of their widespread significance in interpersonal, sociocultural, and political arenas. We tested the influence of 3 key factors-emotional salience of information, group structure, and information distribution-on mnemonic transmission, social contagion, and collective memory. Participants individually studied emotionally salient (negative or positive) and nonemotional (neutral) picture-word pairs that were completely shared, partially shared, or unshared within participant triads, and then completed 3 consecutive recalls in 1 of 3 conditions: individual-individual-individual (control), collaborative-collaborative (identical group; insular structure)-individual, and collaborative-collaborative (reconfigured group; diverse structure)-individual. Collaboration enhanced negative memories especially in insular group structure and especially for shared information, and promoted collective forgetting of positive memories. Diverse group structure reduced this negativity effect. Unequally distributed information led to social contagion that creates false memories; diverse structure propagated a greater variety of false memories whereas insular structure promoted confidence in false recognition and false collective memory. A simultaneous assessment of network structure, information distribution, and emotional valence breaks new ground to specify how network structure shapes the spread of negative memories and false memories, and the emergence of collective memory. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effects of Feeding Back the Motivation of a Collaboratively Learning Group

ERIC Educational Resources Information Center

Schoor, Cornelia; Kownatzki, Salome; Narciss, Susanne; Körndle, Hermann

2014-01-01

Introduction: Motivation is an important issue in both face-to-face and computer-supported collaborative learning. There are several approaches for enhancing motivation, including group awareness tools that provide feedback on the group's motivation. However, this feedback was rarely unconfounded with other constructs. Additionally, it is…

Collaborative Teaching and Learning through Multi-Institutional Integrated Group Projects

ERIC Educational Resources Information Center

Long, Suzanna K.; Carlo, Héctor J.

2013-01-01

This teaching brief describes an innovative multi-institutional initiative through which integrated student groups from different courses collaborate on a common course project. In this integrated group project, students are asked to design a decentralized manufacturing organization for a company that will manufacture industrial Proton-Exchange…

We Scrum Every Day: Using Scrum Project Management Framework for Group Projects

ERIC Educational Resources Information Center

Pope-Ruark, Rebecca

2012-01-01

Collaborative group projects have documented learning benefits, yet collaboration is challenging for students because the educational system values individual achievement. This article explores Scrum, an approach to framing, planning, and managing group projects used in Web-software development. Designed for multi-faceted projects, this approach…

Incidence of Group Awareness Information on Students' Collaborative Learning Processes

ERIC Educational Resources Information Center

Pifarré, M.; Cobos, R.; Argelagós, E.

2014-01-01

This paper studies how the integration of group awareness tools in the knowledge management system called KnowCat (Knowledge Catalyser), which promotes collaborative knowledge construction, may both foster the students' perception about the meaningfulness of visualization of group awareness information and promote better collaborative…

Improving Collaborative Learning in the Classroom: Text Mining Based Grouping and Representing

ERIC Educational Resources Information Center

Erkens, Melanie; Bodemer, Daniel; Hoppe, H. Ulrich

2016-01-01

Orchestrating collaborative learning in the classroom involves tasks such as forming learning groups with heterogeneous knowledge and making learners aware of the knowledge differences. However, gathering information on which the formation of appropriate groups and the creation of graphical knowledge representations can be based is very effortful…

Working with Difference in Online Collaborative Groups

ERIC Educational Resources Information Center

Smith, Regina O.

2005-01-01

This qualitative cross-case study explored the experiences that learners describe within online collaborative groups. The study context was a fully online graduate course on adult learning. The findings suggest that the small online groups demonstrated dynamics and process that are characteristic of individual growth and development and group…

Collaborative Processes in Species Identification Using an Internet-Based Taxonomic Resource

ERIC Educational Resources Information Center

Kontkanen, Jani; Kärkkäinen, Sirpa; Dillon, Patrick; Hartikainen-Ahia, Anu; Åhlberg, Mauri

2016-01-01

Visual databases are increasingly important resources through which individuals and groups can undertake species identification. This paper reports research on the collaborative processes undertaken by pre-service teacher students when working in small groups to identify birds using an Internet-based taxonomic resource. The student groups are…

Leading through Collaboration: Guiding Groups to Productive Solutions

ERIC Educational Resources Information Center

Glaser, John P.

2004-01-01

Any group has the potential for mistrust, suspicion, and rancor, and so effective leadership involves developing attitudes that guide groups to recognize and work through conflict in order to maximize the potential for collaboration. This book offers practical guidance to leaders encountering conflict in their organizations. Based on years of…

Collaborative Learning: Sourcebook for Collaborative Learning in the Arts and Sciences at Indiana University.

ERIC Educational Resources Information Center

Hamilton, Sharon J., Ed.; Hansen, Edmund J., Ed.

This sourcebook, prepared by the Intercampus Group on Collaborative Learning of Indiana University, offers suggestions to those who are already familiar with collaborative learning, but want to know how others are responding to the same or similar challenges. Papers are presented that examine general issues of collaborative learning in the Arts…

Collaborative testing: assessing teamwork and critical thinking behaviors in baccalaureate nursing students.

PubMed

Wiggs, Carol M

2011-04-01

The purpose of this study was to foster teamwork and critical thinking behaviors in baccalaureate nursing students using a collaborative testing environment. Collaborative testing affords the nurse educator a unique opportunity to actively influence the development of critical thinking skills directly influencing the nursing student's ability to solve complex patient problems. Using a quasi-experimental approach exam scores from students in prior semesters were compared to students in several semesters using collaborative testing in one undergraduate course taught by the same faculty. In the experimental group collaborative testing was used in the two unit examinations, while the final examination remained individual. For collaborative testing the students were grouped by random assignment. They were not allowed the use of notes, textbooks, or other resource materials. Any student who wished to work alone was allowed do so and any student coming late (within 15 min of examination beginning) was required to work alone. Each student submitted individual examination answer forms, and groups were not required to reach consensus. Collaborative testing is one means to foster critical thinking by allowing students to solve complex patient problems within an examination environment. This better prepares them for national certification exams. Copyright © 2010 Elsevier Ltd. All rights reserved.

Assessing Online Collaborative Discourse.

PubMed

Breen, Henny

2015-01-01

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim's Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (a) idea generating; (b) idea organizing; and (c) intellectual convergence. The transcripts of asynchronous discussions from a 2-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student's ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated. © 2014 Wiley Periodicals, Inc.

Strangers and Friends: Collaborative Play in World of Warcraft

NASA Astrophysics Data System (ADS)

Nardi, Bonnie; Harris, Justin

We analyze collaborative play in an online video game, World of Warcraft, the most popular multiplayer video game with 11 million players in Asia, North America, Europe, and Australia. Based on an immersive ethnographic study, we describe how the social organization of the game and player culture affect players' enjoyment and learning of the game. We discovered that play is characterized by a multiplicity of collaborations from brief informal encounters to highly organized play in structured groups. The variety of collaborations makes the game more fun and provides rich learning opportunities. We contrast these varied collaborations, including those with strangers, to the “gold standard” of Gemeinschaft-like communities of close relations in tightknit groups.

Short-term and long-term collaboration benefits on individual recall in younger and older adults

PubMed Central

Stern, Yaakov

2011-01-01

A recent study of younger adults suggests that, compared to repeated individual recall trials, repeated collaborative recall trials produce better individual recall after a short delay (Blumen & Rajaram, 2008). Our study was designed to determine if such collaboration benefits would remain after a one-week delay, in both younger and older adults. Sixty younger (M age = 24.60) and 60 older (M age = 67.35) adults studied a list of words and then completed either two collaborative recall trials followed by two individual recall trials, or four individual recall trials. A five-min delay was inserted between the first three recall trials. The fourth recall trial was administered 1 week later. Collaborative recall was completed in groups of three individuals working together. Both younger and older adults benefitted from repeated collaborative recall trials to a greater extent than repeated individual recall trials, and such collaboration benefits remained after a one-week delay. This is the first demonstration of collaboration benefits on later individual recall at delays as long as 1 week, in both younger and older adults. Findings are discussed within the context of the negative effects of collaboration associated with group memory (collaborative inhibition) and the positive effects of collaboration associated with later individual memory (collaboration benefits). PMID:21264617

Short-term and long-term collaboration benefits on individual recall in younger and older adults.

PubMed

Blumen, Helena M; Stern, Yaakov

2011-01-01

A recent study of younger adults suggests that, compared to repeated individual recall trials, repeated collaborative recall trials produce better individual recall after a short delay (Blumen & Rajaram, 2008). Our study was designed to determine if such collaboration benefits would remain after a one-week delay, in both younger and older adults. Sixty younger (M age = 24.60) and 60 older (M age = 67.35) adults studied a list of words and then completed either two collaborative recall trials followed by two individual recall trials, or four individual recall trials. A five-min delay was inserted between the first three recall trials. The fourth recall trial was administered 1 week later. Collaborative recall was completed in groups of three individuals working together. Both younger and older adults benefitted from repeated collaborative recall trials to a greater extent than repeated individual recall trials, and such collaboration benefits remained after a one-week delay. This is the first demonstration of collaboration benefits on later individual recall at delays as long as 1 week, in both younger and older adults. Findings are discussed within the context of the negative effects of collaboration associated with group memory (collaborative inhibition) and the positive effects of collaboration associated with later individual memory (collaboration benefits).

Questioning the significance of the non-identity problem in applied ethics.

PubMed

Lawlor, Rob

2015-11-01

Authors such as Tony Hope and Julian Savulescu appeal to Derek Parfit's non-identity problem in relation to particular questions in applied ethics, and particularly in reproductive ethics. They argue that the non-identity problem shows that an individual cannot be harmed by being brought into existence, and therefore, we cannot say that the individual is harmed if, for example, we select an embryo in order to have a deaf child. Thus, they argue that an appeal to the non-identity problem blocks (or significantly reduces the force of) objections in a number of cases. I argue that these discussions often give the impression that this is a clear conclusion, shared by most philosophers, and largely beyond dispute. This is particularly significant because these discussions are often in journals or books with an interdisciplinary readership. My concern is that they give the impression of stating: 'philosophers have studied this issue, and this is the conclusion they have reached. Now I will emphasise the implications for medical ethics'. I argue that, far from being the consensus view, the view presented by Hope and Savulescu is rejected by many, including Parfit himself. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Integrated Computational Solution for Predicting Skin Sensitization Potential of Molecules

PubMed Central

Desai, Aarti; Singh, Vivek K.; Jere, Abhay

2016-01-01

Introduction Skin sensitization forms a major toxicological endpoint for dermatology and cosmetic products. Recent ban on animal testing for cosmetics demands for alternative methods. We developed an integrated computational solution (SkinSense) that offers a robust solution and addresses the limitations of existing computational tools i.e. high false positive rate and/or limited coverage. Results The key components of our solution include: QSAR models selected from a combinatorial set, similarity information and literature-derived sub-structure patterns of known skin protein reactive groups. Its prediction performance on a challenge set of molecules showed accuracy = 75.32%, CCR = 74.36%, sensitivity = 70.00% and specificity = 78.72%, which is better than several existing tools including VEGA (accuracy = 45.00% and CCR = 54.17% with ‘High’ reliability scoring), DEREK (accuracy = 72.73% and CCR = 71.44%) and TOPKAT (accuracy = 60.00% and CCR = 61.67%). Although, TIMES-SS showed higher predictive power (accuracy = 90.00% and CCR = 92.86%), the coverage was very low (only 10 out of 77 molecules were predicted reliably). Conclusions Owing to improved prediction performance and coverage, our solution can serve as a useful expert system towards Integrated Approaches to Testing and Assessment for skin sensitization. It would be invaluable to cosmetic/ dermatology industry for pre-screening their molecules, and reducing time, cost and animal testing. PMID:27271321

Carbamates and ICH M7 classification: Making use of expert knowledge.

PubMed

Hemingway, Rachel; Fowkes, Adrian; Williams, Richard V

2017-06-01

Carbamates are widely used in the chemical industry so understanding their toxicity is important to safety assessment. Carbamates have been associated with certain toxicities resulting in publication of structural alerts, including alerts for mutagenicity. Structural alerts for bacterial mutagenicity can be used in combination with statistical systems to enable ICH M7 classification, which allows assessment of the genotoxic risk posed by pharmaceutical impurities. This study tested a hypothetical bacterial mutagenicity alert for carbamates and examined the impact it would have on ICH M7 classifications using (Q)SAR predictions from the expert rule-based system Derek Nexus and the statistical-based system Sarah Nexus. Public datasets have a low prevalence of mutagenic carbamates, which highlighted that systems containing an alert for carbamates perform poorly for achieving correct ICH M7 classifications. Carbamates are commonly used as protecting groups and proprietary datasets containing such compounds were also found to have a low prevalence of mutagenic compounds. Expert review of the mutagenic compounds established that mutagenicity was often only observed under certain (non-standard) conditions and more generally that the Ames test may be a poor predictor for the risk of carcinogenicity posed by chemicals in this class. Overall a structural alert for the in vitro bacterial mutagenesis of carbamates does not benefit workflows for assigning ICH M7 classification to impurities. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Collaborative Learning in Higher Education: Evoking Positive Interdependence.

PubMed

Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students. © 2016 K. Scager et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: a pilot study.

PubMed

Lin, Yu-Chih; Chan, Te-Fu; Lai, Chung-Sheng; Chin, Chi-Chun; Chou, Fan-Hao; Lin, Hui-Ju

2013-09-01

Clinical ethic situations in modern multiprofessional healthcare systems may involve different healthcare professions who work together for patient care. The undergraduate interprofessional education of clinical ethics would help to incubate healthcare students' ability of interprofessional collaboration in solving ethical problems. However, the impact from an interprofessional educational model on student's attitudes and confidence of interprofessional collaboration should be carefully evaluated during the process of curricular development. This study aimed to conduct a pilot interprofessional PBL curriculum of clinical ethics and evaluate the curricular impact on interprofessional students' attitude and confidence of collaborative teamwork. Thirty-six medical and nursing students volunteered to participate in this study and were divided into three groups (medical group, nursing group, and mixed group). Tutors were recruited from the Medical School and the College of Nursing. The pilot curriculum included one lecture of clinical ethics, one PBL case study with two tutorial sessions, and one session of group discussion and feedback. A narrative story with multiple story lines and a multiperspective problem analysis tool were used in the PBL tutorials. The students' self-evaluation of learning questionnaire was used to evaluate students' learning of clinical ethics and interprofessional collaborative skills and attitude. The internal consistency of the questionnaire was measured by Cronbach α, and the criterion-related validity of the questionnaire was evaluated through associations between the dimension scores with the student group by one-way analysis of variance test (ANOVA) test and Tukey-Kramer honestly significant difference (HSD) comparison. There was significant difference among different groups in students' ability and attitudes about "interprofessional communication and collaboration" (p = 0.0184). The scores in the mixed group (37.58 ± 3.26) were higher than the medical group (32.10 ± 4.98). In conclusion, our model for the interprofessional PBL curriculum of clinical ethics is practicable and will produce positive impacts on students' attitudes and confidence of interprofessional collaboration. Copyright © 2013. Published by Elsevier B.V.

Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay between Quality of Social Regulation and Group Processes

ERIC Educational Resources Information Center

Rogat, Toni Kempler; Linnenbrink-Garcia, Lisa

2011-01-01

This study extends prior research on both individual self-regulation and socially shared regulation during group learning to examine the range and quality of the cognitive and behavioral social regulatory sub-processes employed by six small collaborative groups of upper-elementary students (n = 24). Qualitative analyses were conducted based on…

Dyadic Collaboration among Preschool-Age Children and the Benefits of Working with a More Socially Advanced Peer

ERIC Educational Resources Information Center

Park, Jeongeon; Lee, Jeonghwa

2015-01-01

Research Findings: This study examined the learning effects of collaborative group work under heterogeneous group composition among 5-year-old children, especially in terms of their social skills. To this end, the study utilized an experimental research design wherein 3 groups of differently composed dyads and a group of students who worked alone…

Meta-analysis and The Cochrane Collaboration: 20 years of the Cochrane Statistical Methods Group

PubMed Central

2013-01-01

The Statistical Methods Group has played a pivotal role in The Cochrane Collaboration over the past 20 years. The Statistical Methods Group has determined the direction of statistical methods used within Cochrane reviews, developed guidance for these methods, provided training, and continued to discuss and consider new and controversial issues in meta-analysis. The contribution of Statistical Methods Group members to the meta-analysis literature has been extensive and has helped to shape the wider meta-analysis landscape. In this paper, marking the 20th anniversary of The Cochrane Collaboration, we reflect on the history of the Statistical Methods Group, beginning in 1993 with the identification of aspects of statistical synthesis for which consensus was lacking about the best approach. We highlight some landmark methodological developments that Statistical Methods Group members have contributed to in the field of meta-analysis. We discuss how the Group implements and disseminates statistical methods within The Cochrane Collaboration. Finally, we consider the importance of robust statistical methodology for Cochrane systematic reviews, note research gaps, and reflect on the challenges that the Statistical Methods Group faces in its future direction. PMID:24280020

Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class

PubMed Central

Leight, Hayley; Saunders, Cheston; Calkins, Robin; Withers, Michelle

2012-01-01

Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals. PMID:23222835

Methodological Challenges for Collaborative Learning Research

ERIC Educational Resources Information Center

Strijbos, Jan-Willem; Fischer, Frank

2007-01-01

Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is…

Undergraduate Students' Perceptions of Collaborative Learning in a Differential Equations Mathematics Course

ERIC Educational Resources Information Center

Hajra, Sayonita Ghosh; Das, Ujjaini

2015-01-01

This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…

The Impact of Collaborative Reflections on Teachers' Inquiry Teaching

ERIC Educational Resources Information Center

Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao

2013-01-01

This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through…

Supporting Mobile Collaborative Activities through Scaffolded Flexible Grouping

ERIC Educational Resources Information Center

Boticki, Ivica; Looi, Chee-Kit; Wong, Lung-Hsiang

2011-01-01

Within the field of Mobile Computer-Supported Collaborative Learning (mCSCL), we are interested in exploring the space of collaborative activities that enable students to practice communication, negotiation and decision-making skills. Collaboration is via learning activities that circumvent the constraints of fixed seating or locations of…

The impact of group membership on collaborative learning with wikis.

PubMed

Matschke, Christina; Moskaliuk, Johannes; Kimmerle, Joachim

2013-02-01

The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed.

The Impact of Group Membership on Collaborative Learning with Wikis

PubMed Central

Matschke, Christina; Moskaliuk, Johannes

2013-01-01

Abstract The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed. PMID:23113690

Collective action and the collaborative brain

PubMed Central

Gavrilets, Sergey

2015-01-01

Humans are unique both in their cognitive abilities and in the extent of cooperation in large groups of unrelated individuals. How our species evolved high intelligence in spite of various costs of having a large brain is perplexing. Equally puzzling is how our ancestors managed to overcome the collective action problem and evolve strong innate preferences for cooperative behaviour. Here, I theoretically study the evolution of social-cognitive competencies as driven by selection emerging from the need to produce public goods in games against nature or in direct competition with other groups. I use collaborative ability in collective actions as a proxy for social-cognitive competencies. My results suggest that collaborative ability is more likely to evolve first by between-group conflicts and then later be utilized and improved in games against nature. If collaborative abilities remain low, the species is predicted to become genetically dimorphic with a small proportion of individuals contributing to public goods and the rest free-riding. Evolution of collaborative ability creates conditions for the subsequent evolution of collaborative communication and cultural learning. PMID:25551149

Face-to-Face Contact at the Midpoint of an Online Collaboration: Its Impact on the Patterns of Participation, Interaction, Affect, and Behavior over Time

ERIC Educational Resources Information Center

Michinov, Nicolas; Michinov, Estelle

2008-01-01

This paper describes some of the consequences of introducing a face-to-face contact during an online collaborative learning session. Previous research on the development of online groups has suggested a critical transition period at the midpoint of a collaborative task in which group members redefine their behavior. The purpose of the present…

Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

PubMed

De Leng, Bas; Gijlers, Hannie

2015-05-01

To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.

Collaborative testing as a learning strategy in nursing education: a review of the literature.

PubMed

Sandahl, Sheryl S

2009-01-01

Nurses are important members of a patient's interprofessional health care team. A primary goal of nursing education is to prepare nursing professionals who can work collaboratively with other team members for the benefit of the patient. Collaborative learning strategies provide students with opportunities to learn and practice collaboration. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision-making, and group processing skills. This article reviews the theoretical basis for collaborative learning and research on collaborative testing in nursing education.

Communication, Collaboration, and Enhancing the Learning Experience: Developing a Collaborative Virtual Enquiry Service in University Libraries in the North of England

ERIC Educational Resources Information Center

Jolly, Liz; White, Sue

2016-01-01

This article uses the case study of developing a collaborative "out-of-hours" virtual enquiry service by members of the Northern Collaboration Group of academic libraries in the north of England to explore the importance of communication and collaboration between academic library services in enhancing student learning. Set within the…

How do students implement collaborative testing in real-world contexts?

PubMed

Wissman, Kathryn T; Rawson, Katherine A

2016-01-01

Recent research has explored the effects of collaborative testing, showing costs and benefits during learning and for subsequent memory. However, no prior research is informative about whether and how students use collaborative testing in real-world contexts. Accordingly, the primary purpose of the current research was to explore the extent to which students use collaborative testing during self-regulated learning. We conducted three surveys (n = 692 across three samples) asking students about their use of collaborative testing, with a particular interest in conditions under which students report implementing collaborative testing. Among the key outcomes, a majority of students reported using collaborative testing when studying in a group. Additionally, students reported that key term definitions are the material most often used during collaborative testing. Students are also more motivated to use testing and believe testing is more effective and more fun when implemented in a group versus alone. Outcomes also shed light on metacognitive components of collaborative testing, with the student asking (versus answering) the question making the monitoring judgement whereas both students make the control decision about when to terminate practice. We discuss ways in which the collaborative memory literature can be extended to support more successful student learning.

Using Collaborative Engineering to Inform Collaboration Engineering

NASA Technical Reports Server (NTRS)

Cooper, Lynne P.

2012-01-01

Collaboration is a critical competency for modern organizations as they struggle to compete in an increasingly complex, global environment. A large body of research on collaboration in the workplace focuses both on teams, investigating how groups use teamwork to perform their task work, and on the use of information systems to support team processes ("collaboration engineering"). This research essay presents collaboration from an engineering perspective ("collaborative engineering"). It uses examples from professional and student engineering teams to illustrate key differences in collaborative versus collaboration engineering and investigates how challenges in the former can inform opportunities for the latter.

Overcoming Cross-Cultural Group Work Tensions: Mixed Student Perspectives on the Role of Social Relationships

ERIC Educational Resources Information Center

Mittelmeier, Jenna; Rienties, Bart; Tempelaar, Dirk; Whitelock, Denise

2018-01-01

As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging…

Implementing Reading Strategies Based on Collaborative Learning Approach in an English Class

ERIC Educational Resources Information Center

Suwantharathip, Ornprapat

2015-01-01

The present study investigated the effects of reading strategies based on collaborative learning approach on students' reading comprehension and reading strategy use. The quasi-experimental research study was performed with two groups of students. While the control group was taught in the traditional way, the experimental group received reading…

Graduate Students' Knowledge Construction and Attitudes toward Online Synchronous Videoconferencing Collaborative Learning Environments

ERIC Educational Resources Information Center

Akarasriworn, Chatchada; Ku, Heng-Yu

2013-01-01

This study investigated 28 graduate students' knowledge construction and attitudes toward online synchronous videoconferencing collaborative learning environments. These students took an online course, self-selected 3 or 4 group members to form groups, and worked on projects across 16 weeks. Each group utilized Elluminate "Live!" for the…

Effects of Collaborative Activities on Group Identity in Virtual World

ERIC Educational Resources Information Center

Park, Hyungsung; Seo, Sumin

2013-01-01

The purpose of this study was to analyze the effects of collaborative activities on group identity in a virtual world such as "Second Life." To achieve this purpose, this study adopted events that promoted participants' interactions using tools inherent in "Second Life." The interactive tools given to the control group in this…

Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups

ERIC Educational Resources Information Center

Sullivan, Florence R.; Wilson, Nicholas C.

2015-01-01

This case study examines the role of playful talk in negotiating the "how" of collaborative group work in a 6th-grade science classroom. Here we develop and test a Vygotsky-derived hypothesis that postulates playful talk as a mechanism for identity exploration and group status negotiation. Our findings indicate that students utilized the…

Peer Learning Group among College Voice Majors: Collaborative Inquiry Case Study

ERIC Educational Resources Information Center

Jung, Joo Yeon

2013-01-01

This collaborative inquiry case study investigated a pre-existing peer learning group composed of five Korean college voice students and a non-musician facilitator. The group was chosen for this research to understand the implications of a diversified learning context in addition to the typical master-apprenticeship context of higher music…

Integrating the Beliefs of Dewey, Lewin, and Rogers into a Rationale for Effective Group Leadership.

ERIC Educational Resources Information Center

Grove, Richard W.

1992-01-01

Presents a rationale for effective group leadership grounded in John Withall's articulation of selected beliefs of John Dewey, Kurt Lewin, and Carl Rogers. Teachers and administrators need more and better preparation in collaborative inquiry. Knowledge and skills in collaborative inquiry should undergird the successful functioning of groups of…

Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study.

PubMed

Hommes, J; Van den Bossche, P; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2014-10-01

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within and over three periods in the first 1,5 study years of an undergraduate curriculum. Next, a qualitative study using semi-structured individual interviews focused on detailed development of group processes driving collaborative learning during one period in seven tutorial groups. The hierarchic multilevel analyses of the quantitative data showed that a varying combination of group processes developed within and over the three observed periods. The qualitative study illustrated development in psychological safety, interdependence, potency, group learning behaviour, social and task cohesion. Two new processes emerged: 'transactive memory' and 'convergence in mental models'. The results indicate that groups are dynamic social systems with numerous contextual influences. Future research should thus include time as an important influence on collaborative learning. Practical implications are discussed.

Independent but coordinated trials: insights from the practice-based Opportunities for Weight Reduction Trials Collaborative Research Group.

PubMed

Yeh, Hsin-Chieh; Clark, Jeanne M; Emmons, Karen E; Moore, Reneé H; Bennett, Gary G; Warner, Erica T; Sarwer, David B; Jerome, Gerald J; Miller, Edgar R; Volger, Sheri; Louis, Thomas A; Wells, Barbara; Wadden, Thomas A; Colditz, Graham A; Appel, Lawrence J

2010-08-01

The National Heart, Lung, and Blood Institute (NHLBI) funded three institutions to conduct effectiveness trials of weight loss interventions in primary care settings. Unlike traditional multi-center clinical trials, each study was established as an independent trial with a distinct protocol. Still, efforts were made to coordinate and standardize several aspects of the trials. The three trials formed a collaborative group, the 'Practice-based Opportunities for Weight Reduction (POWER) Trials Collaborative Research Group.' We describe the common and distinct features of the three trials, the key characteristics of the collaborative group, and the lessons learned from this novel organizational approach. The Collaborative Research Group consists of three individual studies: 'Be Fit, Be Well' (Washington University in St. Louis/Harvard University), 'POWER Hopkins' (Johns Hopkins), and 'POWER-UP' (University of Pennsylvania). There are a total of 15 participating clinics with ~1100 participants. The common primary outcome is change in weight at 24 months of follow-up, but each protocol has trial-specific elements including different interventions and different secondary outcomes. A Resource Coordinating Unit at Johns Hopkins provides administrative support. The Collaborative Research Group established common components to facilitate potential cross-site comparisons. The main advantage of this approach is to develop and evaluate several interventions, when there is insufficient evidence to test one or two approaches, as would be done in a traditional multi-center trial. The challenges of the organizational design include the complex decision-making process, the extent of potential data pooling, time intensive efforts to standardize reports, and the additional responsibilities of the DSMB to monitor three distinct protocols.

Comulang: towards a collaborative e-learning system that supports student group modeling.

PubMed

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2013-01-01

This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.

A Collaboration-Mediated Exploration of Nonnative L2 Teachers' Cognition of Language Teaching Methodology

ERIC Educational Resources Information Center

Tajeddin, Zia; Aryaeian, Nafeeseh

2017-01-01

The present study sought to investigate nonnative L2 teachers' cognition of teaching methodology based on their collaborative talks. Participants were 12 nonnative EFL teachers categorized into three collaborative discussion groups by their teaching experience. Collaborative discussions were aimed at exploring the participants' cognition of…

Implementing Collaborative Design in the Next Series of eLearning Platforms

ERIC Educational Resources Information Center

Kropf, Dorothy

2013-01-01

Collaborative design empowers learning management system (LMS) providers and end users (online students) to develop a vibrant teaching and learning community. Successful periodic collaborations utilizing collaborative web tools between these two pivotal groups can produce the next series of eLearning platforms that are fertile grounds for…

Regulating Collaboration in Teacher Education

ERIC Educational Resources Information Center

Dobber, Marjolein; Akkerman, Sanne F.; Verloop, Nico; Vermunt, Jan D.

2014-01-01

Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had…

Skills for Today: What We Know about Teaching and Assessing Collaboration

ERIC Educational Resources Information Center

Lai, Emily; DiCerbo, Kristen; Foltz, Peter

2017-01-01

Collaboration is increasingly identified as an important educational outcome, and most models of twenty-first-century skills include collaboration as a key skill (e.g., Griffin, McGaw, & Care, 2012; Pellegrino & Hilton, 2012; OECD PISA Collaborative Problem Solving Expert Working Group, 2013; Trilling & Fadel, 2009). Such widespread…

Flexibility in Macro-Scripts for Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Dillenbourg, P.; Tchounikine, P.

2007-01-01

In the field of computer-supported collaborative learning (CSCL), scripts are designed to support collaboration among distant learners or co-present learners whose interactions are (at least partially) mediated by a computer. The rationale of scripts is to structure collaborative learning processes in order to trigger group interactions that may…

42 CFR 418.56 - Condition of participation: Interdisciplinary group, care planning, and coordination of services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... collaboration with the attending physician (if any), the patient or representative, and the primary caregiver in... interdisciplinary group (in collaboration with the individual's attending physician, if any) must review, revise and...

The influence of multiple trials and computer-mediated communication on collaborative and individual semantic recall.

PubMed

Hinds, Joanne M; Payne, Stephen J

2018-04-01

Collaborative inhibition is a phenomenon where collaborating groups experience a decrement in recall when interacting with others. Despite this, collaboration has been found to improve subsequent individual recall. We explore these effects in semantic recall, which is seldom studied in collaborative retrieval. We also examine "parallel CMC", a synchronous form of computer-mediated communication that has previously been found to improve collaborative recall [Hinds, J. M., & Payne, S. J. (2016). Collaborative inhibition and semantic recall: Improving collaboration through computer-mediated communication. Applied Cognitive Psychology, 30(4), 554-565]. Sixty three triads completed a semantic recall task, which involved generating words beginning with "PO" or "HE" across three recall trials, in one of three retrieval conditions: Individual-Individual-Individual (III), Face-to-face-Face-to-Face-Individual (FFI) and Parallel-Parallel-Individual (PPI). Collaborative inhibition was present across both collaborative conditions. Individual recall in Recall 3 was higher when participants had previously collaborated in comparison to recalling three times individually. There was no difference between face-to-face and parallel CMC recall, however subsidiary analyses of instance repetitions and subjective organisation highlighted differences in group members' approaches to recall in terms of organisation and attention to others' contributions. We discuss the implications of these findings in relation to retrieval strategy disruption.

When Groups Decide to Use Asynchronous Online Discussions: Collaborative Learning and Social Presence under a Voluntary Participation Structure

ERIC Educational Resources Information Center

So, H.-J.

2009-01-01

The purpose of this study is to explore how groups decide to use asynchronous online discussion forums in a non-mandatory setting, and, after the group decision is made, how group members use online discussion forums to complete a collaborative learning project requiring complex data gathering and research processes. While a large body of research…

Group-Level Analysis on Multiplayer Game Collaboration: How Do the Individuals Shape the Group Interaction?

ERIC Educational Resources Information Center

Bluemink, Johanna; Hamalainen, Raija; Manninen, Tony; Jarvela, Sanna

2010-01-01

In this study, the aim was to examine how small-group collaboration is shaped by individuals interacting in a virtual multiplayer game. The data were collected from a design experiment in which six randomly divided groups of four university students played a voice-enhanced game lasting about 1 h. The "eScape" game was a social action adventure…

The Globalization of Cooperative Groups.

PubMed

Valdivieso, Manuel; Corn, Benjamin W; Dancey, Janet E; Wickerham, D Lawrence; Horvath, L Elise; Perez, Edith A; Urton, Alison; Cronin, Walter M; Field, Erica; Lackey, Evonne; Blanke, Charles D

2015-10-01

The National Cancer Institute (NCI)-supported adult cooperative oncology research groups (now officially Network groups) have a longstanding history of participating in international collaborations throughout the world. Most frequently, the US-based cooperative groups work reciprocally with the Canadian national adult cancer clinical trial group, NCIC CTG (previously the National Cancer Institute of Canada Clinical Trials Group). Thus, Canada is the largest contributor to cooperative groups based in the United States, and vice versa. Although international collaborations have many benefits, they are most frequently utilized to enhance patient accrual to large phase III trials originating in the United States or Canada. Within the cooperative group setting, adequate attention has not been given to the study of cancers that are unique to countries outside the United States and Canada, such as those frequently associated with infections in Latin America, Asia, and Africa. Global collaborations are limited by a number of barriers, some of which are unique to the countries involved, while others are related to financial support and to US policies that restrict drug distribution outside the United States. This article serves to detail the cooperative group experience in international research and describe how international collaboration in cancer clinical trials is a promising and important area that requires greater consideration in the future. Copyright © 2015 Elsevier Inc. All rights reserved.

The Globalization of Cooperative Groups

PubMed Central

Valdivieso, Manuel; Corn, Benjamin W.; Dancey, Janet E.; Wickerham, D. Lawrence; Horvath, L. Elise; Perez, Edith A.; Urton, Alison; Cronin, Walter M.; Field, Erica; Lackey, Evonne; Blanke, Charles D.

2015-01-01

The National Cancer Institute-supported adult cooperative oncology research groups (now officially Network groups) have a long-standing history of participating in international collaborations throughout the world. Most frequently, the U.S. based cooperative groups work reciprocally with the Canadian national adult cancer clinical trial group, NCIC CTG (previously the National Cancer Institute of Canada Clinical Trials Group). Thus, Canada is the largest contributor to cooperative groups based in the U.S., and vice versa. Although international collaborations have many benefits, they are most frequently utilized to enhance patient accrual to large phase III trials originating in the U.S. or Canada. Within the cooperative group setting, adequate attention has not been given to the study of cancers that are unique to countries outside the U.S. and Canada, such as those frequently associated with infections in Latin America, Asia and Africa. Global collaborations are limited by a number of barriers, some of which are unique to the countries involved, while others are related to financial support and to U.S. policies that restrict drug distribution outside the U.S. This manuscript serves to detail the cooperative group experience in international research and describe how international collaboration in cancer clinical trials is a promising and important area that requires greater consideration in the future. PMID:26433551

Differences That Make A Difference: A Study in Collaborative Learning

NASA Astrophysics Data System (ADS)

Touchman, Stephanie

Collaborative learning is a common teaching strategy in classrooms across age groups and content areas. It is important to measure and understand the cognitive process involved during collaboration to improve teaching methods involving interactive activities. This research attempted to answer the question: why do students learn more in collaborative settings? Using three measurement tools, 142 participants from seven different biology courses at a community college and at a university were tested before and after collaborating about the biological process of natural selection. Three factors were analyzed to measure their effect on learning at the individual level and the group level. The three factors were: difference in prior knowledge, sex and religious beliefs. Gender and religious beliefs both had a significant effect on post-test scores.

First Estimate of the Exoplanet Population from Kepler Observations

NASA Astrophysics Data System (ADS)

Borucki, William J.; Koch, D. G.; Batalha, N.; Caldwell, D.; Dunham, E. W.; Gautier, T. N., III; Howell, S. B.; Jenkins, J. M.; Marcy, G. W.; Rowe, J.; Charbonneau, D.; Ciardi, D.; Ford, E. B.; Christiansen, J. L.; Kolodziejczak, J.; Prsa, A.

2011-05-01

William J. Borucki, David G. Koch, Natalie Batalha, Derek Buzasi , Doug Caldwell, David Charbonneau, Jessie L. Christiansen, David R. Ciardi, Edward Dunham, Eric B. Ford, Steve Thomas N. Gautier III, Steve Howell, Jon M. Jenkins, Jeffery Kolodziejczak, Geoffrey W. Marcy, Jason Rowe, and Andrej Prsa A model was developed to provide a first estimate of the intrinsic frequency of planetary candidates based on the number of detected planetary candidates and the measured noise for each of the 156,000 observed stars. The estimated distributions for the exoplanet frequency are presented with respect to the semi-major axis and the stellar effective temperature and represent values appropriate only to short-period candidates. Improved estimates are expected after a Monte Carlo study of the sensitivity of the data analysis pipeline to transit signals injected at the pixel level is completed.

Collaboration for Actionable Climate Science in Hawaii and the US-Affiliated Pacific Islands

NASA Astrophysics Data System (ADS)

Keener, V. W.; Grecni, Z. N.; Helweg, D. A.

2016-12-01

Hawaii and the US-Affiliated Pacific Islands (USAPI) encompass more than 2000 islands spread across millions of square miles of ocean. Islands can be high volcanic or low atolls, and vary widely in terms of geography, climate, ecology, language, culture, economies, government, and vulnerability to climate change impacts. For these reasons, meaningful collaboration across research groups and climate organizations is not only helpful, it is mandatory. No single group can address all the needs of every island, stakeholder, or sector, which has led to close collaboration and leveraging of research in the region to fill different niches. The NOAA-funded Pacific Regional Integrated Sciences & Assessments (RISA) program, DOI Pacific Islands Climate Science Center (PICSC), and the DOI LCC the Pacific Islands Climate Change Cooperative (PICCC) all take a stakeholder oriented approach to climate research, and have successfully collaborated on both specific projects and larger initiatives. Examples of these collaborations include comprising the core team of the Pacific Islands Regional Climate Assessment (PIRCA), the regional arm of the US National Climate Assessment, co-sponsoring a workshop on regional downscaling for scientists and managers, leveraging research projects across multiple sectors on a single island, collaborating on communication products such as handouts and websites to ensure a consistent message, and in the case of the Pacific RISA and the PICSC, jointly funding a PIRCA Sustained Assessment Specialist position. Barriers to collaboration have been around topics such as roles of research versus granting groups, perceived research overlap, and funding uncertainties. However, collaborations have been overwhelming positive in the Pacific Islands region due to communication, recognition of partners' strengths and expertise, and especially because of the "umbrella" organization and purpose provided by the PIRCA structure, which provides a shared platform for all regional groups working on climate science and adaptation, not owned by any one group. This work will give examples of successes and barriers encountered in the region.

Dynamics of human categorization in a collaborative tagging system: How social processes of semantic stabilization shape individual sensemaking.

PubMed

Ley, Tobias; Seitlinger, Paul

2015-10-01

We study how categories form and develop over time in a sensemaking task by groups of students employing a collaborative tagging system. In line with distributed cognition theories, we look at both the tags students use and their strength of representation in memory. We hypothesize that categories get more differentiated over time as students learn, and that semantic stabilization on the group level (i.e. the convergence in the use of tags) mediates this relationship. Results of a field experiment that tested the impact of topic study duration on the specificity of tags confirms these hypotheses, although it was not study duration that produced this effect, but rather the effectiveness of the collaborative taxonomy the groups built. In the groups with higher levels of semantic stabilization, we found use of more specific tags and better representation in memory. We discuss these findings with regard to the important role of the information value of tags that would drive both the convergence on the group level as well as a shift to more specific levels of categorization. We also discuss the implication for cognitive science research by highlighting the importance of collaboratively built artefacts in the process of how knowledge is acquired, and implications for educational applications of collaborative tagging environments.

Dynamics of human categorization in a collaborative tagging system: How social processes of semantic stabilization shape individual sensemaking

PubMed Central

Ley, Tobias; Seitlinger, Paul

2015-01-01

We study how categories form and develop over time in a sensemaking task by groups of students employing a collaborative tagging system. In line with distributed cognition theories, we look at both the tags students use and their strength of representation in memory. We hypothesize that categories get more differentiated over time as students learn, and that semantic stabilization on the group level (i.e. the convergence in the use of tags) mediates this relationship. Results of a field experiment that tested the impact of topic study duration on the specificity of tags confirms these hypotheses, although it was not study duration that produced this effect, but rather the effectiveness of the collaborative taxonomy the groups built. In the groups with higher levels of semantic stabilization, we found use of more specific tags and better representation in memory. We discuss these findings with regard to the important role of the information value of tags that would drive both the convergence on the group level as well as a shift to more specific levels of categorization. We also discuss the implication for cognitive science research by highlighting the importance of collaboratively built artefacts in the process of how knowledge is acquired, and implications for educational applications of collaborative tagging environments. PMID:26566299

Individual to Collaborative: Guided Group Work and the Role of Teachers in Junior Secondary Science Classrooms

ERIC Educational Resources Information Center

Fung, Dennis; Lui, Wai-mei

2016-01-01

This paper, through discussion of a teaching intervention at two secondary schools in Hong Kong, demonstrates the learning advancement brought about by group work and dissects the facilitating role of teachers in collaborative discussions. One-hundred and fifty-two Secondary Two (Grade 8) students were divided into three pedagogical groups, namely…

Higher Order Thinking in Collaborative Video Annotations: Investigating Discourse Modeling and the Staggering of Learner Participation

ERIC Educational Resources Information Center

Howard, Craig Dennis

2012-01-01

"Collaborative video annotation" (CVA) allows multiple users to annotate video and create a discussion asynchronously. This dissertation investigates 14 small-group CVA discussions held on YouTube in a pre-service teacher education course. Fourteen groups of 6-12 pre-service teachers (141 total) participated. Five of these groups (48…

"Explain to Your Partner": Teachers' Instructional Practices and Students' Dialogue in Small Groups

ERIC Educational Resources Information Center

Webb, Noreen M.; Franke, Megan L.; De, Tondra; Chan, Angela G.; Freund, Deanna; Shein, Pat; Melkonian, Doris K.

2009-01-01

Collaborative group work has great potential to promote student learning, and increasing evidence exists about the kinds of interaction among students that are necessary to achieve this potential. Less often studied is the role of the teacher in promoting effective group collaboration. This article investigates the extent to which teachers'…

Collaborative Invention in Computer Prototype Design: Negotiating Group Processes and Artifacts.

ERIC Educational Resources Information Center

Werner, Mark

A study looked at four groups of mostly senior graphic and industrial design students in their final semester capstone course--a collaborative studio project intended to give them the opportunity to apply their design expertise to real-world problems for real clients. The study examined the ways in which one of these groups used arguments to…

Advisory Groups to Encourage Collaboration: A Case Study

ERIC Educational Resources Information Center

Stephens, Lisa A.; Glynn, Graham; Lavallee, David; Moreau, Joseph; Orzech, Mary Jo; Pence, Harry E.

2011-01-01

This article is a case study of how the provost and senior executive leadership of one large university system capitalized on a long-standing advisory group as a tool to support communication and collaboration across a broad constituency. These advisory efforts help guide both future directions and investment. It is the story of how this group has…

The Use of Pre-Group Instruction to Improve Student Collaboration

ERIC Educational Resources Information Center

Snyder, Lisa Gueldenzoph

2010-01-01

The emphasis on the importance of collaborative skill is evident at nearly all levels of education. In higher education, teamwork and group skills are critical elements in a business student's training. To be successful in the business world, students must be able to work well in teams. Group work can be a successful learning experience if…

Tracing Ideologies of Learning in Group Talk and Their Impediments to Collaboration

ERIC Educational Resources Information Center

Anderson, Kate T.; Weninger, Csilla

2012-01-01

In this paper we examine the complex relationship between dynamics of group talk and students' ideologies of learning. Through an interactional analysis and thematic coding of group talk, this study details barriers to collaboration in a digital storytelling workshop with primary-aged youth in Singapore. Drawing on 25 h of video-recorded data, we…

Another Piece of the "Silence in PBL" Puzzle: Students' Explanations of Dominance and Quietness as Complementary Group Roles

ERIC Educational Resources Information Center

Skinner, Vicki J.; Braunack-Mayer, Annette; Winning, Tracey A.

2016-01-01

A problem-based learning (PBL) assumption is that silence is incompatible with collaborative learning. Although sociocultural studies have reinterpreted silence as collaborative, we must understand how silence occurs in PBL groups. This essay presents students' explanations of dominance, leadership, and silence as PBL group roles. An ethnographic…

Students' Engagement in Collaborative Knowledge Construction in Group Assignments for Information Literacy

ERIC Educational Resources Information Center

Sormunen, Eero; Tanni, Mikko; Heinström, Jannica

2013-01-01

Introduction: Information literacy instruction is often undertaken in schools as collaborative source-based writing assignments. his paper presents the findings of a study on collaboration in two school assignments designed for information literacy. Method: The study draws on the models of cooperative and collaborative learning and the task-based…

Learning Tasks, Peer Interaction, and Cognition Process: An Online Collaborative Design Model

ERIC Educational Resources Information Center

Du, Jianxia; Durrington, Vance A.

2013-01-01

This paper illustrates a model for Online Group Collaborative Learning. The authors based the foundation of the Online Collaborative Design Model upon Piaget's concepts of assimilation and accommodation, and Vygotsky's theory of social interaction. The four components of online collaborative learning include: individual processes, the task(s)…

Benefits of Collaborative Writing for ESL Advanced Diploma Students in the Production of Reports

ERIC Educational Resources Information Center

Fong, Lin Siew

2012-01-01

This study analyzes the collaborative writing sessions of two groups of advanced diploma economics students with mixed proficiency. Although studies in collaborative writing usually highlight the mixed results of students' collaboration ranging from promoting peer learning to having unresolved conflict, the findings of this paper only provide the…

The Influence of Group Dynamics on Collaborative Scientific Argumentation

ERIC Educational Resources Information Center

Ryu, Suna; Sandoval, William A.

2015-01-01

Research has addressed what instructional conditions may inhibit or promote scientific argumentation. Little research, however, has paid attention to interpersonal factors that influence collaborative argumentation. The present study examines the ways interpersonal factors affected group dynamics, which influence the features of collaborative…

Group Modeling in Social Learning Environments

ERIC Educational Resources Information Center

Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

The effects of collaborative concept mapping on the achievement, science self-efficacy and attitude toward science of female eighth-grade students

NASA Astrophysics Data System (ADS)

Ledger, Antoinette Frances

This study sought to examine whether collaborative concept mapping would affect the achievement, science self-efficacy and attitude toward science of female eighth grade science students. The research questions are: (1) Will the use of collaborative concept mapping affect the achievement of female students in science? (2) Will the use of collaborative concept mapping affect the science self-efficacy of female students? (3) Will the use of collaborative concept mapping affect the attitudes of females toward science? The study was quasi-experimental and utilized a pretest-posttest design for both experimental and control groups. Eighth grade female and male students from three schools in a large northeastern school district participated in this study. The achievement test consisted of 10 multiple choice and two open-response questions and used questions from state-wide and national assessments as well as teacher-constructed items. A 29 item Likert type instrument (McMillan, 1992) was administered to measure science self-efficacy and attitude toward science. The study was of 12 weeks duration. During the study, experimental group students were asked to perform collaborative concept map construction in single sex dyads using specific terms designated by the classroom teacher and the researcher. During classroom visitations, student perceptions of collaborative concept mapping were collected and were used to provide insight into the results of the quantitative data analysis. Data from the pre and posttest instruments were analyzed for both experimental and control groups using t-tests. Additionally, the three teachers were interviewed and their perceptions of the study were also used to gain insight into the results of the study. The analysis of data showed that experimental group females showed significantly higher gains in achievement than control group females. An additional analysis of data showed experimental group males showed significantly greater gains in achievement than experimental group females. The analysis of science self-efficacy data showed that neither experimental nor control group females increased their scores pre to posttest, both showed small decreases in scores. However, the posttest scores of the experimental group females were significantly higher than the posttest scores of the control group females. The analysis of the attitude toward science survey data showed that the scores of the experimental group females did not change from pre to posttest. However, scores of the control group females declined from pre to posttest. (Abstract shortened by UMI.)

Phase Field Modeling of Microstructure Development in Microgravity

NASA Technical Reports Server (NTRS)

Dantzig, Jonathan A.; Goldenfeld, Nigel

2001-01-01

This newly funded project seeks to extend our NASA-sponsored project on modeling of dendritic microstructures to facilitate collaboration between our research group and those of other NASA investigators. In our ongoing program, we have applied advanced computational techniques to study microstructural evolution in dendritic solidification, for both pure isolated dendrites and directionally solidified alloys. This work has enabled us to compute dendritic microstructures using both realistic material parameters and experimentally relevant processing conditions, thus allowing for the first time direct comparison of phase field computations with laboratory observations. This work has been well received by the materials science and physics communities, and has led to several opportunities for collaboration with scientists working on experimental investigations of pattern selection and segregation in solidification. While we have been able to pursue these collaborations to a limited extent, with some important findings, this project focuses specifically on those collaborations. We have two target collaborations: with Prof. Glicksman's group working on the Isothermal Dendritic Growth Experiment (IDGE), and with Prof. Poirier's group studying directional solidification in Pb-Sb alloys. These two space experiments match well with our two thrusts in modeling, one for pure materials, as in the IDGE, and the other directional solidification. Such collaboration will benefit all of the research groups involved, and will provide for rapid dissemination of the results of our work where it will have significant impact.

“Going Episodic”: Collaborative Inhibition and Facilitation When Long-Married Couples Remember Together

PubMed Central

Harris, Celia B.; Barnier, Amanda J.; Sutton, John; Keil, Paul G.; Dixon, Roger A.

2017-01-01

Two complementary approaches to the study of collaborative remembering have produced contrasting results. In the experimental “collaborative recall” approach within cognitive psychology, collaborative remembering typically results in ‘collaborative inhibition’: laboratory groups recall fewer items than their estimated potential. In the cognitive ageing approach, collaborative remembering with a partner or spouse may provide cuing and support to benefit older adults’ performance on everyday memory tasks. To combine the value of experimental and cognitive ageing approaches, we tested the effects of collaborative remembering in older, long-married couples who recalled a non-personal word list and a personal semantic list of shared trips. We scored amount recalled as well as the kinds of details remembered. We found evidence for collaborative inhibition across both tasks when scored strictly as number of list items recalled. However, we found collaborative facilitation of specific episodic details on the personal semantic list, details which were not strictly required for the completion of the task. In fact, there was a trade-off between recall of specific episodic details and number of trips recalled during collaboration. We discuss these results in terms of the functions of shared remembering and what constitutes memory success, particularly for intimate groups and for older adults. PMID:28071300

Collaborative learning in pre-clinical dental hygiene education.

PubMed

Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

2013-04-01

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

Comparison of USDA Forest Service and Stakeholder Motivations and Experiences in Collaborative Federal Forest Governance in the Western United States.

PubMed

Davis, Emily Jane; White, Eric M; Cerveny, Lee K; Seesholtz, David; Nuss, Meagan L; Ulrich, Donald R

2017-11-01

In the United States, over 191 million acres of land is managed by the United States Department of Agriculture Forest Service, a federal government agency. In several western U.S. states, organized collaborative groups have become a de facto governance approach to providing sustained input on management decisions on much public land. This is most extensive in Oregon, where at least 25 "forest collaboratives" currently exist. This affords excellent opportunities for studies of many common themes in collaborative governance, including trust, shared values, and perceptions of success. We undertook a statewide survey of participants in Oregon forest collaboratives to examine differences in motivations, perceptions of success, and satisfaction among Forest Service participants ("agency participants"), who made up 31% of the sample, and other respondents ("non-agency") who represent nonfederal agencies, interest groups, citizens, and non-governmental groups. We found that agency participants differed from non-agency participants. They typically had higher annual incomes, and were primarily motivated to participate to build trust. However, a majority of all respondents were similar in not indicating any other social or economic motivations as their primary reason for collaborating. A majority also reported satisfaction with their collaborative-despite not ranking collaborative performance on a number of specific potential outcomes highly. Together, this suggests that collaboration in Oregon is currently perceived as successful despite not achieving many specific outcomes. Yet there were significant differences in socioeconomic status and motivation that could affect the ability of agency and nonagency participants to develop and achieve mutually-desired goals.

Learning and Teaching in a Synchronous Collaborative Environment.

ERIC Educational Resources Information Center

Marjanovic, Olivera

1999-01-01

Describes a new synchronous collaborative environment that combines interactive learning and Group Support Systems for computer-mediated collaboration. Illustrates its potential to improve critical thinking, problem solving, and communication skills, and describes how teachers' roles are changed. (Author/LRW)

Collaborative science activities and the social construction of understanding of physical science concepts by pre-service teachears in Fiji

NASA Astrophysics Data System (ADS)

Taylor, Neil; Lucas, Keith B.; Watters, James J.

1999-12-01

The research reported was part of a larger study that was founded on the belief that the introduction of a teaching style informed by a constructivist view of teaching and learning and utilising collaborative group work would improve the understanding of science concepts held by pre-service primary teacher education studients in Fuji. It sought to test this belief, and to explore whether such an approach would be effective for students from different ethnic groups. Two intact classes in a teachers' college studied a physical science unit, one class being involved in extensive collaborative group activities and the other, the comparison group, being taught in the usual transmissive fashion. An interpretive methodology was adopted, involving a range of data sources and analytical techniques. Data presented here support the claim that the collaborative group work stimulated increased levels of discussion and fostered deeper conceptual understanding. There were, however, some unexpected learning outcomes for some students. Implications for science education in Fiji and similar locations are discussed.

The American Oystercatcher (Haematopus palliatus) Working Group: 15 years of collaborative focal species research and management

USGS Publications Warehouse

Simons, Theodore R.

2017-01-01

The American Oystercatcher (Haematopus palliatus) Working Group formed spontaneously in 2001 as coastal waterbird biologists recognized the potential for American Oystercatchers to serve as focal species for collaborative research and management. Accomplishments over the past 15 years include the establishment of rangewide surveys, color-banding protocols, mark-resight studies, a revision of the Birds of North America species account, and new mechanisms for sharing ideas and data. Collaborations among State, Federal, and private sector scientists, natural resource managers, and dedicated volunteers have provided insights into the biology and conservation of American Oystercatchers in the United States and abroad that would not have been possible without the relationships formed through the Working Group. These accomplishments illustrate how broad collaborative approaches and the engagement of the public are key elements of effective shorebird conservation programs.

Sciologer: Visualizing and Exploring Scientific Communities

ERIC Educational Resources Information Center

Bales, Michael Eliot

2009-01-01

Despite the recognized need to increase interdisciplinary collaboration, there are few information resources available to provide researchers with an overview of scientific communities--topics under investigation by various groups, and patterns of collaboration among groups. The tools that are available are designed for expert social network…

The effect of online collaborative learning on middle school student science literacy and sense of community

NASA Astrophysics Data System (ADS)

Wendt, Jillian Leigh

This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.

Preservice Science Teachers' Collaborative Knowledge Building through Argumentation on Healthy Eating in a Computer Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Namdar, Bahadir

2017-01-01

The purpose of this study was to investigate preservice science teachers' collaborative knowledge building through socioscientific argumentation on healthy eating in a multiple representation-rich computer supported collaborative learning (CSCL) environment. This study was conducted with a group of preservice science teachers (n = 18) enrolled in…

The Effects of Collaborative Writing Activity Using Google Docs on Students' Writing Abilities

ERIC Educational Resources Information Center

Suwantarathip, Ornprapat; Wichadee, Saovapa

2014-01-01

Google Docs, a free web-based version of Microsoft Word, offers collaborative features which can be used to facilitate collaborative writing in a foreign language classroom. The current study compared writing abilities of students who collaborated on writing assignments using Google Docs with those working in groups in a face-to-face classroom.…

Potential and Impact Factors of the Knowledge and Information Awareness Approach for Fostering Net-Based Collaborative Problem-Solving: An Overview

ERIC Educational Resources Information Center

Engelmann, Tanja

2014-01-01

For effective communication and collaboration in learning situations, it is important to know what the collaboration partners know. However, the acquisition of this knowledge is difficult, especially in collaborating groups with spatially distributed members. One solution is the "Knowledge and Information Awareness" approach developed by…

Use of Tablet PCs to Enhance Instruction and Promote Group Collaboration in a Course to Prepare Future Mathematics Specialists

ERIC Educational Resources Information Center

Ellington, Aimee J.; Wilson, Jill H.; Nugent, Jeffrey S.

2011-01-01

This article details the use of tablet PCs in a mathematics content course for future Mathematics Specialists. Instructors used tablet PCs instead of a traditional whiteboard to capture demonstration and discussion. Students were grouped for collaborative problem solving and exploration exercises. Each group was provided with a tablet PC for…

Group Selection Methods and Contribution to the West Point Leadership Development System (WPLDS)

DTIC Science & Technology

2015-08-01

Government. 14. ABSTRACT Group work in an academic setting can consist of projects or problems students can work on collaboratively. Although pedagogical ...ABSTRACT Group work in an academic setting can consist of projects or problems students can work on collaboratively. Although pedagogical studies...helping students develop intangibles like communication, time management, organization, leadership, interpersonal, and relationship skills. Supporting

Tertiary Students' Intention to e-Collaborate for Group Projects: Exploring the Missing Link from an Extended Theory of Planned Behaviour Model

ERIC Educational Resources Information Center

Cheng, Eddie W. L.; Chu, Samuel K. W.; Ma, Carol S. M.

2016-01-01

With the emergence of web technologies, students can conduct their group projects via virtual platforms, which enable online collaboration. However, students' lack of intention to use web technologies for conducting group work has recently been highlighted. Based on the theory of planned behaviour (TPB), this paper developed and examined an…

Identity and Belonging in Social Learning Groups: The Importance of Distinguishing Social, Operational and Knowledge-Related Identity Congruence

ERIC Educational Resources Information Center

Hughes, Gwyneth

2010-01-01

Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The article examines how belonging or "congruence" in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different…

The Radical Flank Effect and Cross-occupational Collaboration for Technology Development during a Power Shift

PubMed Central

Truelove, Emily; Kellogg, Katherine C.

2016-01-01

This 12-month ethnographic study of an early entrant into the U.S. car-sharing industry demonstrates that when an organization shifts its focus from developing radical new technology to incrementally improving this technology, the shift may spark an internal power struggle between the dominant engineering group and a challenger occupational group such as the marketing group. Analyzing 42 projects in two time periods that required collaboration between engineering and marketing during such a shift, we show how cross-occupational collaboration under these conditions can be facilitated by a radical flank threat, through which the bargaining power of moderates is strengthened by the presence of a more-radical group. In the face of a strong threat by radical members of a challenger occupational group, moderate members of the dominant engineering group may change their perceptions of their power to resist challengers’ demands and begin to distinguish between the goals of radical versus more-moderate challengers. To maintain as much power as possible and prevent the more-dramatic change in engineering occupational goals demanded by radical challengers, moderate engineers may build a coalition with moderate challengers and collaborate for incremental technology development. PMID:28424533

The Radical Flank Effect and Cross-occupational Collaboration for Technology Development during a Power Shift.

PubMed

Truelove, Emily; Kellogg, Katherine C

2016-12-01

This 12-month ethnographic study of an early entrant into the U.S. car-sharing industry demonstrates that when an organization shifts its focus from developing radical new technology to incrementally improving this technology, the shift may spark an internal power struggle between the dominant engineering group and a challenger occupational group such as the marketing group. Analyzing 42 projects in two time periods that required collaboration between engineering and marketing during such a shift, we show how cross-occupational collaboration under these conditions can be facilitated by a radical flank threat, through which the bargaining power of moderates is strengthened by the presence of a more-radical group. In the face of a strong threat by radical members of a challenger occupational group, moderate members of the dominant engineering group may change their perceptions of their power to resist challengers' demands and begin to distinguish between the goals of radical versus more-moderate challengers. To maintain as much power as possible and prevent the more-dramatic change in engineering occupational goals demanded by radical challengers, moderate engineers may build a coalition with moderate challengers and collaborate for incremental technology development.

Independent but Coordinated Trials: Insights from the Practice Based Opportunities for Weight Reduction (POWER) Trials Collaborative Research Group

PubMed Central

Yeh, Hsin-Chieh; Clark, Jeanne M.; Emmons, Karen M.; Moore, Renee H.; Bennett, Gary G; Warner, Erica T.; Sarwer, Davis B.; Jerome, Gerald J; Miller, Edgar R; Volger, Sheri; Louis, Thomas A.; Wells, Barbara; Wadden, Thomas A.; Colditz, Graham A.; Appel, Lawrence J.

2011-01-01

Background The National Heart, Lung, and Blood Institute (NHLBI) funded three institutions to conduct effectiveness trials of weight loss interventions in primary care settings. Unlike traditional multi-center clinical trials, each study was established as an independent trial with a distinct protocol. Still, efforts were made to coordinate and standardize several aspects of the trials. The three trials formed a collaborative group, the “Practice Based Opportunities for Weight Reduction (POWER) Trials Collaborative Research Group.” Purpose We describe the common and distinct features of the three trials, the key characteristics of the collaborative group, and the lessons learned from this novel organizational approach. Methods The Collaborative Research Group consists of three individual studies: “Be Fit, Be Well“(Washington University in St. Louis/Harvard University), “POWER Hopkins” (Johns Hopkins), and “POWER-UP” (University of Pennsylvania). There are a total of 15 participating clinics with ~1,100 participants. The common primary outcome is change in weight at 24 months of follow-up, but each protocol has trial-specific elements including different interventions and different secondary outcomes. A Resource Coordinating Unit at Johns Hopkins provides administrative support. Results The Collaborative Research Group established common components to facilitate potential cross-site comparisons. The main advantage of this approach is to develop and evaluate several interventions, when there is insufficient evidence to test one or two approaches, as would be done in a traditional multi-center trial. Limitations The challenges of the organizational design include the complex decision making process, the extent of potential data pooling, time intensive efforts to standardize reports, and the additional responsibilities of the DSMB to monitor three distinct protocols. Conclusions The POWER Trials Collaborative Research Group is a case study of an alternative organizational model to conduct independent, yet coordinated trials. Such a model is increasingly being used in NHLBI supported trials , especially given the interest in comparative effectiveness research. Nevertheless, the ultimate utility of this model will not be fully understood until the trials are completed. PMID:20573639

Collaborative, case-based learning: how do students actually learn from each other?

PubMed

Thurman, Joanne; Volet, Simone E; Bolton, John R

2009-01-01

The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.

Research collaboration in groups and networks: differences across academic fields.

PubMed

Kyvik, Svein; Reymert, Ingvild

2017-01-01

The purpose of this paper is to give a macro-picture of collaboration in research groups and networks across all academic fields in Norwegian research universities, and to examine the relative importance of membership in groups and networks for individual publication output. To our knowledge, this is a new approach, which may provide valuable information on collaborative patterns in a particular national system, but of clear relevance to other national university systems. At the system level, conducting research in groups and networks are equally important, but there are large differences between academic fields. The research group is clearly most important in the field of medicine and health, while undertaking research in an international network is most important in the natural sciences. Membership in a research group and active participation in international networks are likely to enhance publication productivity and the quality of research.

Publicly reported quality-of-care measures influenced Wisconsin physician groups to improve performance

PubMed Central

Lamb, Geoffrey C.; Smith, Maureen; Weeks, William B.; Queram, Christopher

2014-01-01

Public reporting of performance on quality measures is increasingly common but little is known about the impact, especially among physician groups. The Wisconsin Collaborative for Healthcare Quality (Collaborative) is a voluntary consortium of physician groups which has publicly reported quality measures since 2004, providing an opportunity to study the effect of this effort on participating groups. Analyses included member performance on 14 ambulatory measures from 2004–2009, a survey regarding reporting and its relationship to improvement efforts, and use of Medicare billing data to independently compare Collaborative members to the rest of Wisconsin, neighboring states and the rest of the United States. Faced with limited resources, groups prioritized their efforts based on the nature of the measure and their performance compared to others. The outcomes demonstrated that public reporting was associated with improvement in health quality and that large physician group practices will engage in improvement efforts in response. PMID:23459733

Students' views of cooperative learning and group testing.

PubMed

Hicks, Jay

2007-01-01

Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

Spontaneous Group Learning in Ambient Learning Environments

NASA Astrophysics Data System (ADS)

Bick, Markus; Jughardt, Achim; Pawlowski, Jan M.; Veith, Patrick

Spontaneous Group Learning is a concept to form and facilitate face-to-face, ad-hoc learning groups in collaborative settings. We show how to use Ambient Intelligence to identify, support, and initiate group processes. Learners' positions are determined by widely used technologies, e.g., Bluetooth and WLAN. As a second step, learners' positions, tasks, and interests are visualized. Finally, a group process is initiated supported by relevant documents and services. Our solution is a starting point to develop new didactical solutions for collaborative processes.

Increasing Efficiency in Evaluation of Chronic Cough: A Multidisciplinary, Collaborative Approach.

PubMed

Patton, Cynthia M; Lim, Kaiser G; Ramlow, Luke W; White, Kathleen M

2015-01-01

Chronic cough is the most common reason for medical office visits in the United States. The typical patient has coughed more than 8 years and seen many specialists. This quality improvement project is an ambulatory clinic redesign to deliver efficient, patient-centered care with interspecialty collaboration. Methodology included the Institute for Healthcare Improvement collaborative model focused on Lean/Six Sigma and ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) Change Management. Interventions targeted education to referring providers, implementation of software changes, building a collaborative interdepartmental scheduling decision tree, and an interclinic dashboard enhancing communication and decision support. Outcome measures compare group resource utilization, evidenced by the total number of specialist referrals for same indication of chronic cough (International Classification of Diseases, Ninth Revision: 786.2), and length of time to complete evaluation. A retrospective review of 165 medical records yielded 2 groups, "current care" (n = 67) and "intervention" (n = 68). The number of specialist referrals per patient was reduced in the intervention group (M = 1.22, SD = 0.48) compared with the current care group (M = 3.33, SD = 1.02). Length of itinerary was reduced in the intervention group (M = 11.90, SD = 12.13, GM = 6.82) compared with the current care group (M = 126.93, SD = 158.13, GM = 54.8). Multidisciplinary collaboration, communication, coordinating diagnosis, and management of multifactorial conditions, such as chronic cough, are associated with lower costs and decreased utilization of health care resources.

Open NASA Earth Exchange (OpenNEX): Strategies for enabling cross organization collaboration in the earth sciences

NASA Astrophysics Data System (ADS)

Michaelis, A.; Ganguly, S.; Nemani, R. R.; Votava, P.; Wang, W.; Lee, T. J.; Dungan, J. L.

2014-12-01

Sharing community-valued codes, intermediary datasets and results from individual efforts with others that are not in a direct funded collaboration can be a challenge. Cross organization collaboration is often impeded due to infrastructure security constraints, rigid financial controls, bureaucracy, and workforce nationalities, etc., which can force groups to work in a segmented fashion and/or through awkward and suboptimal web services. We show how a focused community may come together, share modeling and analysis codes, computing configurations, scientific results, knowledge and expertise on a public cloud platform; diverse groups of researchers working together at "arms length". Through the OpenNEX experimental workshop, users can view short technical "how-to" videos and explore encapsulated working environment. Workshop participants can easily instantiate Amazon Machine Images (AMI) or launch full cluster and data processing configurations within minutes. Enabling users to instantiate computing environments from configuration templates on large public cloud infrastructures, such as Amazon Web Services, may provide a mechanism for groups to easily use each others work and collaborate indirectly. Moreover, using the public cloud for this workshop allowed a single group to host a large read only data archive, making datasets of interest to the community widely available on the public cloud, enabling other groups to directly connect to the data and reduce the costs of the collaborative work by freeing other individual groups from redundantly retrieving, integrating or financing the storage of the datasets of interest.

Collaborating in Life Science Research Groups: The Question of Authorship

ERIC Educational Resources Information Center

Muller, Ruth

2012-01-01

This qualitative study explores how life science postdocs' perceptions of contemporary academic career rationales influence how they relate to collaboration within research groups. One consequential dimension of these perceptions is the high value assigned to publications. For career progress, postdocs consider producing publications and…

Learning Effects of an International Group Competition Project

ERIC Educational Resources Information Center

Akpinar, Murat; del Campo, Cristina; Eryarsoy, Enes

2015-01-01

This study investigates the effects of collaboration and competition on students' learning performance in a course of business statistics. The collaboration involved a simultaneously organised group competition project with analysis of real-life business problems among students. Students from the following schools participated: JAMK University of…

The Rules of Engagement: CTTI Recommendations for Successful Collaborations Between Sponsors and Patient Groups Around Clinical Trials.

PubMed

Bloom, Diane; Beetsch, Joel; Harker, Matthew; Hesterlee, Sharon; Moreira, Paulo; Patrick-Lake, Bray; Selig, Wendy; Sherman, Jeffrey; Smith, Sophia K; Valentine, James E; Roberts, Jamie N

2018-03-01

To identify the elements necessary for successful collaboration between patient groups and academic and industry sponsors of clinical trials, in order to develop recommendations for best practices for effective patient group engagement. In-depth interviews, informed by a previously reported survey, were conducted to identify the fundamentals of successful patient group engagement. Thirty-two respondents from 3 sectors participated: patient groups, academic researchers, and industry. The findings were presented to a multistakeholder group of experts in January 2015. The expert group came to consensus on a set of actionable recommendations for best practices for patient groups and research sponsors. Interview respondents acknowledged that not all patient groups are created equal in terms of what they can contribute to a clinical trial. The most important elements for effective patient group engagement include establishing meaningful partnerships, demonstrating mutual benefits, and collaborating as partners from the planning stage forward. Although there is a growing appreciation by sponsors about the benefits of patient group engagement, there remains some resistance and some uncertainty about how best to engage. Barriers include mismatched expectations and a perception that patient groups lack scientific sophistication and that "wishful thinking" may cloud their recommendations. Patient groups are developing diverse skillsets and acquiring assets to leverage in order to become collaborators with industry and academia on clinical trials. Growing numbers of research sponsors across the clinical trials enterprise are recognizing the benefits of continuous and meaningful patient group engagement, but there are still mindsets to change, and stakeholders need further guidance on operationalizing a new model of clinical trial conduct.

Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

PubMed

Vázquez-García, Mario

2018-06-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to teaching. Essentially, collaborative approach refers to a variety of techniques that involves the joint intellectual effort of a small group of students, which encourages interaction and discussion among students and professors. The present results show the efficacy of collaborative learning, which, furthermore, allowed students to participate actively in the physiology class. Average student's grades were significantly higher when they engaged in single-best-response, multiple-choice tests as a student team, compared with taking the same examinations individually. The method improved notably knowledge retention, as learning is more effective when performed in the context of collaborative partnership. A selected subset of questions answered wrongly in an initial test, both individually and collectively, was used on a second test to examine student retention of studied material. Grade averages were significantly improved, both individually and groupwise, when students responded to the subset of questions a second time, 1, 2, or 3 wk after the first attempt. These results suggest that the collaborative approach to teaching allowed a more effective understanding of course content, which meant an improved capacity for retention of human physiology knowledge.

Collaborative Inquiry and the Professional Development of Science Teachers.

ERIC Educational Resources Information Center

Erickson, Gaalen L.

1991-01-01

Argues that the nature and meaning of collaborative relationships depend upon their particular, practical context. Describes an ongoing collaborative research project, the Students' Intuitions and Science Instruction Group (University of British Columbia), detailing its research agenda, postulates pertaining to teacher development, collaborative…

Promoting Creative Tension within Collaborative Writing Groups.

ERIC Educational Resources Information Center

Ewald, Helen Rothschild; MacCallum, Virginia

1990-01-01

Describes a collaborative writing assignment which features a series of interconnected business messages arising out of a case study and including inhouse memos and an analytical report. Shows how the design of a collaborative writing assignment can foster creative rather than debilitative tension. (RS)

A Preliminary Evaluation of Using WebPA for Online Peer Assessment of Collaborative Performance by Groups of Online Distance Learners

ERIC Educational Resources Information Center

Murray, Jo-Anne; Boyd, Sharon

2015-01-01

Collaborative assessment has well-recognised benefits in higher education and, in online distance learning, this type of assessment may be integral to collaborative e-learning and may have a strong influence on the student's relationship with learning. While there are known benefits associated with collaborative assessment, the main drawback is…

Real-Time Mutual Gaze Perception Enhances Collaborative Learning and Collaboration Quality

ERIC Educational Resources Information Center

Schneider, Bertrand; Pea, Roy

2013-01-01

In this paper we present the results of an eye-tracking study on collaborative problem-solving dyads. Dyads remotely collaborated to learn from contrasting cases involving basic concepts about how the human brain processes visual information. In one condition, dyads saw the eye gazes of their partner on the screen; in a control group, they did not…

Patterns of Change in Collaboration Are Associated with Baseline Characteristics and Predict Outcome and Dropout Rates in Treatment of Multi-Problem Families. A Validation Study

PubMed Central

Bachler, Egon; Fruehmann, Alexander; Bachler, Herbert; Aas, Benjamin; Nickel, Marius; Schiepek, Guenter K.

2017-01-01

Objective: The present study validates the Multi-Problem Family (MPF)-Collaboration Scale), which measures the progress of goal directed collaboration of patients in the treatment of families with MPF and its relation to drop-out rates and treatment outcome. Method: Naturalistic study of symptom and competence-related changes in children of ages 4–18 and their caregivers. Setting: Integrative, structural outreach family therapy. Measures: The data of five different groups of goal directed collaboration (deteriorating collaboration, stable low collaboration, stable medium collaboration, stable high collaboration, improving collaboration) were analyzed in their relation to treatment expectation, individual therapeutic goals (ITG), family adversity index, severity of problems and global assessment of a caregiver’s functioning, child, and relational aspects. Results: From N = 810 families, 20% displayed stable high collaboration (n = 162) and 21% had a pattern of improving collaboration. The families with stable high or improving collaboration rates achieved significantly more progress throughout therapy in terms of treatment outcome expectancy (d = 0.96; r = 0.43), reaching ITG (d = 1.17; r = 0.50), family adversities (d = 0.55; r = 0.26), and severity of psychiatric symptoms (d = 0.31; r = 0.15). Furthermore, families with stable high or improving collaboration maintained longer treatments and had a bigger chance of finishing the therapy as planned. The odds of having a stable low or deteriorating collaboration throughout treatment were significantly higher for subjects who started treatment with low treatment expectation or high family-related adversities. Conclusion: The positive outcomes of homebased interventions for multi-problem families are closely related to “stable high” and an “improving” collaboration as measured with the MPF-Collaboration Scale. Patients who fall into these groups have a high treatment outcome expectancy and reduce psychological stress. For therapeutic interventions with multi-problem families it seems beneficial to maintain a stable high collaboration or help the collaboration, e.g., by fostering treatment expectation. PMID:28785232

Bringing a Public Voice to the School Governance Debate: The Campaign for Better Schools and Mayoral Control in New York City. Executive Summary

ERIC Educational Resources Information Center

Research for Action, 2010

2010-01-01

Since 1995, the Donors' Education Collaborative (DEC) has supported a range of groups--advocacy, organizing, research and policy groups--that advocate for, or have members from, diverse constituencies concerned about public education in New York City (NYC). DEC has also encouraged collaborations among these types of groups to leverage their…

The Effects of Using Collaborative Assessment with Students Going Abroad: Intercultural Competence Development, Self-Understanding, Self-Confidence, and Stages of Change

ERIC Educational Resources Information Center

Schnabel, Deborah B. L.; Kelava, Augustin; van de Vijver, Fons J. R.

2016-01-01

For this study we examined collaborative assessment in counseling 820 German students who were going abroad and who were exposed to the Test to Measure Intercultural Competence (TMIC). A randomized pretest-posttest control group design was used. The control group did not get any test feedback. The remaining groups received written feedback or…

The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis.

PubMed

Sung, Yao-Ting; Yang, Je-Ming; Lee, Han-Yueh

2017-08-01

One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidence for their substantial contributions to collaborative learning is still scarce. The present meta-analysis, which included 48 peer-reviewed journal articles and doctoral dissertations written over a 16-year period (2000-2015) involving 5,294 participants, revealed that mCSCL has produced meaningful improvements for collaborative learning, with an overall mean effect size of 0.516. Moderator variables, such as domain subject, group size, teaching method, intervention duration, and reward method were related to different effect sizes. The results provided implications for future research and practice, such as suggestions on how to appropriately use the functionalities of mobile devices, how to best leverage mCSCL through effective group learning mechanisms, and what outcome variables should be included in future studies to fully elucidate the process and products of mCSCL.

The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis

PubMed Central

Sung, Yao-Ting; Yang, Je-Ming; Lee, Han-Yueh

2017-01-01

One of the trends in collaborative learning is using mobile devices for supporting the process and products of collaboration, which has been forming the field of mobile-computer-supported collaborative learning (mCSCL). Although mobile devices have become valuable collaborative learning tools, evaluative evidence for their substantial contributions to collaborative learning is still scarce. The present meta-analysis, which included 48 peer-reviewed journal articles and doctoral dissertations written over a 16-year period (2000–2015) involving 5,294 participants, revealed that mCSCL has produced meaningful improvements for collaborative learning, with an overall mean effect size of 0.516. Moderator variables, such as domain subject, group size, teaching method, intervention duration, and reward method were related to different effect sizes. The results provided implications for future research and practice, such as suggestions on how to appropriately use the functionalities of mobile devices, how to best leverage mCSCL through effective group learning mechanisms, and what outcome variables should be included in future studies to fully elucidate the process and products of mCSCL. PMID:28989193

The effects of collaboration on recall of social information.

PubMed

Reysen, Matthew B; Talbert, Natalie G; Dominko, Mura; Jones, Amie N; Kelley, Matthew R

2011-08-01

Three experiments examined the effects of passage type on both individual and collaborative memory performance. In Experiment 1, both individuals and collaborative groups recalled more information from passages containing social information than non-social information. Furthermore, collaborative inhibition (CI) was observed for both types of passages. In Experiment 2, which included a social passage that did not contain gossip, significant main effects of both gossip (gossip > non-gossip) and sociability (explicit > implicit) were observed. As in Experiment 1, CI was observed across all conditions. Experiment 3 separately manipulated gossip and the interest level of the passages and both of these factors enhanced memory performance. Moreover, robust CI was again observed across all conditions. Taken together, the present results demonstrate a mnemonic benefit for social information in individuals and collaborative groups. ©2011 The British Psychological Society.

Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience.

PubMed

Maddison, Charlotte; Strang, Gus

2018-01-01

The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Collaborative Accounting Problem Solving via Group Support Systems in a Face-to-Face versus Distant Learning Environment.

ERIC Educational Resources Information Center

Burke, Jacqueline A.

2001-01-01

Accounting students (n=128) used either face-to-face or distant Group support systems to complete collaborative tasks. Participation and social presence perceptions were significantly higher face to face. Task difficulty did not affect participation in either environment. (Contains 54 references.) (JOW)

Widget, Widget on the Wall, Am I Performing Well at All?

ERIC Educational Resources Information Center

Scheffel, Maren; Drachsler, Hendrik; de Kraker, Joop

2017-01-01

In collaborative learning environments, students work together on assignments in virtual teams and depend on each other's contribution to achieve their learning objectives. The online learning environment, however, may not only facilitate but also hamper group communication, coordination, and collaboration. Group awareness widgets that visualize…

Intercultural Education in Primary School: A Collaborative Project

ERIC Educational Resources Information Center

Santos, Marta; Araújo e Sá, Maria Helena; Simões, Ana Raquel

2014-01-01

In this article, we present and discuss a collaborative project on intercultural education developed by a group of educational partners. The group was made up of 12 people representing different institutions in the community, namely primary schools, cultural and social associations and the local council. The project takes an intercultural approach…

Group Formation in Mobile Computer Supported Collaborative Learning Contexts: A Systematic Literature Review

ERIC Educational Resources Information Center

Amara, Sofiane; Macedo, Joaquim; Bendella, Fatima; Santos, Alexandre

2016-01-01

Learners are becoming increasingly divers. They may have much personal, social, cultural, psychological, and cognitive diversity. Forming suitable learning groups represents, therefore, a hard and time-consuming task. In Mobile Computer Supported Collaborative Learning (MCSCL) environments, this task is more difficult. Instructors need to consider…

The Joint Organization of Interaction within a Multimodal CSCL Medium

ERIC Educational Resources Information Center

Cakir, Murat Perit; Zemel, Alan; Stahl, Gerry

2009-01-01

In order to collaborate effectively in group discourse on a topic like mathematical patterns, group participants must organize their activities in ways that share the significance of their utterances, inscriptions, and behaviors. Here, we report the results of a ethnomethodological case study of collaborative math problem-solving activities…

Exploring Technology Supported Collaborative and Cooperative Group Formation Mechanisms

ERIC Educational Resources Information Center

Carapina, Mia; Boticki, Ivica

2015-01-01

This paper reflects on the systematic literature review paper (in progress), which analyzes technology enhanced collaborative and cooperative learning in elementary education worldwide from 2004 to 2015, focusing on the exploration of technology mediated group formation. The review paper reports on only a few cases of technology supported methods…

Collaborative Wellness Counseling with a Group of Black Adolescents.

ERIC Educational Resources Information Center

Jones, Mary Ann; Williams, Michael A.

A counseling group for eight black male adolescents in foster care used techniques associated with wellness counseling and holistic health (emphasis on strengths, self responsibility, and a collaborative approach). The counseling program was a joint venture undertaken by two psychologists and a community mental health center. Games, fun…

Students' Groupwork Management in Online Collaborative Learning Environments

ERIC Educational Resources Information Center

Xu, Jianzhong; Du, Jianxia; Fan, Xitao

2015-01-01

The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

Ivy League Agrees to End Collaboration on Financial Aid.

ERIC Educational Resources Information Center

Jaschik, Scott

1991-01-01

The Ivy League colleges, formally charged with violating federal antitrust laws, agreed to stop setting joint financial-aid policies and sharing information about aid packages. The Massachusetts Institute of Technology denies violating any laws. A group of 23 prestigious institutions, the Overlap Group, have collaborated annually on financial aid.…

Collaborative Test Reviews: Student Performance

ERIC Educational Resources Information Center

Bhatia, Anuradha; Makela, Carole J.

2010-01-01

A group study method proved helpful in improving senior-level students' performance on unit tests through collaborative learning. Students of a History of Textiles course voluntarily attended study sessions to review course content and prepare for unit tests. The students who attended the group reviews scored better on tests than those who did…

The Collaboration Model: The Effective Model for the Increasing Interdependence of Organizations.

ERIC Educational Resources Information Center

Doan, Sheila R.

Scarce resources have facilitated increasing interdependence among organizations. This paper describes the group dynamics of the cooperation and collaboration models and examines which one is most suitable for maintaining effective group involvement. The cooperation model is comprised of two organizations that reach a mutual agreement; however,…

Virtual Team Communication and Collaboration in Army and Corporate Applications

DTIC Science & Technology

2009-06-12

Sharmila Pixy Ferri , 49-75. Hershey, PA: Idea Group Inc. Brown, Frederic J. 2006. Building high-performing commander leader teams: Intensive collaboration...Process, Technologies and Practice eds. Susan Hayes Godar and Sharmila Pixy Ferri , 49- 75. Hershey, Pennsylvania: Idea Group Inc. DeMarie, Samuel M. 2000

Building Collaborative Capacity for Biosecurity at the Georgia Seaports

DTIC Science & Technology

2007-03-01

mission and roles of each agency. A democratic leadership style of the members of the core work group contributed to the success of this collaborative...driving the process forward was a critical factor in the success of this endeavor. The democratic leadership style of the core work group members

Developing Reflective Dispositions through Collaborative Knowledge-Building during Small Group Bible Study

ERIC Educational Resources Information Center

Toh, Tze Keong; Koh, Joyce Hwee Ling; Chai, Ching Sing

2017-01-01

This article explores the use of a constructivist pedagogical approach to cultivate reflective dispositions during small group Bible study. Conducted in a local church Bible class setting (n = 12), the instructional design emulated the reflective thinking process, while adopting collaborative knowledge-building as its pedagogical framework.…

Examining the Relationship between Emotional Intelligence and Group Cohesion

ERIC Educational Resources Information Center

Moore, Amanda; Mamiseishvili, Ketevan

2012-01-01

Collaborative learning experiences increase student learning, but what happens when students fail to collaborate? The authors investigated the relationship between emotional intelligence and group cohesion by studying 44 undergraduate teams who were completing semester-long projects in their business classes at a small private university in the…

Assessing the Impact of Group Projects on Examination Performance in Social Statistics

ERIC Educational Resources Information Center

Delucchi, Michael

2007-01-01

College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students' quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative…

Cognitive Individualism: An Impediment to Teachers' Collaborative Intellectual Work.

ERIC Educational Resources Information Center

Torres, Myriam N.

The study described here studied perspectives of mid-career teachers from minority and Anglo backgrounds on collaborative intellectual work and examined the ideologies underlying these perspectives. Analysis focused on the teachers' dialogical interaction in a small group (4 teachers) and a large group (28 teachers) in relation to immediate and…

Reading & Writing Together: Collaborative Literacy in Action.

ERIC Educational Resources Information Center

Steineke, Nancy

Success in literacy takes participation born of trust, a positive group dynamic built on sharing tasks, maintaining good working relationships, and examining group functioning. This book tells why and how a truly collaborative environment is at the heart of accomplishment in the secondary classroom. In the classroom profiled in the book, students…

Navigating the Lonely Sea: Peer Mentoring and Collaboration among Aspiring Women Scholars

ERIC Educational Resources Information Center

Driscoll, Lisa G.; Parkes, Kelly A.; Tilley-Lubbs, Gresilda A.; Brill, Jennifer M.; Pitts Bannister, Vanessa R.

2009-01-01

A group of pre-tenured female faculty members is shown to advance from professionally isolated individuals to a collaborative group of writers through the peer mentoring process. The autoethnographically based approach to the analysis of self-narratives exploring this transformation revealed experiential, emotional and developmental commonalities…

Identifying Collaborative Behaviours Online: Training Teachers in Wikis

ERIC Educational Resources Information Center

Vinagre Laranjeira, Margarita

2016-01-01

In this paper we explore the data gathered from a group of nine in-service teachers who were trained online to become future telecollaborative teachers. Participants from different countries worked in two small groups in a wiki designed specially to facilitate discussion and collaboration. Tasks included reading and reviewing articles on…

Challenges of Using CSCL in Open Distributed Learning.

ERIC Educational Resources Information Center

Nilsen, Anders Grov; Instefjord, Elen J.

As a compulsory part of the study in Pedagogical Information Science at the University of Bergen and Stord/Haugesund College (Norway) during the spring term of 1999, students participated in a distributed group activity that provided experience on distributed collaboration and use of online groupware systems. The group collaboration process was…

First Report of the Preliminary Findings and Recommendations of the Interagency Collaborative Group on Hyperkinesis.

ERIC Educational Resources Information Center

Interagency Collaborative Group on Hyperkinesis, Washington, DC.

Presented is the preliminary report of the Interagency Collaborative Group on Hyperkinesis (ICGH) with functions which include exchanging information, coordinating expertise, evaluating existing data from ongoing research and reviewing proposed research for the purpose of making recommendations concerning hyperkinesis and dietary factors. The…

Collaborative care for sick-listed workers with major depressive disorder: a randomised controlled trial from the Netherlands Depression Initiative aimed at return to work and depressive symptoms.

PubMed

Vlasveld, Moniek C; van der Feltz-Cornelis, Christina M; Adèr, Herman J; Anema, Johannes R; Hoedeman, Rob; van Mechelen, Willem; Beekman, Aartjan T F

2013-04-01

Major depressive disorder (MDD) is associated with absenteeism. In this study, the effectiveness of collaborative care, with a focus on return to work (RTW), was evaluated in its effect on depressive symptoms and the duration until RTW in sick-listed workers with MDD in the occupational health setting. In this randomised controlled trial, 126 sick-listed workers with MDD were randomised to usual care (N=61) or collaborative care (N=65). Collaborative care was applied by the occupational physician care manager, supported by a web-based tracking system and a consultant psychiatrist. Primary outcome measure was time to response. Secondary outcome measures were time to remission, depressive symptoms as continuous measure and the duration until full RTW. Collaborative care participants had a shorter time to response, with a difference of 2.8 months. However, no difference was found on time to remission or depressive symptoms as continuous measure. With a mean of 190 days in the collaborative care group, and 210 days in the usual care group, the groups did not differ significantly from each other in the duration until full RTW. Adherence to the collaborative care intervention was low. These results do not justify a widespread implementation of collaborative care in occupational healthcare, as it was operationalised in this study. However, since the study might have been underpowered for RTW and because treatment integrity was low, further research, with larger sample sizes, is needed to develop the best fitting (collaborative care) model for addressing RTW in depressed sick-listed workers. : ISRCTN78462860.

Transparency in a Pediatric Quality Improvement Collaborative: A Passionate Journey by NPC-QIC Clinicians and Parents.

PubMed

Lihn, Stacey L; Kugler, John D; Peterson, Laura E; Lannon, Carole M; Pickles, Diane; Beekman, Robert H

2015-01-01

Transparency-sharing data or information about outcomes, processes, protocols, and practices-may be the most powerful driver of health care improvement. In this special article, the development and growth of transparency within the National Pediatric Cardiology Quality Improvement Collaborative is described. The National Pediatric Cardiology Quality Improvement Collaborative transparency journey is guided by equal numbers of clinicians and parents of children with congenital heart disease working together in a Transparency Work Group. Activities are organized around four interrelated levels of transparency (individual, organizational, collaborative, and system), each with a specified purpose and aim. A number of Transparency Work Group recommendations have been operationalized. Aggregate collaborative performance is now reported on the public-facing web site. Specific information that the Transparency Work Group recommends centers provide to parents has been developed and published. Almost half of National Pediatric Cardiology Quality Improvement Collaborative centers participated in a pilot of transparently sharing their outcomes achieved with one another. Individual centers have also begun successfully implementing recommended transparency activities. Despite progress, barriers to full transparency persist, including health care organization concerns about potential negative effects of disclosure on reputation and finances, and lack of reliable definitions, data, and reporting standards for fair comparisons of centers. The National Pediatric Cardiology Quality Improvement Collaborative's transparency efforts have been a journey that continues, not a single goal or destination. Balanced participation of clinicians and parents has been a critical element of the collaborative's success on this issue. Plans are in place to guide implementation of additional transparency recommendations across all four levels, including extension of the activities beyond the collaborative to support transparency efforts in national cardiology and cardiac surgery societies. © 2015 Wiley Periodicals, Inc.

Attitudes towards collaboration and servant leadership among nurses, physicians and residents.

PubMed

Garber, Jeannie Scruggs; Madigan, Elizabeth A; Click, Elizabeth R; Fitzpatrick, Joyce J

2009-07-01

A descriptive, comparative study was conducted to examine the attitudes of nurses, physicians and residents towards collaboration and to assess their self-perception of servant leadership characteristics. The Jefferson Scale of Attitudes toward Physician-Nurse Collaboration and the Barbuto-Wheeler Servant Leadership Questionnaire were utilized for data collection. Registered nurses (RNs) (n = 2,660), physicians (n = 447) and residents (n = 171) in a Southeastern United States health system were surveyed via the intranet; there were 497 responses for analysis. The response rate should be considered and generalizations made with caution regarding the study results. RN scores were higher for both total scores and subscales as compared to physician/resident groups for collaboration and servant leadership. There was a weak positive correlation between collaboration and servant leadership in the RN group and no significant correlation between the variables in the physician/resident group. Findings from this study have implications for nursing and physician education and practice and may serve as a framework for future studies. Representative samples are needed to gain further insight and to guide future research.

Collaborative remembering revisited: Study context access modulates collaborative inhibition and later benefits for individual memory.

PubMed

Abel, Magdalena; Bäuml, Karl-Heinz T

2017-11-01

Collaborating groups typically show reduced recall relative to nominal groups, i.e., to the cumulated non-redundant recall of the same number of people remembering in isolation-a finding termed collaborative inhibition. Motivated by the results of several previous studies, this study examined in two experiments whether access to study context at test influences the effects of collaboration. In both experiments, subjects collaborated in triads or recalled previously studied material in isolation. Experiment 1 applied short versus prolonged retention intervals to vary access to study context at test, whereas Experiment 2 used the list-method directed forgetting task and applied remember versus forget instructions to modulate context access. In both experiments, collaborative inhibition was present when access to study context at test was intact (i.e., after the short delay and the remember instruction) but was eliminated when the access was impaired (i.e., after the prolonged delay and the forget instruction). Also, post-collaborative gains for individual recall were greater when context access was impaired and collaborative inhibition was eliminated. The findings demonstrate a critical role of access to study context at test for collaborative inhibition, indicating that impaired context access may reflect a general boundary condition for the recall impairment. The possible role of context reactivation processes for beneficial effects of social recall is discussed.

Integrating Collaborative Learning Groups in the Large Enrollment Lecture

NASA Astrophysics Data System (ADS)

Adams, J. P.; Brissenden, G.; Lindell Adrian, R.; Slater, T. F.

1998-12-01

Recent reforms for undergraduate education propose that students should work in teams to solve problems that simulate problems that research scientists address. In the context of an innovative large-enrollment course at Montana State University, faculty have developed a series of 15 in-class, collaborative learning group activities that provide students with realistic scenarios to investigate. Focusing on a team approach, the four principle types of activities employed are historical, conceptual, process, and open-ended activities. Examples of these activities include classifying stellar spectra, characterizing galaxies, parallax measurements, estimating stellar radii, and correlating star colors with absolute magnitudes. Summative evaluation results from a combination of attitude surveys, astronomy concept examinations, and focus group interviews strongly suggest that, overall, students are learning more astronomy, believe that the group activities are valuable, enjoy the less-lecture course format, and have significantly higher attendance rates. In addition, class observations of 48 self-formed, collaborative learning groups reveal that female students are more engaged in single-gender learning groups than in mixed gender groups.

Aggregation Trade Offs in Family Based Recommendations

NASA Astrophysics Data System (ADS)

Berkovsky, Shlomo; Freyne, Jill; Coombe, Mac

Personalized information access tools are frequently based on collaborative filtering recommendation algorithms. Collaborative filtering recommender systems typically suffer from a data sparsity problem, where systems do not have sufficient user data to generate accurate and reliable predictions. Prior research suggested using group-based user data in the collaborative filtering recommendation process to generate group-based predictions and partially resolve the sparsity problem. Although group recommendations are less accurate than personalized recommendations, they are more accurate than general non-personalized recommendations, which are the natural fall back when personalized recommendations cannot be generated. In this work we present initial results of a study that exploits the browsing logs of real families of users gathered in an eHealth portal. The browsing logs allowed us to experimentally compare the accuracy of two group-based recommendation strategies: aggregated group models and aggregated predictions. Our results showed that aggregating individual models into group models resulted in more accurate predictions than aggregating individual predictions into group predictions.

Older adults catch up to younger adults on a learning and memory task that involves collaborative social interaction.

PubMed

Derksen, B J; Duff, M C; Weldon, K; Zhang, J; Zamba, K D; Tranel, D; Denburg, N L

2015-01-01

Learning and memory abilities tend to decline as people age. The current study examines the question of whether a learning situation that emphasises collaborative social interaction might help older persons overcome age-related learning and memory changes and thus perform similarly to younger persons. Younger and Older participants (n = 34 in each group) completed the Barrier Task (BT), a game-like social interaction where partners work together to develop labels for a set of abstract tangrams. Participants were also administered standard clinical neuropsychological measures of memory, on which the Older group showed expected inferiority to the Younger group. On the BT, the Older group performed less well than the Younger group early on, but as the task progressed, the performance of the Older group caught up and became statistically indistinguishable from that of the Younger group. These results can be taken to suggest that a learning milieu characterised by collaborative social interaction can attenuate some of the typical memory disadvantages associated with being older.

Nontargeted multicomponent analytical screening of plastic food contact materials using fast interpretation of deliverables via expert structure-activity relationship software.

PubMed

Rothenbacher, Thorsten; Schwack, Wolfgang

2009-01-01

Plastic packaging materials may release compounds into packed foodstuffs. To identify potential migrants of toxicological concern, resins, and multilayer foils (mainly polyethylene) intended for the production of food contact materials were extracted and analyzed by GC/mass spectrometry. To identify even compounds of low concentrations, AMDIS software was used and data evaluation was safeguarded by the Kovats retention index (RI) system. In this way, 46 compounds were identified as possible migrants. The expert structure-activity relationship software DEREK for Windows was utilized to evaluate all identified substances in terms of carcinogenicity, genotoxicity, thyroid toxicity, and miscellaneous endpoints for humans. Additionally, a literature search for these compounds was performed with Sci-Finder, but relevant data were missing for 28 substances. Seven compounds with adverse toxicological effects were identified. In addition, the RIs of 24 commercial additive standards, measured with a GC capillary column of intermediate polarity, are given.

Peptide bond-forming reagents HOAt and HATU are not mutagenic in the bacterial reverse mutation test.

PubMed

Nicolette, John; Neft, Robin E; Vanosdol, Jessica; Murray, Joel

2016-04-01

The peptide bond-forming reagents 1-hydroxy-7-azabenzotriazole (HOAt, CAS 39968-33-7) and O-(7-Azabenzotriazol-1-yl)-N,N,N',N'-tetramethyluronium hexafluorophosphate (HATU, CAS 148893-10-1) either have structural alerts, unclassified features or are considered out of domain when evaluated for potential mutagenicity with in silico programs DEREK and CaseUltra. Since they are commonly used reagents in pharmaceutical drug syntheses, they may become drug substance or drug product impurities and would need to be either controlled to appropriately safe levels or tested for mutagenicity. Both reagents were tested in the bacterial reverse mutation (Ames) test at Covance, under GLP conditions, following the OECD test guideline and ICH S2(R1) recommendations and found to be negative. Our data show that HOAt and HATU-common pharmaceutical synthesis reagents-are not mutagenic, and can be treated as ordinary drug impurities. © 2016 Wiley Periodicals, Inc.

International Collaboration on Genomics of Economically Relevant Traits

USDA-ARS?s Scientific Manuscript database

An international collaboration is attempting to make better use of high density SNP information by combining each contributor’s results. The initial group of collaborators are from Australia (CRC for Beef Genetic Technologies), Canada (a joint contribution from the Universities of Alberta and Guelp...

Collaborative Instructional Strategies to Enhance Knowledge Convergence

ERIC Educational Resources Information Center

Draper, Darryl C.

2015-01-01

To promote knowledge convergence through collaborative learning activities in groups, this qualitative case study involved a layered approach for the design and delivery of a highly collaborative learning environment incorporating various instructional technologies grounded in learning theory. In a graduate-level instructional technology course,…

Collaborative remembering in older adults: age-invariant outcomes in the context of episodic recall deficits.

PubMed

Henkel, Linda A; Rajaram, Suparna

2011-09-01

Rapidly growing research reveals complex yet systematic consequences of collaboration on memory in young adults, but much less is known about this phenomenon in older adults. Young and older adults studied a list of categorized words and took three successive recall tests. Test 1 and 3 were always taken individually, and Test 2 was done either in triads or alone. Despite older adults recalling less overall than young adults, both age groups exhibited similar costs and benefits of collaboration: Collaboration reduced both correct and false recall during collaborative remembering, was associated with more positive beliefs about its value, and produced reminiscence, collective memory, and some forgetting in its cascading effects on postcollaborative recall. We examine the role of retrieval organization in these effects. As environmental support may play a substantial role in healthy aging, the relatively preserved effects of collaboration on memory in older adults hold promise for testing judicious uses of group remembering in aging.

Including the kids across the hall: collaborative instruction of hearing, deaf, and hard-of-hearing students.

PubMed

Gaustad, M

1999-01-01

This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning.

Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

NASA Astrophysics Data System (ADS)

Ucan, Serkan; Webb, Mary

2015-10-01

Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to identify when and how co- and shared regulation of metacognitive, emotional and motivational processes emerge and function during collaborative inquiry learning in science. Two groups of three students (aged 12) from a private primary school in Turkey were videotaped during collaborative inquiry activities in a naturalistic classroom setting over a seven-week period, and the transcripts were analysed in order to identify their use of regulation processes. Moreover, this was combined with the analysis of stimulated-recall interviews with the student groups. Results indicated that co- and shared regulation processes were often initiated by particular events and played a crucial role in the success of students' collaborative inquiry learning. Co-regulation of metacognitive processes had the function of stimulating students to reflect upon and clarify their thinking, as well as facilitating the construction of new scientific understanding. Shared regulation of metacognitive processes helped students to build a shared understanding of the task, clarify and justify their shared perspective, and sustain the ongoing knowledge co-construction. Moreover, the use of shared emotional and motivational regulation was identified as important for sustaining reciprocal interactions and creating a positive socio-emotional atmosphere within the groups. In addition, the findings revealed links between the positive quality of group interactions and the emergence of co- and shared regulation of metacognitive processes. This study highlights the importance of fostering students' acquisition and use of regulation processes during collaborative inquiry learning.

Searching for consensus among physicians involved in the management of sick-listed workers in the Belgian health care sector: a qualitative study among practitioners and stakeholders.

PubMed

Vanmeerbeek, Marc; Govers, Patrick; Schippers, Nathalie; Rieppi, Stéphane; Mortelmans, Katrien; Mairiaux, Philippe

2016-02-17

In Belgium, the management of sick leave involves general practitioners (GPs), occupational health physicians (OPs) and social insurance physicians (SIPs). A dysfunctional relationship among these physicians can impede a patient's ability to return to work. The objective of this study was to identify ways to improve these physicians' mutual collaboration. Two consensus techniques were successively performed among the three professional groups. Eight nominal groups (NGs) gathered 74 field practitioners, and a two-round Delphi process involved 32 stakeholders. From the results, it appears that two areas (reciprocal knowledge and evolution of the legal and regulatory framework) are objects of consensus among the three medical group that were surveyed. Information transfer, particularly electronic transfer, was stressed as an important way to improve. The consensual proposals regarding interdisciplinary collaboration indicate specific and practical changes to be implemented when professionals are managing workers who are on sick leave. The collaboration process appeared to be currently more problematic, but the participants correctly identified the need for common training. The three physician groups all agree regarding several inter-physician collaboration proposals. The study also revealed a latent conflict situation among the analysed professionals that can arise from a lack of mutual recognition. Practical changes or improvements must be included in an extended framework that involves the different determinants of interdisciplinary collaboration that are shown by theoretical models. Collaboration is a product of the actions and behaviours of various partners, which requires reciprocal knowledge and trust; collaboration also implies political and economic structures that are led by public health authorities.

Effective Collaboration for Scaling Up Health Technologies: A Case Study of the Chlorhexidine for Umbilical Cord Care Experience

PubMed Central

Coffey, Patricia S; Hodgins, Steve; Bishop, Amie

2018-01-01

The global health field is replete with examples of cross-organizational collaborative partnerships, such as networks, alliances, coalitions, task forces, and working groups, often established to tackle a shared global health concern, condition, or threat affecting low-income countries or communities. The purpose of this article is to review factors influencing the effectiveness of a multi-agency global health collaborative effort using the Chlorhexidine Working Group (CWG) as our case study. The CWG was established to accelerate the introduction and global scale-up of chlorhexidine for umbilical cord care to reduce infection-related neonatal morbidity and mortality in low-income countries. Questions included: how current and past CWG members characterized the effectiveness, productivity, collaboration, and leadership of the CWG; what factors facilitated or hindered group function; institutional or individual reasons for participating and length of participation in the CWG; and lessons that might be relevant for future global collaborative partnerships. Data were collected through in-depth, semistructured individual interviews with 19 group members and a review of key guiding documents. Six domains of internal coalition functioning (leadership, interpersonal relationships, task focus, participant benefits and costs, sustainability planning, and community support) were used to frame and describe the functioning of the CWG. Collaboration effectiveness was found to depend on: (1) leadership that maintained a careful balance between discipline and flexibility, (2) a strong secretariat structure that supported the evolution of trust and transparent communication in interpersonal relationships, (3) shared goals that allowed for task focus, (4) diverse membership and active involvement from country-level participants, which created a positive benefit-cost ratio for participants, (5) sufficient resources to support the partnership and build sustainable capacity for members to accelerate the transfer of knowledge, and (6) support from the global health community across multiple organizations. Successful introduction and scale-up of new health interventions require effective collaboration across multiple organizations and disciplines, at both global and country levels. The participatory collaborative partnership approach utilized by the Chlorhexidine Working Group offers an instructive learning case. PMID:29602871

Enhancing Collaborative Learning through Group Intelligence Software

NASA Astrophysics Data System (ADS)

Tan, Yin Leng; Macaulay, Linda A.

Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.

Comparison of USDA Forest Service and Stakeholder Motivations and Experiences in Collaborative Federal Forest Governance in the Western United States

NASA Astrophysics Data System (ADS)

Davis, Emily Jane; White, Eric M.; Cerveny, Lee K.; Seesholtz, David; Nuss, Meagan L.; Ulrich, Donald R.

2017-11-01

In the United States, over 191 million acres of land is managed by the United States Department of Agriculture Forest Service, a federal government agency. In several western U.S. states, organized collaborative groups have become a de facto governance approach to providing sustained input on management decisions on much public land. This is most extensive in Oregon, where at least 25 "forest collaboratives" currently exist. This affords excellent opportunities for studies of many common themes in collaborative governance, including trust, shared values, and perceptions of success. We undertook a statewide survey of participants in Oregon forest collaboratives to examine differences in motivations, perceptions of success, and satisfaction among Forest Service participants ("agency participants"), who made up 31% of the sample, and other respondents ("non-agency") who represent nonfederal agencies, interest groups, citizens, and non-governmental groups. We found that agency participants differed from non-agency participants. They typically had higher annual incomes, and were primarily motivated to participate to build trust. However, a majority of all respondents were similar in not indicating any other social or economic motivations as their primary reason for collaborating. A majority also reported satisfaction with their collaborative—despite not ranking collaborative performance on a number of specific potential outcomes highly. Together, this suggests that collaboration in Oregon is currently perceived as successful despite not achieving many specific outcomes. Yet there were significant differences in socioeconomic status and motivation that could affect the ability of agency and nonagency participants to develop and achieve mutually-desired goals.

The collaborative model of fieldwork education: a blueprint for group supervision of students.

PubMed

Hanson, Debra J; DeIuliis, Elizabeth D

2015-04-01

Historically, occupational therapists have used a traditional one-to-one approach to supervision on fieldwork. Due to the impact of managed care on health-care delivery systems, a dramatic increase in the number of students needing fieldwork placement, and the advantages of group learning, the collaborative supervision model has evolved as a strong alternative to an apprenticeship supervision approach. This article builds on the available research to address barriers to model use, applying theoretical foundations of collaborative supervision to practical considerations for academic fieldwork coordinators and fieldwork educators as they prepare for participation in group supervision of occupational therapy and occupational therapy assistant students on level II fieldwork.

Developing Collaborative Autonomous Learning Abilities in Computer Mediated Language Learning: Attention to Meaning among Students in Wiki Space

ERIC Educational Resources Information Center

Kessler, Greg; Bikowski, Dawn

2010-01-01

This study reports on attention to meaning among 40 NNS pre-service EFL teachers as they collaboratively constructed a wiki in a 16-week online course. Focus is placed upon the nature of individual and group behavior when attending to meaning in a long-term wiki-based collaborative activity as well as the students' collaborative autonomous…

Year Two Report on the Campaign for Better Schools: Outcomes of the Mayoral Control Debate--Changes to NYC Governance Legislation and Long-Term Effects, May 2009-May 2010

ERIC Educational Resources Information Center

Gold, Eva; Simon, Elaine; Good, Deborah; Gottschalk, Jesse; Henig, Jeffrey; Silander, Megan

2010-01-01

Since 1995, the Donors' Education Collaborative (DEC) has supported a range of groups--advocacy, organizing, research and policy groups--who advocate for, or whose members come from, diverse constituencies concerned about public education in New York City (NYC). DEC has also encouraged collaborations among these types of groups to leverage their…

Collaboration: Perceptions of FCS Professionals in Teaching, Research, and Service

ERIC Educational Resources Information Center

Kandiah, Jay; Saiki, Diana

2012-01-01

The purpose of this study is to investigate family and consumer sciences (FCS) professionals' perceptions of multidisciplinary collaboration in teaching, research, and service. A focus group and survey were participants identified projects, strengths, weaknesses, and suggestions related to collaboration.Topics and projects that incorporated…

Tribal-federal collaboration in resource management

Treesearch

Ellen M. Donoghue; Sara A. Thompson; John C. Bliss

2010-01-01

The increase in collaborative projects involving American Indian tribes and natural resource management agencies in the United States reflects two emergent trends: 1) the use of collaborative approaches between agencies and groups in managing natural resources; and 2) the concurrent increased recognition of American Indian rights, institutionalization of consultation...

Teaching Reading Comprehension through Collaborative Strategic Reading.

ERIC Educational Resources Information Center

Vaughn, Sharon; Klingner, Janette Kettman

1999-01-01

Provides an overview of collaborative strategic reading (CSR) as an approach to enhancing the reading-comprehension skills of students with learning disabilities. Procedures for implementing CSR with collaborative groups and techniques for teaching reading-comprehension skills are provided. The role of the teacher is described and sample teaching…

Incorporating Collaborative Technologies into University Curricula: Lessons Learned

ERIC Educational Resources Information Center

Hunt, C. Steven; Smith, Lola B.; Chen, Minder

2010-01-01

Web-based collaboration tools and groupware are uniquely qualified to address the emerging business opportunities heretofore hindered by location barriers, constraints of time, and expensive travel costs. Global business enterprises are implementing online collaboration software to augment their face-to-face meetings and group decision making in…

Working Together

ERIC Educational Resources Information Center

Sullivan, Margaret

2010-01-01

Students need space to gather, share ideas, talk, develop common understanding and work to create greater knowledge. This focus on collaboration has put a strain on group study spaces. Students need to collaborate spontaneously, and scheduling time in a study room is not conducive to spur-of-the-moment collaboration. At many education…

Challenges Faced by Social Workers as Members of Interprofessional Collaborative Health Care Teams

PubMed Central

Ambrose-Miller, Wayne; Ashcroft, Rachelle

2016-01-01

Interprofessional collaboration is increasingly being seen as an important factor in the work of social workers. A focus group was conducted with Canadian social work educators, practitioners, and students to identify barriers and facilitators to collaboration from the perspective of social work. Participants identified six themes that can act as barriers and facilitators to collaboration: culture, self-identity, role clarification, decision making, communication, and power dynamics. These findings carry important implications for interprofessional collaboration with social workers in health practice. PMID:27263200

Graphical Interaction Analysis Impact on Groups Collaborating through Blogs

ERIC Educational Resources Information Center

Fessakis, Georgios; Dimitracopoulou, Angelique; Palaiodimos, Aggelos

2013-01-01

This paper presents empirical research results regarding the impact of Interaction Analysis (IA) graphs on groups of students collaborating through online blogging according to a "learning by design" scenario. The IA graphs used are of two categories; the first category summarizes quantitatively the activity of the users for each blog,…

The Relationships among Group Size, Participation, and Performance of Programming Language Learning Supported with Online Forums

ERIC Educational Resources Information Center

Shaw, Ruey-Shiang

2013-01-01

This study examined the relationships among group size, participation, and learning performance factors when learning a programming language in a computer-supported collaborative learning (CSCL) context. An online forum was used as the CSCL environment for learning the Microsoft ASP.NET programming language. The collaborative-learning experiment…

Cooperative/Collaborative Learning: Research and Practice (Primarily) at the Collegiate Level, Parts I and II.

ERIC Educational Resources Information Center

Cooper, James L.; And Others

1991-01-01

Cooperative learning may be defined as a structured, systematic instructional strategy in which small groups work together toward a common goal. It differs from collaborative learning in its emphasis on highly structured techniques for ensuring positive interdependence within groups and its insistence on individual accountability rather than…

Toward Effective Group Formation in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Sadeghi, Hamid; Kardan, Ahmad A.

2016-01-01

Group formation task as a starting point for computer-supported collaborative learning plays a key role in achieving pedagogical goals. Various approaches have been reported in the literature to address this problem, but none have offered an optimal solution. In this research, an online learning environment was modeled as a weighted undirected…

Supporting the Development of Students' Academic Writing through Collaborative Process Writing

ERIC Educational Resources Information Center

Mutwarasibo, Faustin

2013-01-01

The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…

Collaborative Creativity in Instrumental Group Music Learning as a Site for Enhancing Pupil Wellbeing

ERIC Educational Resources Information Center

Burnard, Pamela; Dragovic, Tatjana

2015-01-01

This study explores the nature of the elements that co-influence collaborative creativity in nd the intrinsic potential for enhancing pupil wellbeing as evidenced in a particular secondary-school (extra-curricular) group instrumental programme "Percussion 1." Wenger's Community of Practice (CoP) and Engestrom's Activity Theory (AT)…

What Teacher Education Students Learn about Collaboration from Problem-Based Learning

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Pourshafie, Tahereh; Reyes, Wilma Santos

2013-01-01

Group work, an essential component of learning and teaching in problem-based learning (PBL), is compromised if students' experiences of PBL are colored by dissatisfaction with the process or outcomes. For the potential benefits of PBL to be realized PBL group work must be genuinely collaborative to address students' personal and professional…

"Chemistry Is in the News": Assessing Intra-Group Peer Review

ERIC Educational Resources Information Center

Carson, Kathleen M.; Glaser, Rainer E.

2010-01-01

Interdisciplinarity is rapidly becoming a norm within both the professional and academic worlds, and the ability to collaborate is becoming an essential skill for all graduates. "Chemistry Is in the News" ("CIITN") is a curriculum that aims to teach students this skill by engaging student collaborative groups in a project that…

Making Interdisciplinary Collaboration Work: Key Ideas, a Case Study and Lessons Learned

ERIC Educational Resources Information Center

McMurtry, Angus; Clarkin, Chantalle; Bangou, Francis; Duplaa, Emmanuel; MacDonald, Colla; Ng-A-Fook, Nicholas; Trumpower, David

2012-01-01

This article discusses the "lessons learned" from an attempt to establish an interdisciplinary education research group. The growth, development and dissolution of the group are treated as an instrumental case study. Current literature on interdisciplinary collaboration is synthesized in order to provide a frame for analysis. Data was collected…

Postproduction Focus Groups in Dance: A Case Study and Protocol

ERIC Educational Resources Information Center

Huskey, Sybil; Latulipe, Celine; Word, Melissa; Lottridge, Danielle

2018-01-01

This case study looks at the use of focus groups as a reflective pedagogical tool in a collaborative project at the University of North Carolina at Charlotte. The study involved the DanceDraw project, a collaboration between choreographers and computer scientists investigating the intersection of dance and technology. Eight dance and technology…

Promoting Individual and Group Regulated Learning in Collaborative Settings: An Experience in Higher Education

ERIC Educational Resources Information Center

Onrubia, Javier; Rochera, Maria José; Engel, Anna

2015-01-01

We present a teaching innovation intervention aimed at promoting individual and group learning regulation in undergraduate students working in a computer supported collaborative learning environment. Participants were 127 students and three teachers of a compulsory course on Educational Psychology at the University of Barcelona (Spain). As a…

Collaborative Work and Language Learners' Identities When Editing Academic Texts

ERIC Educational Resources Information Center

Caviedes, Lorena; Meza, Angélica; Rodriguez, Ingrid

2016-01-01

This paper presents a qualitative case study that involved three groups of English as a foreign language pre-service teachers at a Colombian private university. Each group attended tutoring sessions during an academic semester. Along these sessions, students were asked to work collaboratively in the editing process of some chapters of their thesis…

Instructional Design for Online Learning Environments and the Problem of Collaboration in the Cloud

ERIC Educational Resources Information Center

Mehlenbacher, Brad; Kelly, Ashley Rose; Kampe, Christopher; Kittle Autry, Meagan

2018-01-01

To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3-4 per group) using Google Docs and individually reflected on their experience writing…

Scaffolding Collaborative Argumentation in Asynchronous Discussions with Message Constraints and Message Labels

ERIC Educational Resources Information Center

Jeong, Allan; Joung, Sunyoung

2007-01-01

This study examined the effects of message constraints and labels on collaborative argumentation in asynchronous online discussions. Thirty-eight undergraduate students in an introductory educational technology course were assigned to one of three groups. In one group, students posted specific types of messages using a prescribed set of message…

Graphing in Groups: Learning about Lines in a Collaborative Classroom Network Environment

ERIC Educational Resources Information Center

White, Tobin; Wallace, Matthew; Lai, Kevin

2012-01-01

This article presents a design experiment in which we explore new structures for classroom collaboration supported by a classroom network of handheld graphing calculators. We describe a design for small group investigations of linear functions and present findings from its implementation in three high school algebra classrooms. Our coding of the…

Online Group Work Patterns: How to Promote a Successful Collaboration

ERIC Educational Resources Information Center

Oliveira, I.; Tinoca, L.; Pereira, A.

2011-01-01

Participation is a complex process, engaging the whole person, implying cognitive, emotional and relational aspects. In online open and distant learning, group work is a commonly used strategy, given its collaborative nature and constructivist framework ([Bates and Poole, 2003], [Garrison and Anderson, 2003] and [Jonassen, 2005]). In this context,…

Students Negotiating and Designing Their Collaborative Learning Norms: A Group Developmental Perspective in Learning Communities

ERIC Educational Resources Information Center

Hod, Yotam; Ben-Zvi, Dani

2015-01-01

This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking…

Assessment and Support of the Idea Co-Construction Process that Influences Collaboration

ERIC Educational Resources Information Center

Gweon, Gahgene

2012-01-01

Research in team science suggests strategies for addressing difficulties that groups face when working together. This dissertation examines how student teams work in project based learning (PBL) environments, with the goal of creating strategies and technology to improve collaboration. The challenge of working in such a group is that the members…

The Brink of Change: Gender in Technology-Rich Collaborative Learning Environments

ERIC Educational Resources Information Center

Goldstein, Jessica; Puntambeka, Sadhana

2004-01-01

This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students attitudes towards using computers and working in groups during scientific inquiry. Students attitudes towards technology and group work were…

Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture

ERIC Educational Resources Information Center

Kociuruba, Jerry P., Jr.

2017-01-01

Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive…

Promoting Perceived Benefits of Group Projects: The Role of Instructor Contributions and Intragroup Processes

ERIC Educational Resources Information Center

Bailey, Sarah; Barber, Larissa K.; Ferguson, Amanda J.

2015-01-01

Group projects are often used in psychology courses to prepare students for future collaborative work. However, psychology alumni report that their education did not adequately prepare them for collaborative work. To better understand these perceptions, this study examined how instructor contributions (involvement and evaluation techniques)…

A Comparative Study of Collaborative Learning in "Paper Scribbles" and "Group Scribbles"

ERIC Educational Resources Information Center

Hao, Chen Fang

2010-01-01

"Paper Scribbles" (PS) consisting of markers, vanguard sheets and 3M "Post-It" notes, is a pedagogical tool to harness collective intelligence of groups for collaborative learning in the classroom. Borrowing the key features of PS and yet avoiding some of their physical limitations, a computer-based tool called "Group…

Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective

ERIC Educational Resources Information Center

Chiong, Raymond; Jovanovic, Jelena

2012-01-01

Educational benefits of online collaborative group work have been confirmed in numerous research studies. Most frequently cited advantages include the development of skills of critical thinking and problem solving as well as skills of self-reflection and co-construction of knowledge and meaning. However, the establishment and maintenance of active…

Midwives' and health visitors' collaborative relationships: A systematic review of qualitative and quantitative studies.

PubMed

Aquino, Maria Raisa Jessica Ryc V; Olander, Ellinor K; Needle, Justin J; Bryar, Rosamund M

2016-10-01

Interprofessional collaboration between midwives and health visitors working in maternal and child health services is widely encouraged. This systematic review aimed to identify existing and potential areas for collaboration between midwives and health visitors; explore the methods through which collaboration is and can be achieved; assess the effectiveness of this relationship between these groups, and ascertain whether the identified examples of collaboration are in line with clinical guidelines and policy. A narrative synthesis of qualitative and quantitative studies. Fourteen electronic databases, research mailing lists, recommendations from key authors and reference lists and citations of included papers. Papers were included if they explored one or a combination of: the areas of practice in which midwives and health visitors worked collaboratively; the methods that midwives and health visitors employed when communicating and collaborating with each other; the effectiveness of collaboration between midwives and health visitors; and whether collaborative practice between midwives and health visitors meet clinical guidelines. Papers were assessed for study quality. Eighteen papers (sixteen studies) met the inclusion criteria. The studies found that midwives and health visitors reported valuing interprofessional collaboration, however this was rare in practice. Findings show that collaboration could be useful across the service continuum, from antenatal care, transition of care/handover, to postnatal care. Evidence for the effectiveness of collaboration between these two groups was equivocal and based on self-reported data. In relation, multiple enablers and barriers to collaboration were identified. Communication was reportedly key to interprofessional collaboration. Interprofessional collaboration was valuable according to both midwives and health visitors, however, this was made challenging by several barriers such as poor communication, limited resources, and poor understanding of each other's role. Structural barriers such as physical distance also featured as a challenge to interprofessional collaboration. Although the findings are limited by variable methodological quality, these were consistent across time, geographical locations, and health settings, indicating transferability and reliability. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Collaboration and decision making tools for mobile groups

NASA Astrophysics Data System (ADS)

Abrahamyan, Suren; Balyan, Serob; Ter-Minasyan, Harutyun; Degtyarev, Alexander

2017-12-01

Nowadays the use of distributed collaboration tools is widespread in many areas of people activity. But lack of mobility and certain equipment-dependency creates difficulties and decelerates development and integration of such technologies. Also mobile technologies allow individuals to interact with each other without need of traditional office spaces and regardless of location. Hence, realization of special infrastructures on mobile platforms with help of ad-hoc wireless local networks could eliminate hardware-attachment and be useful also in terms of scientific approach. Solutions from basic internet-messengers to complex software for online collaboration equipment in large-scale workgroups are implementations of tools based on mobile infrastructures. Despite growth of mobile infrastructures, applied distributed solutions in group decisionmaking and e-collaboration are not common. In this article we propose software complex for real-time collaboration and decision-making based on mobile devices, describe its architecture and evaluate performance.

The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

PubMed

Win, Ni Ni; Nadarajah, Vishna Devi V; Win, Daw Khin

2015-01-01

Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001). The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

Communities of practice in support of collaborative multi-disciplinary learning and action in response to climate change

NASA Astrophysics Data System (ADS)

Heimlich, J. E.; Stylinski, C.; Palmquist, S.; Wasserman, D.

2017-12-01

Collaborative efforts reaching across interdisciplinary boundaries to address controversial issues such as climate change present significant complexities, including developing shared language, agreeing on common outcomes, and even establishing habits of regular dialogue. Such collaborative efforts should include museums, aquariums, zoos, parks, and youth groups as each of these informal education institutions provides a critical avenue for supporting learning about and responding to climate change. The community of practice framework offers a potential effective approach to support learning and action of diverse groups with a shared interest. Our study applied this framework to the NSF-funded Maryland and Delaware Climate Change Assessment and Education (MADE-CLEAR) project, facilitating informal educators across these two states to advance their climate change education practices, and could provide insight for a building a citywide multi-sector collaborative effort. We found strategies that center on the process of group evolution; support different perspectives, levels of participation, and community spaces; focus on value as defined by members; and balance familiarity and fun produced a dynamic and functional community with a shared practice where none had existed before. Also important was expanding the community-of-practice focus on relationship building to include structured professional development and spin-off opportunities for small-group team-based endeavors. Our findings suggest that this collaborative professional learning approach is well suited to diverse groups seeking creative solutions to complex and even divisive challenges.

Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

ERIC Educational Resources Information Center

Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew

2014-01-01

Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…

Tangible Technology-Enhanced Learning for Improvement of Student Collaboration

ERIC Educational Resources Information Center

Barneva, Reneta P.; Gelsomini, Federico; Kanev, Kamen; Bottoni, Paolo

2018-01-01

Collaboration among students in the course of learning plays an important role in developing communication skills. In particular, it helps for team building and brainstorming on solutions of complex problems. While an effective group organization is critical for the success of such collaborative learning, many instructors would make arbitrary…

Academic Developers and International Collaborations: The Importance of Personal Abilities and Aptitudes

ERIC Educational Resources Information Center

Willis, Ian; Strivens, Janet

2015-01-01

Academic developers are increasingly involved in international collaborations in learning and teaching. Many factors contribute to successful collaborations; we argue that the personal abilities and aptitudes of academic developers are one key element. Building trust and relationships are central to creating the networks at individual, group, and…

Collaborative Technologies: Three Ways Web Conferencing is Transforming PD

ERIC Educational Resources Information Center

Raths, David

2013-01-01

The first five articles of this series on technologies that enable collaboration, highlighted ways to foster shared learning experiences among students. For this, the final installment, focus is shifted to teachers. States, districts, and groups of teachers are enhancing their collaboration opportunities through synchronous online meetings and…

Crossing the Line: Collusion or Collaboration in University Group Work?

ERIC Educational Resources Information Center

Sutherland-Smith, Wendy

2013-01-01

"Almost everyone has difficulty identifying where collaboration stops and collusion begins." (Carroll & Appleton, 2001, p.15) In both policy and practice, collusion is a perplexing area of academic integrity. Students are expected to learn to work collaboratively in university courses, yet are often required to submit assessment…

Differences That Make a Difference: A Study in Collaborative Learning

ERIC Educational Resources Information Center

Touchman, Stephanie

2012-01-01

Collaborative learning is a common teaching strategy in classrooms across age groups and content areas. It is important to measure and understand the cognitive process involved during collaboration to improve teaching methods involving interactive activities. This research attempted to answer the question: why do students learn more in…

College Students' Perceptions of Short Message Service-Supported Collaborative Learning

ERIC Educational Resources Information Center

Zamani-Miandashti, Naser; Ataei, Pouria

2015-01-01

Interaction is a major success factor that affects collaborative learning. This study examined the perceptions of college students about short message service (SMS) supported collaborative learning. Seventy-five BSc students from three classes were asked to cooperate on group assignments. The participants used their mobile phones to exchange text…

Online Collaboration for Programming: Assessing Students' Cognitive Abilities

ERIC Educational Resources Information Center

Othman, Mahfudzah; Muhd Zain, Nurzaid

2015-01-01

This study is primarily focused on assessing the students' logical thinking and cognitive levels in an online collaborative environment. The aim is to investigate whether the online collaboration has significant impact to the students' cognitive abilities. The assessment of the logical thinking involved the use of the online Group Assessment…

Training for Fostering Knowledge Co-Construction from Collaborative Inference-Drawing

ERIC Educational Resources Information Center

Deiglmayr, Anne; Spada, Hans

2011-01-01

Groups typically have difficulties drawing inferences that integrate individuals' unique information (collaborative inferences) and thus yield a true assembly bonus. An experiment with 36 dyads of university-level students in four training conditions showed, particularly in untrained dyads, that collaborative inferences were less likely to be…

Conflict and Capitulation: A Bakhtinian Analysis of a Failed Collaboration.

ERIC Educational Resources Information Center

Cross, Geoffrey A.

To help business writers and writing teachers think more specifically about problems of writing collaboration, a study examined and analyzed a group writing project in the Auldouest Insurance Company (pseudonym) Department of Corporate Communication. The collaborative writing of the two page executive letter of the company's annual report involved…

Physical Webbing: Collaborative Kinesthetic Three-Dimensional Mind Maps[R

ERIC Educational Resources Information Center

Williams, Marian H.

2012-01-01

Mind Mapping has predominantly been used by individuals or collaboratively in groups as a paper-based or computer-generated learning strategy. In an effort to make Mind Mapping kinesthetic, collaborative, and three-dimensional, an innovative pedagogical strategy, termed Physical Webbing, was devised. In the Physical Web activity, groups…

Fiia: A Model-Based Approach to Engineering Collaborative Augmented Reality

NASA Astrophysics Data System (ADS)

Wolfe, Christopher; Smith, J. David; Phillips, W. Greg; Graham, T. C. Nicholas

Augmented reality systems often involve collaboration among groups of people. While there are numerous toolkits that aid the development of such augmented reality groupware systems (e.g., ARToolkit and Groupkit), there remains an enormous gap between the specification of an AR groupware application and its implementation. In this chapter, we present Fiia, a toolkit which simplifies the development of collaborative AR applications. Developers specify the structure of their applications using the Fiia modeling language, which abstracts details of networking and provides high-level support for specifying adapters between the physical and virtual world. The Fiia.Net runtime system then maps this conceptual model to a runtime implementation. We illustrate Fiia via Raptor, an augmented reality application used to help small groups collaboratively prototype video games.

Student use of a Learning Management System for group projects: A case study investigating interaction, collaboration, and knowledge construction

NASA Astrophysics Data System (ADS)

Lonn, Steven D.

Web-based Learning Management Systems (LMS) allow instructors and students to share instructional materials, make class announcements, submit and return course assignments, and communicate with each other online. Previous LMS-related research has focused on how these systems deliver and manage instructional content with little concern for how students' constructivist learning can be encouraged and facilitated. This study investigated how students use LMS to interact, collaborate, and construct knowledge within the context of a group project but without mediation by the instructor. The setting for this case study was students' use in one upper-level biology course of the local LMS within the context of a course-related group project, a mock National Institutes of Health grant proposal. Twenty-one groups (82 students) voluntarily elected to use the LMS, representing two-thirds of all students in the course. Students' peer-to-peer messages within the LMS, event logs, online surveys, focus group interviews, and instructor interviews were used in order to answer the study's overarching research question. The results indicate that students successfully used the LMS to interact and, to a significant extent, collaborate, but there was very little evidence of knowledge construction using the LMS technology. It is possible that the ease and availability of face-to-face meetings as well as problems and limitations with the technology were factors that influenced whether students' online basic interaction could be further distinguished as collaboration or knowledge construction. Despite these limitations, students found several tools and functions of the LMS useful for their online peer interaction and completion of their course project. Additionally, LMS designers and implementers are urged to consider previous literature on computer-supported collaborative learning environments in order to better facilitate independent group projects within these systems. Further research is needed to identify the best types of scaffolds and overall technological improvements in order to provide support for online collaboration and knowledge construction.

The Power of a "Maverick" in Collaborative Problem Solving: An Experimental Investigation of Individual Perspective-Taking Within a Group.

PubMed

Hayashi, Yugo

2018-05-01

Integrating different perspectives is a sophisticated strategy for developing constructive interactions in collaborative problem solving. However, cognitive aspects such as individuals' knowledge and bias often obscure group consensus and produce conflict. This study investigated collaborative problem solving, focusing on a group member interacting with another member having a different perspective (a "maverick"). It was predicted that mavericks might mitigate disadvantages and facilitate perspective taking during problem solving. Thus, 344 university students participated in two laboratory-based experiments by engaging in a simple rule-discovery task that raised conflicts among perspectives. They interacted with virtual partners whose conversations were controlled by multiple conversational agents. Results show that when participants interacted with a maverick during the task, they were able to take others' perspectives and integrate different perspectives to solve the problem. Moreover, when participants interacted in groups with a positive mood, groups with a maverick outperformed groups having several perspectives. Copyright © 2018 Cognitive Science Society, Inc.

It's All About Communication: A Mixed-Methods Approach to Collaboration Between Volunteers and Staff in Pediatric Palliative Care.

PubMed

Meyer, Dorothee; Schmidt, Pia; Zernikow, Boris; Wager, Julia

2018-01-01

Multidisciplinary teamwork is considered central to pediatric palliative care. Although different studies state that volunteers play an essential role in palliative care, little is known about the collaboration between volunteers and staff. This study aims to explore and compare the perspectives of volunteers and staff regarding collaboration in a pediatric palliative care unit. A mixed-methods approach was chosen to appropriately reflect the complex aspects of collaboration. Both face-to-face interviews with staff who work together with volunteers and a group discussion with all volunteers were conducted. These were supplemented by 2 questionnaires designed for this study that examined participants' characteristics and their estimation of what information volunteers need before they meet a patient. Nine staff members and 7 volunteers participated in this study. Their ideas of collaboration could be grouped into 3 categories: (i) factual level of collaboration, (ii) relationship level of collaboration, and (iii) overall appraisal of collaboration (suggestions for improvement). Communication can be considered a key factor in successful collaboration between volunteers and staff. Because many patients in pediatric palliative care units are not able to communicate verbally, good information flow between volunteers and staff is crucial for ensuring quality patient care. Moreover, communication is the key to establishing a team philosophy by clarifying roles and building relationships between volunteers and staff.

Energy Efficiency Collaboratives

DOE Office of Scientific and Technical Information (OSTI.GOV)

Li, Michael; Bryson, Joe

2015-09-01

Collaboratives for energy efficiency have a long and successful history and are currently used, in some form, in more than half of the states. Historically, many state utility commissions have used some form of collaborative group process to resolve complex issues that emerge during a rate proceeding. Rather than debate the issues through the formality of a commission proceeding, disagreeing parties are sent to discuss issues in a less-formal setting and bring back resolutions to the commission. Energy efficiency collaboratives take this concept and apply it specifically to energy efficiency programs—often in anticipation of future issues as opposed to reactingmore » to a present disagreement. Energy efficiency collaboratives can operate long term and can address the full suite of issues associated with designing, implementing, and improving energy efficiency programs. Collaboratives can be useful to gather stakeholder input on changing program budgets and program changes in response to performance or market shifts, as well as to provide continuity while regulators come and go, identify additional energy efficiency opportunities and innovations, assess the role of energy efficiency in new regulatory contexts, and draw on lessons learned and best practices from a diverse group. Details about specific collaboratives in the United States are in the appendix to this guide. Collectively, they demonstrate the value of collaborative stakeholder processes in producing successful energy efficiency programs.« less

["Group" and organization: a dimension of collaboration of anthropology and epidemiology].

PubMed

Song, Lei-ming; Wang, Ning

2012-04-01

"Group" is a key concept in epidemiological research and "organization" is a core concept in anthropology. Group takes focus on the specific characteristics of the subjects, while organization takes focus on the relationship between the objects. For the characteristics and relationship of the objects that interacting with each other, the two concepts could be complementary in specific studies, and this will be the basic dimension of Interdisciplinary collaboration of anthropology and epidemiology.

Effective self-regulated science learning through multimedia-enriched skeleton concept maps

NASA Astrophysics Data System (ADS)

Marée, Ton J.; van Bruggen, Jan M.; Jochems, Wim M. G.

2013-04-01

Background: This study combines work on concept mapping with scripted collaborative learning. Purpose: The objective was to examine the effects of self-regulated science learning through scripting students' argumentative interactions during collaborative 'multimedia-enriched skeleton concept mapping' on meaningful science learning and retention. Programme description: Each concept in the enriched skeleton concept map (ESCoM) contained annotated multimedia-rich content (pictures, text, animations or video clips) that elaborated the concept, and an embedded collaboration script to guide students' interactions. Sample: The study was performed in a Biomolecules course on the Bachelor of Applied Science program in the Netherlands. All first-year students (N=93, 31 women, 62 men, aged 17-33 years) took part in this study. Design and methods: The design used a control group who received the regular course and an experimental group working together in dyads on an ESCoM under the guidance of collaboration scripts. In order to investigate meaningful understanding and retention, a retention test was administered a month after the final exam. Results: Analysis of covariance demonstrated a significant experimental effect on the Biomolecules exam scores between the experimental group and the control, and the difference between the groups on the retention test also reached statistical significance. Conclusions: Scripted collaborative multimedia ESCoM mapping resulted in meaningful understanding and retention of the conceptual structure of the domain, the concepts, and their relations. Not only was scripted collaborative multimedia ESCoM mapping more effective than the traditional teaching approach, it was also more efficient in requiring far less teacher guidance.

An approach to integrating interprofessional education in collaborative mental health care.

PubMed

Curran, Vernon; Heath, Olga; Adey, Tanis; Callahan, Terrance; Craig, David; Hearn, Taryn; White, Hubert; Hollett, Ann

2012-03-01

This article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education. A systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures. IPE in collaborative mental health practice was well received at both the pre- and post-licensure levels. Satisfaction scores were very high, and students, trainees, and practitioners welcomed the opportunity to learn about collaboration in the context of mental health. Medical student satisfaction increased significantly with the introduction of standardized patients (SPs) as an interprofessional learning method. Medical students and faculty reported that experiential learning in practice-based settings is a key component of effective approaches to IPE implementation. At a post-licensure level, practitioners reported significant improvement in attitudes toward interprofessional collaboration in mental health care after participation in IPE. IPE in collaborative mental health is feasible, and mental health settings offer practical and useful learning experiences for students, trainees, and practitioners in interprofessional collaboration.

Interprofessional collaboration regarding patients' care plans in primary care: a focus group study into influential factors.

PubMed

van Dongen, Jerôme Jean Jacques; Lenzen, Stephanie Anna; van Bokhoven, Marloes Amantia; Daniëls, Ramon; van der Weijden, Trudy; Beurskens, Anna

2016-05-28

The number of people with multiple chronic conditions demanding primary care services is increasing. To deal with the complex health care demands of these people, professionals from different disciplines collaborate. This study aims to explore influential factors regarding interprofessional collaboration related to care plan development in primary care. A qualitative study, including four semi-structured focus group interviews (n = 4). In total, a heterogeneous group of experts (n = 16) and health care professionals (n = 15) participated. Participants discussed viewpoints, barriers, and facilitators regarding interprofessional collaboration related to care plan development. The data were analysed by means of inductive content analysis. The findings show a variety of factors influencing the interprofessional collaboration in developing a care plan. Factors can be divided into 5 key categories: (1) patient-related factors: active role, self-management, goals and wishes, membership of the team; (2) professional-related factors: individual competences, domain thinking, motivation; (3) interpersonal factors: language differences, knowing each other, trust and respect, and motivation; (4) organisational factors: structure, composition, time, shared vision, leadership and administrative support; and (5) external factors: education, culture, hierarchy, domain thinking, law and regulations, finance, technology and ICT. Improving interprofessional collaboration regarding care plan development calls for an integral approach including patient- and professional related factors, interpersonal, organisational, and external factors. Further, the leader of the team seems to play a key role in watching the patient perspective, organising and coordinating interprofessional collaborations, and guiding the team through developments. The results of this study can be used as input for developing tools and interventions targeted at executing and improving interprofessional collaboration related to care plan development.

The Role of Collective Efficacy, Cognitive Quality, and Task Cohesion in Computer-Supported Collaborative Learning (CSCL)

ERIC Educational Resources Information Center

Wang, Shu-Ling; Hwang, Gwo-Jen

2012-01-01

Research has suggested that CSCL environments contain fewer social context clues, resulting in various group processes, performance or motivation. This study thus attempts to explore the relationship among collective efficacy, group processes (i.e. task cohesion, cognitive quality) and collaborative performance in a CSCL environment. A total of 75…

Group Projects as a Method of Promoting Student Scientific Communication and Collaboration in a Public Health Microbiology Course

ERIC Educational Resources Information Center

Walton, Kristen L. W.; Baker, Jason C.

2009-01-01

Communication of scientific and medical information and collaborative work are important skills for students pursuing careers in health professions and other biomedical sciences. In addition, group work and active learning can increase student engagement and analytical skills. Students in our public health microbiology class were required to work…

Parent and Teacher Perspectives in Collaborative Concepts of Therapeutic Programs for Students with ADHD

ERIC Educational Resources Information Center

Chaimaha, Napalai; Chinchai, Supaporn

2016-01-01

The purpose of this study was to explore parents' and teachers' perspectives in collaborative concepts of therapeutic programs for students with ADHD. The qualitative data was collected from three focus group discussions based on Future Search Conference (FSC) method, and was analyzed for themes. Participants in the separate groups--the parent…

Collaborative Learning and Positive Experiences: Does Letting Students Choose Their Own Groups Matter?

ERIC Educational Resources Information Center

Ciani, Keith D.; Summers, Jessica J.; Easter, Matthew A.; Sheldon, Kennon M.

2008-01-01

This study used self-determination theory as a framework to examine the relationship between choice regarding group membership and student motivation within classrooms that use collaborative learning as an instructional tool. Data were collected from over 500 students across seven classrooms from a large university in the Midwestern United States.…

Training Teachers for Virtual Collaboration: A Case Study

ERIC Educational Resources Information Center

Vinagre, Margarita

2016-01-01

This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in-service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they…

Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is

ERIC Educational Resources Information Center

Jacobs, George M.

2015-01-01

A great deal of theory and research, not to mention students' and teachers' practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two…

Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

ERIC Educational Resources Information Center

Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

2013-01-01

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

Measuring Student Interactions Using Networks: Insights into the Learning Community of a Large Active Learning Course

ERIC Educational Resources Information Center

Buchenroth-Martin, Cynthia; DiMartino, Trevor; Martin, Andrew P.

2017-01-01

Collaborative learning in small groups is commonly implemented as a part of student-centered curricula. In large-enrollment courses, details of the interactions among students as a consequence of working in collaborative groups are often unknown but are important because how students interact influences the effectiveness of peer learning. We…

Creating Joint Representations of Collaborative Problem Solving with Multi-Touch Technology

ERIC Educational Resources Information Center

Mercier, E.; Higgins, S.

2014-01-01

Multi-touch surfaces have the potential to change the nature of computer-supported collaborative learning, allowing more equitable access to shared digital content. In this paper, we explore how large multi-touch tables can be used by groups of students as an external representation of their group interaction processes. Video data from 24 groups…

Online Project-Based Learning: How Collaborative Strategies and Problem Solving Processes Impact Performance

ERIC Educational Resources Information Center

Thomas, W. Randall; Macgregor, S. Kim

2005-01-01

The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity implemented in an undergraduate course. A multi-case study was conducted of six collaborative groups, focusing on the types and frequencies of interactions that occurred within each group and the perceptions…

The Impact of Homogeneous vs. Heterogeneous Collaborative Learning Groups in Multicultural Classes on the Achievement and Attitudes of Nine Graders towards Learning Science

ERIC Educational Resources Information Center

Faris, Ahmed O.

2009-01-01

The current study aims at investigating the impact of homogeneous versus heterogeneous collaborative learning grouping in multicultural classes on the students' achievements and attitudes towards learning science. In the present study, heterogeneity was unpacked through two dimensions: the cultural background, represented by the different…

Collaborative Problem Solving in Young Typical Development and HFASD

ERIC Educational Resources Information Center

Kimhi, Yael; Bauminger-Zviely, Nirit

2012-01-01

Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions--all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3-6 years and their 58 friends and 58 non-friends. Groups were matched on…

Learning from the Periphery in a Collaborative Robotics Workshop for Girls

ERIC Educational Resources Information Center

Sullivan, Florence R.; Keith, Kevin; Wilson, Nicholas C.

2016-01-01

This study investigates how students who are peripherally positioned in computer science-based, collaborative group work meaningfully engage with the group activity in order to learn. Our research took place in the context of a one-day, all-girl robotics workshop, in which the participants were learning to program robotic devices. A total of 17…

Wiki Use that Increases Communication and Collaboration Motivation

ERIC Educational Resources Information Center

Davidson, Robyn

2012-01-01

Communication and collaboration can be readily enabled by the use of many ICT tools. A wiki, which is an easily accessible and editable website, is one such platform that provides the opportunity for students to work on group projects without the barriers that arise from traditional group work. Whilst wiki use is becoming more common, its use in…

Using Wikis for Online Group Projects: Student and Tutor Perspectives

ERIC Educational Resources Information Center

Kear, Karen; Donelan, Helen; Williams, Judith

2014-01-01

This paper presents a study of the use of wikis to support online group projects in two courses at the UK Open University. The research aimed to investigate the effectiveness of a wiki in supporting (i) student collaboration and (ii) tutors' marking of the students' collaborative work. The paper uses the main factors previously identified by the…

A Case Study of Design and Usability Evaluation of the Collaborative Problem Solving Instructional Platform System

ERIC Educational Resources Information Center

Chao, Jen-Yi; Chao, Shu-Jen; Yao, Lo-Yi; Liu, Chuan-His

2016-01-01

This study used Focus Group to analyze user requirements for user interface so as to understand what capabilities of the Collaborative Problem Solving (CPS) Instructional Platform were expected by users. After 12 focus group interviews, the following four functions had been identified as essential to the CPS Instructional Platform: CPS…

Moral Problems Perceived by Industry in Collaboration with a Student Group: Balancing between Beneficial Objectives and Upholding Relations

ERIC Educational Resources Information Center

Vartiainen, Tero

2009-01-01

Industry-university partnerships are common in the IT field. This paper reports on moral problems perceived by client representatives collaborating with student groups taking part in a project course in information systems education in a Finnish university. Twenty-two client representatives from IT organizations were interviewed during the course…

Building a Research-Community Collaborative to Improve Community Care for Infants and Toddlers At-Risk for Autism Spectrum Disorders

ERIC Educational Resources Information Center

Brookman-Frazee, Lauren; Stahmer, Aubyn C.; Lewis, Karyn; Feder, Joshua D.; Reed, Sarah

2012-01-01

This article describes the formation and initial outcomes of a research-community collaborative group that was developed based on community-based participatory research principles. The group includes a transdisciplinary team of practitioners, funding agency representatives, researchers, and families of children with autism spectrum disorders, who…