Sample records for networked collaborative learning

  1. A Collaborative Learning Network Approach to Improvement: The CUSP Learning Network.

    PubMed

    Weaver, Sallie J; Lofthus, Jennifer; Sawyer, Melinda; Greer, Lee; Opett, Kristin; Reynolds, Catherine; Wyskiel, Rhonda; Peditto, Stephanie; Pronovost, Peter J

    2015-04-01

    Collaborative improvement networks draw on the science of collaborative organizational learning and communities of practice to facilitate peer-to-peer learning, coaching, and local adaption. Although significant improvements in patient safety and quality have been achieved through collaborative methods, insight regarding how collaborative networks are used by members is needed. Improvement Strategy: The Comprehensive Unit-based Safety Program (CUSP) Learning Network is a multi-institutional collaborative network that is designed to facilitate peer-to-peer learning and coaching specifically related to CUSP. Member organizations implement all or part of the CUSP methodology to improve organizational safety culture, patient safety, and care quality. Qualitative case studies developed by participating members examine the impact of network participation across three levels of analysis (unit, hospital, health system). In addition, results of a satisfaction survey designed to evaluate member experiences were collected to inform network development. Common themes across case studies suggest that members found value in collaborative learning and sharing strategies across organizational boundaries related to a specific improvement strategy. The CUSP Learning Network is an example of network-based collaborative learning in action. Although this learning network focuses on a particular improvement methodology-CUSP-there is clear potential for member-driven learning networks to grow around other methods or topic areas. Such collaborative learning networks may offer a way to develop an infrastructure for longer-term support of improvement efforts and to more quickly diffuse creative sustainment strategies.

  2. Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks.

    PubMed

    Leroy, Lisa; Rittner, Jessica Levin; Johnson, Karin E; Gerteis, Jessie; Miller, Therese

    2017-02-01

    Collaborative research networks are increasingly used as an effective mechanism for accelerating knowledge transfer into policy and practice. This paper explored the characteristics and collaborative learning approaches of nine health research networks. Semi-structured interviews with representatives from eight diverse US health services research networks conducted between November 2012 and January 2013 and program evaluation data from a ninth. The qualitative analysis assessed each network's purpose, duration, funding sources, governance structure, methods used to foster collaboration, and barriers and facilitators to collaborative learning. The authors reviewed detailed notes from the interviews to distill salient themes. Face-to-face meetings, intentional facilitation and communication, shared vision, trust among members and willingness to work together were key facilitators of collaborative learning. Competing priorities for members, limited funding and lack of long-term support and geographic dispersion were the main barriers to coordination and collaboration across research network members. The findings illustrate the importance of collaborative learning in research networks and the challenges to evaluating the success of research network functionality. Conducting readiness assessments and developing process and outcome evaluation metrics will advance the design and show the impact of collaborative research networks. Copyright © 2017 Longwoods Publishing.

  3. Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks

    PubMed Central

    Rittner, Jessica Levin; Johnson, Karin E.; Gerteis, Jessie; Miller, Therese

    2017-01-01

    Objective: Collaborative research networks are increasingly used as an effective mechanism for accelerating knowledge transfer into policy and practice. This paper explored the characteristics and collaborative learning approaches of nine health research networks. Data sources/study setting: Semi-structured interviews with representatives from eight diverse US health services research networks conducted between November 2012 and January 2013 and program evaluation data from a ninth. Study design: The qualitative analysis assessed each network's purpose, duration, funding sources, governance structure, methods used to foster collaboration, and barriers and facilitators to collaborative learning. Data collection: The authors reviewed detailed notes from the interviews to distill salient themes. Principal findings: Face-to-face meetings, intentional facilitation and communication, shared vision, trust among members and willingness to work together were key facilitators of collaborative learning. Competing priorities for members, limited funding and lack of long-term support and geographic dispersion were the main barriers to coordination and collaboration across research network members. Conclusion: The findings illustrate the importance of collaborative learning in research networks and the challenges to evaluating the success of research network functionality. Conducting readiness assessments and developing process and outcome evaluation metrics will advance the design and show the impact of collaborative research networks. PMID:28277202

  4. Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

    ERIC Educational Resources Information Center

    Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.

    2008-01-01

    The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…

  5. Do learning collaboratives strengthen communication? A comparison of organizational team communication networks over time.

    PubMed

    Bunger, Alicia C; Lengnick-Hall, Rebecca

    Collaborative learning models were designed to support quality improvements, such as innovation implementation by promoting communication within organizational teams. Yet the effect of collaborative learning approaches on organizational team communication during implementation is untested. The aim of this study was to explore change in communication patterns within teams from children's mental health organizations during a year-long learning collaborative focused on implementing a new treatment. We adopt a social network perspective to examine intraorganizational communication within each team and assess change in (a) the frequency of communication among team members, (b) communication across organizational hierarchies, and (c) the overall structure of team communication networks. A pretest-posttest design compared communication among 135 participants from 21 organizational teams at the start and end of a learning collaborative. At both time points, participants were asked to list the members of their team and rate the frequency of communication with each along a 7-point Likert scale. Several individual, pair-wise, and team level communication network metrics were calculated and compared over time. At the individual level, participants reported communicating with more team members by the end of the learning collaborative. Cross-hierarchical communication did not change. At the team level, these changes manifested differently depending on team size. In large teams, communication frequency increased, and networks grew denser and slightly less centralized. In small teams, communication frequency declined, growing more sparse and centralized. Results suggest that team communication patterns change minimally but evolve differently depending on size. Learning collaboratives may be more helpful for enhancing communication among larger teams; thus, managers might consider selecting and sending larger staff teams to learning collaboratives. This study highlights key future research directions that can disentangle the relationship between learning collaboratives and team networks.

  6. Discovery of Action Patterns and User Correlations in Task-Oriented Processes for Goal-Driven Learning Recommendation

    ERIC Educational Resources Information Center

    Zhou, Xiaokang; Chen, Jian; Wu, Bo; Jin, Qun

    2014-01-01

    With the high development of social networks, collaborations in a socialized web-based learning environment has become increasing important, which means people can learn through interactions and collaborations in communities across social networks. In this study, in order to support the enhanced collaborative learning, two important factors, user…

  7. Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

    ERIC Educational Resources Information Center

    Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina

    2007-01-01

    In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…

  8. Hybrid E-Learning Tool TransLearning: Video Storytelling to Foster Vicarious Learning within Multi-Stakeholder Collaboration Networks

    ERIC Educational Resources Information Center

    van der Meij, Marjoleine G.; Kupper, Frank; Beers, Pieter J.; Broerse, Jacqueline E. W.

    2016-01-01

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

  9. The 3 R's of Learning Time: Rethink, Reshape, Reclaim

    ERIC Educational Resources Information Center

    Sackey, Shera Carter

    2012-01-01

    The Learning School Alliance is a network of schools collaborating about professional practice. The network embodies Learning Forward's purpose to advance effective job-embedded professional learning that leads to student outcomes. A key component of Learning Forward's Standards for Professional Learning is a focus on collaborative learning,…

  10. Investigating Patterns of Interaction in Networked Learning and Computer-Supported Collaborative Learning: A Role for Social Network Analysis

    ERIC Educational Resources Information Center

    de Laat, Maarten; Lally, Vic; Lipponen, Lasse; Simons, Robert-Jan

    2007-01-01

    The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can…

  11. Social Networks, Communication Styles, and Learning Performance in a CSCL Community

    ERIC Educational Resources Information Center

    Cho, Hichang; Gay, Geri; Davidson, Barry; Ingraffea, Anthony

    2007-01-01

    The aim of this study is to empirically investigate the relationships between communication styles, social networks, and learning performance in a computer-supported collaborative learning (CSCL) community. Using social network analysis (SNA) and longitudinal survey data, we analyzed how 31 distributed learners developed collaborative learning…

  12. Collaboration Levels in Asynchronous Discussion Forums: A Social Network Analysis Approach

    ERIC Educational Resources Information Center

    Luhrs, Cecilia; McAnally-Salas, Lewis

    2016-01-01

    Computer Supported Collaborative Learning literature relates high levels of collaboration to enhanced learning outcomes. However, an agreement on what is considered a high level of collaboration is unclear, especially if a qualitative approach is taken. This study describes how methods of Social Network Analysis were used to design a collaboration…

  13. Implementation of a Framework for Collaborative Social Networks in E-Learning

    ERIC Educational Resources Information Center

    Maglajlic, Seid

    2016-01-01

    This paper describes the implementation of a framework for the construction and utilization of social networks in ELearning. These social networks aim to enhance collaboration between all E-Learning participants (i.e. both traineeto-trainee and trainee-to-tutor communication are targeted). E-Learning systems that include a so-called "social…

  14. Using Social Networking Environments to Support Collaborative Learning in a Chinese University Class: Interaction Pattern and Influencing Factors

    ERIC Educational Resources Information Center

    Lu, Jie; Churchill, Daniel

    2014-01-01

    This paper reports a study that investigated the social interaction pattern of collaborative learning and the factors affecting the effectiveness of collaborative learning in a social networking environment (SNE). A class of 55 undergraduate students enrolled in an elective course at a Chinese university was recruited for the study. The…

  15. 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…

  16. Developing 21st century skills through the use of student personal learning networks

    NASA Astrophysics Data System (ADS)

    Miller, Robert D.

    This research was conducted to study the development of 21st century communication, collaboration, and digital literacy skills of students at the high school level through the use of online social network tools. The importance of this study was based on evidence high school and college students are not graduating with the requisite skills of communication, collaboration, and digital literacy skills yet employers see these skills important to the success of their employees. The challenge addressed through this study was how high schools can integrate social network tools into traditional learning environments to foster the development of these 21st century skills. A qualitative research study was completed through the use of case study. One high school class in a suburban high performing town in Connecticut was selected as the research site and the sample population of eleven student participants engaged in two sets of interviews and learned through the use social network tools for one semester of the school year. The primary social network tools used were Facebook, Diigo, Google Sites, Google Docs, and Twitter. The data collected and analyzed partially supported the transfer of the theory of connectivism at the high school level. The students actively engaged in collaborative learning and research. Key results indicated a heightened engagement in learning, the development of collaborative learning and research skills, and a greater understanding of how to use social network tools for effective public communication. The use of social network tools with high school students was a positive experience that led to an increased awareness of the students as to the benefits social network tools have as a learning tool. The data supported the continued use of social network tools to develop 21st century communication, collaboration, and digital literacy skills. Future research in this area may explore emerging social network tools as well as the long term impact these tools have on the development of lifelong learning skills and quantitative data linked to student learning.

  17. Exploring Collaborative Learning Effect in Blended Learning Environments

    ERIC Educational Resources Information Center

    Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

    2017-01-01

    The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

  18. A Social Network Analysis of Teaching and Research Collaboration in a Teachers' Virtual Learning Community

    ERIC Educational Resources Information Center

    Lin, Xiaofan; Hu, Xiaoyong; Hu, Qintai; Liu, Zhichun

    2016-01-01

    Analysing the structure of a social network can help us understand the key factors influencing interaction and collaboration in a virtual learning community (VLC). Here, we describe the mechanisms used in social network analysis (SNA) to analyse the social network structure of a VLC for teachers and discuss the relationship between face-to-face…

  19. Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

    ERIC Educational Resources Information Center

    Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

    2011-01-01

    The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

  20. Distinguishable memory retrieval networks for collaboratively and non-collaboratively learned information.

    PubMed

    Vanlangendonck, Flora; Takashima, Atsuko; Willems, Roel M; Hagoort, Peter

    2018-03-01

    Learning often occurs in communicative and collaborative settings, yet almost all research into the neural basis of memory relies on participants encoding and retrieving information on their own. We investigated whether learning linguistic labels in a collaborative context at least partly relies on cognitively and neurally distinct representations, as compared to learning in an individual context. Healthy human participants learned labels for sets of abstract shapes in three different tasks. They came up with labels with another person in a collaborative communication task (collaborative condition), by themselves (individual condition), or were given pre-determined unrelated labels to learn by themselves (arbitrary condition). Immediately after learning, participants retrieved and produced the labels aloud during a communicative task in the MRI scanner. The fMRI results show that the retrieval of collaboratively generated labels as compared to individually learned labels engages brain regions involved in understanding others (mentalizing or theory of mind) and autobiographical memory, including the medial prefrontal cortex, the right temporoparietal junction and the precuneus. This study is the first to show that collaboration during encoding affects the neural networks involved in retrieval. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

  1. The Structural Underpinnings of Policy Learning: A Classroom Policy Simulation

    NASA Astrophysics Data System (ADS)

    Bird, Stephen

    This paper investigates the relationship between the centrality of individual actors in a social network structure and their policy learning performance. In a dynamic comparable to real-world policy networks, results from a classroom simulation demonstrate a strong relationship between centrality in social learning networks and grade performance. Previous research indicates that social network centrality should have a positive effect on learning in other contexts and this link is tested in a policy learning context. Second, the distinction between collaborative learning versus information diffusion processes in policy learning is examined. Third, frequency of interaction is analyzed to determine whether consistent, frequent tics have a greater impact on the learning process. Finally, the data arc analyzed to determine if the benefits of centrality have limitations or thresholds when benefits no longer accrue. These results demonstrate the importance of network structure, and support a collaborative conceptualization of the policy learning process.

  2. Involvement, Collaboration and Engagement: Social Networks through a Pedagogical Lens

    ERIC Educational Resources Information Center

    Seifert, Tami

    2016-01-01

    Social networks facilitate activities that promote involvement, collaboration and engagement. Modelling of best practices using social networks enhances its usage by participants, increases participants confidence as to its implementation and creates a paradigm shift to a more personalized, participatory and collaborative learning and a more…

  3. How social network analysis can be used to monitor online collaborative learning and guide an informed intervention

    PubMed Central

    Fors, Uno; Tedre, Matti; Nouri, Jalal

    2018-01-01

    To ensure online collaborative learning meets the intended pedagogical goals (is actually collaborative and stimulates learning), mechanisms are needed for monitoring the efficiency of online collaboration. Various studies have indicated that social network analysis can be particularly effective in studying students’ interactions in online collaboration. However, research in education has only focused on the theoretical potential of using SNA, not on the actual benefits they achieved. This study investigated how social network analysis can be used to monitor online collaborative learning, find aspects in need of improvement, guide an informed intervention, and assess the efficacy of intervention using an experimental, observational repeated-measurement design in three courses over a full-term duration. Using a combination of SNA-based visual and quantitative analysis, we monitored three SNA constructs for each participant: the level of interactivity, the role, and position in information exchange, and the role played by each participant in the collaboration. On the group level, we monitored interactivity and group cohesion indicators. Our monitoring uncovered a non-collaborative teacher-centered pattern of interactions in the three studied courses as well as very few interactions among students, limited information exchange or negotiation, and very limited student networks dominated by the teacher. An intervention based on SNA-generated insights was designed. The intervention was structured into five actions: increasing awareness, promoting collaboration, improving the content, preparing teachers, and finally practicing with feedback. Evaluation of the intervention revealed that it has significantly enhanced student-student interactions and teacher-student interactions, as well as produced a collaborative pattern of interactions among most students and teachers. Since efficient and communicative activities are essential prerequisites for successful content discussion and for realizing the goals of collaboration, we suggest that our SNA-based approach will positively affect teaching and learning in many educational domains. Our study offers a proof-of-concept of what SNA can add to the current tools for monitoring and supporting teaching and learning in higher education. PMID:29566058

  4. How social network analysis can be used to monitor online collaborative learning and guide an informed intervention.

    PubMed

    Saqr, Mohammed; Fors, Uno; Tedre, Matti; Nouri, Jalal

    2018-01-01

    To ensure online collaborative learning meets the intended pedagogical goals (is actually collaborative and stimulates learning), mechanisms are needed for monitoring the efficiency of online collaboration. Various studies have indicated that social network analysis can be particularly effective in studying students' interactions in online collaboration. However, research in education has only focused on the theoretical potential of using SNA, not on the actual benefits they achieved. This study investigated how social network analysis can be used to monitor online collaborative learning, find aspects in need of improvement, guide an informed intervention, and assess the efficacy of intervention using an experimental, observational repeated-measurement design in three courses over a full-term duration. Using a combination of SNA-based visual and quantitative analysis, we monitored three SNA constructs for each participant: the level of interactivity, the role, and position in information exchange, and the role played by each participant in the collaboration. On the group level, we monitored interactivity and group cohesion indicators. Our monitoring uncovered a non-collaborative teacher-centered pattern of interactions in the three studied courses as well as very few interactions among students, limited information exchange or negotiation, and very limited student networks dominated by the teacher. An intervention based on SNA-generated insights was designed. The intervention was structured into five actions: increasing awareness, promoting collaboration, improving the content, preparing teachers, and finally practicing with feedback. Evaluation of the intervention revealed that it has significantly enhanced student-student interactions and teacher-student interactions, as well as produced a collaborative pattern of interactions among most students and teachers. Since efficient and communicative activities are essential prerequisites for successful content discussion and for realizing the goals of collaboration, we suggest that our SNA-based approach will positively affect teaching and learning in many educational domains. Our study offers a proof-of-concept of what SNA can add to the current tools for monitoring and supporting teaching and learning in higher education.

  5. E-Collaboration Technologies in Teaching/Learning Activity

    ERIC Educational Resources Information Center

    Zascerinska, Jelena; Ahrens, Andreas

    2009-01-01

    A proper use of e-collaboration technologies in the teaching/learning process is provided by varied cooperative networks, which penetrate teachers' and students' activity more thoroughly with the availability of broadband services. However, the successful use of e-collaboration technologies in teaching/learning activity within a multicultural…

  6. Peer Learning Network: Implementing and Sustaining Cooperative Learning by Teacher Collaboration

    ERIC Educational Resources Information Center

    Miquel, Ester; Duran, David

    2017-01-01

    This article describes an in-service teachers', staff-development model "Peer Learning Network" and presents results about its efficiency. "Peer Learning Network" promotes three levels of peer learning simultaneously (among pupils, teachers, and schools). It supports pairs of teachers from several schools, who are linked…

  7. The Integration of Personal Learning Environments & Open Network Learning Environments

    ERIC Educational Resources Information Center

    Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

    2012-01-01

    Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

  8. Collaborative Supervised Learning for Sensor Networks

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri L.; Rebbapragada, Umaa; Lane, Terran

    2011-01-01

    Collaboration methods for distributed machine-learning algorithms involve the specification of communication protocols for the learners, which can query other learners and/or broadcast their findings preemptively. Each learner incorporates information from its neighbors into its own training set, and they are thereby able to bootstrap each other to higher performance. Each learner resides at a different node in the sensor network and makes observations (collects data) independently of the other learners. After being seeded with an initial labeled training set, each learner proceeds to learn in an iterative fashion. New data is collected and classified. The learner can then either broadcast its most confident classifications for use by other learners, or can query neighbors for their classifications of its least confident items. As such, collaborative learning combines elements of both passive (broadcast) and active (query) learning. It also uses ideas from ensemble learning to combine the multiple responses to a given query into a single useful label. This approach has been evaluated against current non-collaborative alternatives, including training a single classifier and deploying it at all nodes with no further learning possible, and permitting learners to learn from their own most confident judgments, absent interaction with their neighbors. On several data sets, it has been consistently found that active collaboration is the best strategy for a distributed learner network. The main advantages include the ability for learning to take place autonomously by collaboration rather than by requiring intervention from an oracle (usually human), and also the ability to learn in a distributed environment, permitting decisions to be made in situ and to yield faster response time.

  9. An Approach Based on Social Network Analysis Applied to a Collaborative Learning Experience

    ERIC Educational Resources Information Center

    Claros, Iván; Cobos, Ruth; Collazos, César A.

    2016-01-01

    The Social Network Analysis (SNA) techniques allow modelling and analysing the interaction among individuals based on their attributes and relationships. This approach has been used by several researchers in order to measure the social processes in collaborative learning experiences. But oftentimes such measures were calculated at the final state…

  10. Design of a Competitive and Collaborative Learning Strategy in a Communication Networks Course

    ERIC Educational Resources Information Center

    Regueras, L. M.; Verdu, E.; Verdu, M. J.; de Castro, J. P.

    2011-01-01

    In this paper, an educational methodology based on collaborative and competitive learning is proposed. The suggested approach has been successfully applied to an undergraduate communication networks course, which is part of the core curriculum of the three-year degree in telecommunications engineering at the University of Valladolid in Spain. This…

  11. Learning in a Network: A "Third Way" between School Learning and Workplace Learning?

    ERIC Educational Resources Information Center

    Bottrup, Pernille

    2005-01-01

    Purpose--The aim of this article is to examine network-based learning and discuss how participation in network can enhance organisational learning. Design/methodology/approach--In recent years, companies have increased their collaboration with other organisations, suppliers, customers, etc., in order to meet challenges from a globalised market.…

  12. MoLeNET Mobile Learning Conference 2009: Research Papers

    ERIC Educational Resources Information Center

    Guy Parker, Ed.

    2010-01-01

    The Mobile Learning Network (MoLeNET) is a unique collaborative approach to encouraging, supporting, expanding and promoting mobile learning, primarily in English post-14 education and training, via supported shared cost mobile learning projects. Collaboration at national level involves participating institutions and the Learning and Skills…

  13. Remix as Professional Learning: Educators' Iterative Literacy Practice in CLMOOC

    ERIC Educational Resources Information Center

    Smith, Anna; West-Puckett, Stephanie; Cantrill, Christina; Zamora, Mia

    2016-01-01

    The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated…

  14. Collaborative Academic Projects on Social Network Sites to Socialize EAP Students into Academic Communities of Practice

    ERIC Educational Resources Information Center

    Dashtestani, Reza

    2018-01-01

    Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students' attitudes towards EAP and academic content learning. Three…

  15. Structural Conditions for Collaboration and Learning in Innovation Networks: Using an Innovation System Performance Lens to Analyse Agricultural Knowledge Systems

    ERIC Educational Resources Information Center

    Hermans, Frans; Klerkx, Laurens; Roep, Dirk

    2015-01-01

    Purpose: We investigate how the structural conditions of eight different European agricultural innovation systems can facilitate or hinder collaboration and social learning in multidisciplinary innovation networks. Methodology: We have adapted the Innovation System Failure Matrix to investigate the main barriers and enablers eight countries…

  16. Toward Collaboration Sensing

    ERIC Educational Resources Information Center

    Schneider, Bertrand; Pea, Roy

    2014-01-01

    We describe preliminary applications of network analysis techniques to eye-tracking data collected during a collaborative learning activity. This paper makes three contributions: first, we visualize collaborative eye-tracking data as networks, where the nodes of the graph represent fixations and edges represent saccades. We found that those…

  17. Collaborative Visualization Project: shared-technology learning environments for science learning

    NASA Astrophysics Data System (ADS)

    Pea, Roy D.; Gomez, Louis M.

    1993-01-01

    Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

  18. Explaining technological change of wind power in China and the United States: Roles of energy policies, technological learning, and collaboration

    NASA Astrophysics Data System (ADS)

    Tang, Tian

    The following dissertation explains how technological change of wind power, in terms of cost reduction and performance improvement, is achieved in China and the US through energy policies, technological learning, and collaboration. The objective of this dissertation is to understand how energy policies affect key actors in the power sector to promote renewable energy and achieve cost reductions for climate change mitigation in different institutional arrangements. The dissertation consists of three essays. The first essay examines the learning processes and technological change of wind power in China. I integrate collaboration and technological learning theories to model how wind technologies are acquired and diffused among various wind project participants in China through the Clean Development Mechanism (CDM)--an international carbon trade program, and empirically test whether different learning channels lead to cost reduction of wind power. Using pooled cross-sectional data of Chinese CDM wind projects and spatial econometric models, I find that a wind project developer's previous experience (learning-by-doing) and industrywide wind project experience (spillover effect) significantly reduce the costs of wind power. The spillover effect provides justification for subsidizing users of wind technologies so as to offset wind farm investors' incentive to free-ride on knowledge spillovers from other wind energy investors. The CDM has played such a role in China. Most importantly, this essay provides the first empirical evidence of "learning-by-interacting": CDM also drives wind power cost reduction and performance improvement by facilitating technology transfer through collaboration between foreign turbine manufacturers and local wind farm developers. The second essay extends this learning framework to the US wind power sector, where I examine how state energy policies, restructuring of the electricity market, and learning among actors in wind industry lead to performance improvement of wind farms. Unlike China, the restructuring of the US electricity market created heterogeneity in transmission network governance across regions. Thus, I add transmission network governance to my learning framework to test the impacts of different transmission network governance models. Using panel data of existing utility-scale wind farms in US during 2001-2012 and spatial models, I find that the performance of a wind project is improved through more collaboration among project participants (learning-by-interacting), and this improvement is even greater if the wind project is interconnected to a regional transmission network coordinated by an independent system operator or a regional transmission organization (ISO/RTO). In the third essay, I further explore how different transmission network governance models affect wind power integration through a comparative case study. I compare two regional transmission networks, which represent two major transmission network governance models in the US: the ISO/RTO-governance model and the non-RTO model. Using archival data and interviews with key network participants, I find that a centralized transmission network coordinated through an ISO/RTO is more effective in integrating wind power because it allows resource pooling and optimal allocating of the resources by the central network administrative agency (NAO). The case study also suggests an alternative path to improved network effectiveness for a less cohesive network, which is through more frequent resource exchange among subgroups within a large network. On top of that, this essay contributes to the network governance literature by providing empirical evidence on the coexistence of hierarchy, market, and collaboration in complex service delivery networks. These coordinating mechanisms complement each other to provide system flexibility and stability, particularly when the network operates in a turbulent environment with changes and uncertainties.

  19. Virtual Communities of Collaborative Learning for Higher Education

    ERIC Educational Resources Information Center

    Sotomayor, Gilda E.

    2014-01-01

    This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and…

  20. Collaborative Learning in Advanced Supply Systems: The KLASS Pilot Project.

    ERIC Educational Resources Information Center

    Rhodes, Ed; Carter, Ruth

    2003-01-01

    The Knowledge and Learning in Advanced Supply Systems (KLASS) project developed collaborative learning networks of suppliers in the British automotive and aerospace industries. Methods included face-to-face and distance learning, work toward National Vocational Qualifications, and diagnostic workshops for senior managers on improving quality,…

  1. Investigating the Educational Value of Social Learning Networks: A Quantitative Analysis

    ERIC Educational Resources Information Center

    Dafoulas, Georgios; Shokri, Azam

    2016-01-01

    Purpose: The emergence of Education 2.0 enabled technology-enhanced learning, necessitating new pedagogical approaches, while e-learning has evolved into an instrumental pedagogy of collaboration through affordances of social media. Social learning networks and ubiquitous learning enabled individual and group learning through social engagement and…

  2. Communication Resource Use in a Networked Collaborative Design Environment.

    ERIC Educational Resources Information Center

    Gay, Geri; Lentini, Marc

    The purpose of this exploratory study was to examine student use of a prototype networked collaborative design environment to support or augment learning about engineering design. The theoretical framework is based primarily on Vygotsky's social construction of knowledge and the belief that collaboration and communication are critical components…

  3. Professional Learning Networks Designed for Teacher Learning

    ERIC Educational Resources Information Center

    Trust, Torrey

    2012-01-01

    In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have…

  4. Reputation-based collaborative network biology.

    PubMed

    Binder, Jean; Boue, Stephanie; Di Fabio, Anselmo; Fields, R Brett; Hayes, William; Hoeng, Julia; Park, Jennifer S; Peitsch, Manuel C

    2015-01-01

    A pilot reputation-based collaborative network biology platform, Bionet, was developed for use in the sbv IMPROVER Network Verification Challenge to verify and enhance previously developed networks describing key aspects of lung biology. Bionet was successful in capturing a more comprehensive view of the biology associated with each network using the collective intelligence and knowledge of the crowd. One key learning point from the pilot was that using a standardized biological knowledge representation language such as BEL is critical to the success of a collaborative network biology platform. Overall, Bionet demonstrated that this approach to collaborative network biology is highly viable. Improving this platform for de novo creation of biological networks and network curation with the suggested enhancements for scalability will serve both academic and industry systems biology communities.

  5. 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.…

  6. How the study of online collaborative learning can guide teachers and predict students' performance in a medical course.

    PubMed

    Saqr, Mohammed; Fors, Uno; Tedre, Matti

    2018-02-06

    Collaborative learning facilitates reflection, diversifies understanding and stimulates skills of critical and higher-order thinking. Although the benefits of collaborative learning have long been recognized, it is still rarely studied by social network analysis (SNA) in medical education, and the relationship of parameters that can be obtained via SNA with students' performance remains largely unknown. The aim of this work was to assess the potential of SNA for studying online collaborative clinical case discussions in a medical course and to find out which activities correlate with better performance and help predict final grade or explain variance in performance. Interaction data were extracted from the learning management system (LMS) forum module of the Surgery course in Qassim University, College of Medicine. The data were analyzed using social network analysis. The analysis included visual as well as a statistical analysis. Correlation with students' performance was calculated, and automatic linear regression was used to predict students' performance. By using social network analysis, we were able to analyze a large number of interactions in online collaborative discussions and gain an overall insight of the course social structure, track the knowledge flow and the interaction patterns, as well as identify the active participants and the prominent discussion moderators. When augmented with calculated network parameters, SNA offered an accurate view of the course network, each user's position, and level of connectedness. Results from correlation coefficients, linear regression, and logistic regression indicated that a student's position and role in information relay in online case discussions, combined with the strength of that student's network (social capital), can be used as predictors of performance in relevant settings. By using social network analysis, researchers can analyze the social structure of an online course and reveal important information about students' and teachers' interactions that can be valuable in guiding teachers, improve students' engagement, and contribute to learning analytics insights.

  7. Culture, Role and Group Work: A Social Network Analysis Perspective on an Online Collaborative Course

    ERIC Educational Resources Information Center

    Stepanyan, Karen; Mather, Richard; Dalrymple, Roger

    2014-01-01

    This paper discusses the patterns of network dynamics within a multicultural online collaborative learning environment. It analyses the interaction of participants (both students and facilitators) within a discussion board that was established as part of a 3-month online collaborative course. The study employs longitudinal probabilistic social…

  8. Can Learning Collaboratives Support Implementation by Rewiring Professional Networks?

    PubMed

    Bunger, Alicia C; Hanson, Rochelle F; Doogan, Nathan J; Powell, Byron J; Cao, Yiwen; Dunn, Jerry

    2016-01-01

    This study examined how a learning collaborative focusing on trauma-focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants' professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network.

  9. Can Learning Collaboratives Support Implementation By Rewiring Professional Networks?

    PubMed Central

    Hanson, Rochelle F.; Doogan, Nathan J.; Powell, Byron J.; Cao, Yiwen; Dunn, Jerry

    2015-01-01

    This study examined how a learning collaborative focusing on Trauma-Focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants’ professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network. PMID:25542237

  10. Building a Virtual Learning Network for Teachers in a Suburban School District

    ERIC Educational Resources Information Center

    Kurtzworth-Keen, Kristin A.

    2011-01-01

    Emerging research indicates that learning management systems such as Moodle can function as virtual, collaborative environments, where collegial interactions promote professional learning opportunities. This study deployed a mixed methods design in order to describe and analyze teacher participation in a virtual learning network (VLN) that was…

  11. 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…

  12. Networked Learning: Design Considerations for Online Instructors

    ERIC Educational Resources Information Center

    Czerkawski, Betul C.

    2016-01-01

    The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to…

  13. To Enhance Collaborative Learning and Practice Network Knowledge with a Virtualization Laboratory and Online Synchronous Discussion

    ERIC Educational Resources Information Center

    Hwang, Wu-Yuin; Kongcharoen, Chaknarin; Ghinea, Gheorghita

    2014-01-01

    Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux…

  14. A Sharing Mind Map-Oriented Approach to Enhance Collaborative Mobile Learning with Digital Archiving Systems

    ERIC Educational Resources Information Center

    Chang, Jui-Hung; Chiu, Po-Sheng; Huang, Yueh-Min

    2018-01-01

    With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students' learning direction, progress, and achievement may differ.…

  15. The Mobile Learning Network: Getting Serious about Games Technologies for Learning

    ERIC Educational Resources Information Center

    Petley, Rebecca; Parker, Guy; Attewell, Jill

    2011-01-01

    The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and…

  16. Collaborative Learning Processes in an Asynchronous Environment: An Analysis through Discourse and Social Networks

    ERIC Educational Resources Information Center

    Tirado, Ramon; Aguaded, Ignacio; Hernando, Angel

    2011-01-01

    This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08. The main objectives are to describe the processes of collaborative knowledge construction and the…

  17. A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners

    ERIC Educational Resources Information Center

    Nitta, Takuya; Takaoka, Ryo; Ahama, Shigeki; Shimokawa, Masayuki

    2014-01-01

    The competency and curriculum for human resource development in knowledge based society are proposed in each country. We think the keywords are "collaborative problem solving" and "effective use of ICT". In particular, the competency to perform the collaborative problem solving and learning with others on the network is…

  18. Impact of Collaborative Project-Based Learning on Self-Efficacy of Urban Minority Students in Engineering

    ERIC Educational Resources Information Center

    Chen, Pearl; Hernandez, Anthony; Dong, Jane

    2015-01-01

    This paper presents an interdisciplinary research project that studies the impact of collaborative project-based learning (CPBL) on the development of self-efficacy of students from various ethnic groups in an undergraduate senior-level computer networking class. Grounded in social constructivist and situated theories of learning, the study…

  19. Telemedicine in Western Africa: lessons learned from a pilot project in Mali, perspectives and recommendations.

    PubMed

    Geissbuhler, Antoine; Ly, Ousmane; Lovis, Christian; L'Haire, Jean-François

    2003-01-01

    to evaluate the feasibility, potential and risks of an internet-based telemedicine network in developing countries of Western Africa. a project for the development of a national telemedicine network in Mali was initiated in 2001, using internet-based technologies for distance learning and teleconsultations. the telemedicine network has been in productive use for 12 months and has enabled various collaboration channels, including North-South, South-South, and South-North distance learning and teleconsultations. It also unveiled a set of potential problems: a) limited pertinence of North-South collaborations when there are major differences in available resources or socio-cultural contexts between the collaborating parties; b) risk of induced digital divide if the periphery of the health system is not involved in the development of the network, and c) need for the development of local medical contents management skills. the identified risks must be taken into account when designing large-scale telemedicine projects in developing countries and can be mitigated by the fostering of South-South collaboration channels, the use of satellite-based internet connectivity in remote areas, and the valorization of local knowledge and its publication on-line.

  20. Synchronized Pair Configuration in Virtualization-Based Lab for Learning Computer Networks

    ERIC Educational Resources Information Center

    Kongcharoen, Chaknarin; Hwang, Wu-Yuin; Ghinea, Gheorghita

    2017-01-01

    More studies are concentrating on using virtualization-based labs to facilitate computer or network learning concepts. Some benefits are lower hardware costs and greater flexibility in reconfiguring computer and network environments. However, few studies have investigated effective mechanisms for using virtualization fully for collaboration.…

  1. Improving Uptake of Key Perinatal Interventions Using Statewide Quality Collaboratives.

    PubMed

    Pai, Vidya V; Lee, Henry C; Profit, Jochen

    2018-06-01

    Regional and statewide quality improvement collaboratives have been instrumental in implementing evidence-based practices and facilitating quality improvement initiatives within neonatology. Statewide collaboratives emerged from larger collaborative organizations, like the Vermont Oxford Network, and play an increasing role in collecting and interpreting data, setting priorities for improvement, disseminating evidence-based clinical practice guidelines, and creating regional networks for synergistic learning. In this review, we highlight examples of successful statewide collaborative initiatives, as well as challenges that exist in initiating and sustaining collaborative efforts. Copyright © 2018 Elsevier Inc. All rights reserved.

  2. Designing a Self-Contained Group Area Network for Ubiquitous Learning

    ERIC Educational Resources Information Center

    Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Yang, Stephen J. H.

    2008-01-01

    A number of studies have evidenced that handheld devices are appropriate tools to facilitate face-to-face collaborative learning effectively because of the possibility of ample social interactions. Group Area Network, or GroupNet, proposed in this paper, uses handheld devices to fill the gap between Local Area Network and Body Area Network.…

  3. Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

    ERIC Educational Resources Information Center

    Mwanza-Simwami, Daisy

    2016-01-01

    Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal…

  4. Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

    ERIC Educational Resources Information Center

    Beckmann, Jennifer; Weber, Peter

    2016-01-01

    Purpose: The purpose of this study is to introduce a virtual collaborative learning setting called "Net Economy", which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/ Methodology/Approach: Using the community of…

  5. Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

    ERIC Educational Resources Information Center

    Beckmann, Jennifer; Weber, Peter

    2015-01-01

    The paper introduces a virtual collaborative learning setting called "Net Economy," which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online…

  6. Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

    ERIC Educational Resources Information Center

    Okoro, Ephraim A.; Hausman, Angela; Washington, Melvin C.

    2012-01-01

    Digital communication increases students' learning outcomes in higher education. Web 2.0 technologies encourages students' active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids…

  7. The National Public Health Leadership Institute: evaluation of a team-based approach to developing collaborative public health leaders.

    PubMed

    Umble, Karl; Steffen, David; Porter, Janet; Miller, Delesha; Hummer-McLaughlin, Kelley; Lowman, Amy; Zelt, Susan

    2005-04-01

    Recent public health literature contains calls for collaborative public health interventions and for leaders capable of guiding them. The National Public Health Leadership Institute aims to develop collaborative leaders and to strengthen networks of leaders who share knowledge and jointly address public health problems. Evaluation results show that completing the institute training increases collaborative leadership and builds knowledge-sharing and problem-solving networks. These practices and networks strengthen interorganizational relationships, coalitions, services, programs, and policies. Intensive team-and project-based learning are key to the program's impact.

  8. The National Public Health Leadership Institute: Evaluation of a Team-Based Approach to Developing Collaborative Public Health Leaders

    PubMed Central

    Umble, Karl; Steffen, David; Porter, Janet; Miller, Delesha; Hummer-McLaughlin, Kelley; Lowman, Amy; Zelt, Susan

    2005-01-01

    Recent public health literature contains calls for collaborative public health interventions and for leaders capable of guiding them. The National Public Health Leadership Institute aims to develop collaborative leaders and to strengthen networks of leaders who share knowledge and jointly address public health problems. Evaluation results show that completing the institute training increases collaborative leadership and builds knowledge-sharing and problem-solving networks. These practices and networks strengthen interorganizational relationships, coalitions, services, programs, and policies. Intensive team-and project-based learning are key to the program’s impact. PMID:15798124

  9. Using Technology to Enhance Collaborative Learning

    ERIC Educational Resources Information Center

    Wasonga, Teresa A.

    2007-01-01

    Purpose: The purpose of this research project is to explore the use of technology in enhancing and creating opportunities for collaborative learning by connecting prospective school leaders and practicing principals from multiple settings. Design/methodology/approach: This was a research project in which an internet-based network system was…

  10. The Pioneering Role of the Vaccine Safety Datalink Project (VSD) to Advance Collaborative Research and Distributed Data Networks

    PubMed Central

    Fahey, Kevin R.

    2015-01-01

    Introduction: Large-scale distributed data networks consisting of diverse stakeholders including providers, patients, and payers are changing health research in terms of methods, speed and efficiency. The Vaccine Safety Datalink (VSD) set the stage for expanded involvement of health plans in collaborative research. Expanding Surveillance Capacity and Progress Toward a Learning Health System: From an initial collaboration of four integrated health systems with fewer than 10 million covered lives to 16 diverse health plans with nearly 100 million lives now in the FDA Sentinel, the expanded engagement of health plan researchers has been essential to increase the value and impact of these efforts. The collaborative structure of the VSD established a pathway toward research efforts that successfully engage all stakeholders in a cohesive rather than competitive manner. The scientific expertise and methodology developed through the VSD such as rapid cycle analysis (RCA) to conduct near real-time safety surveillance allowed for the development of the expanded surveillance systems that now exist. Building on Success and Lessons Learned: These networks have learned from and built on the knowledge base and infrastructure created by the VSD investigators. This shared technical knowledge and experience expedited the development of systems like the FDA’s Mini-Sentinel and the Patient Centered Outcomes Research Institute (PCORI)’s PCORnet Conclusion: This narrative reviews the evolution of the VSD, its contribution to other collaborative research networks, longer-term sustainability of this type of distributed research, and how knowledge gained from the earlier efforts can contribute to a continually learning health system. PMID:26793736

  11. Use of Communication Resources in a Networked Collaborative Design Environment.

    ERIC Educational Resources Information Center

    Gay, Geri; Lentini, Marc

    1995-01-01

    Examines student use of a prototype networked collaborative design environment to support or augment learning about engineering design. Finds that students use the channels for a variety of activities to increase depth of communication, increase breadth of communication, and overcome technical difficulty. Suggests that students need multiple…

  12. More than Good Intentions: Building a Network of Collaboratives.

    ERIC Educational Resources Information Center

    Bailey, Adrienne, Y.

    1986-01-01

    College Board's national network of school-college collaborative projects to increase the number of high school students prepared to attend college is described: (1) College Board's role; (2) sample conferences on pertinent issues; (3) range of support activities provided by College Board; and (4) lessons learned about both local collaboratives…

  13. Developing Principal Instructional Leadership through Collaborative Networking

    ERIC Educational Resources Information Center

    Cone, Mariah Bahar

    2010-01-01

    This study examines what occurs when principals of urban schools meet together to learn and improve their instructional leadership in collaborative principal networks designed to support, sustain, and provide ongoing principal capacity building. Principal leadership is considered second only to teaching in its ability to improve schools, yet few…

  14. Organizational collaborative capacity in fighting pandemic crises: a literature review from the public management perspective.

    PubMed

    Lai, Allen Y

    2012-01-01

    Collaborative capacity serves for organizations as the capacity to collaborate with other network players. Organizational capacity matters as collaboration outcomes usually go beyond single-shot implementation efforts or a single-minded focus on either the vertical dimension of program or the horizontal component. This review article explores organizational collaborative capacities from the perspective of public management, in particular, network theory. By applying the 5 attributes of network theory-interdependence, membership, resources, information, and learning-to the explanation of collaborative capacity in fighting pandemic crises, I argue in some ways organizational collaborative capacity is very much like an organization in its own right. Studying collaborative capacity in the battle against pandemics facilitate our understanding of multisectoral collaboration in technical, political, and institutional dimensions, and greatly advances the richness of capacity vocabulary in pandemic response and preparedness.

  15. KDU E-Community Network.

    ERIC Educational Resources Information Center

    Jonhendro; Ching, Goh Bee; Wahab, Rohazna; Leng, Wang Meei; Aun, Jimmy Tan Lip; Yeoh, Eugene; Hock, Oon; Koo, W. K.

    2001-01-01

    Describes an education initiative developed by a company in Malaysia, the KDU, to implement a student-centered, teacher-facilitated, educational technology-enabled and knowledge-based learning environment. Explains the KDU e-Community Network that enables passive, interactive, collaborative, and constructivist learning for a variety of…

  16. Nurturing Global Collaboration and Networked Learning in Higher Education

    ERIC Educational Resources Information Center

    Cronin, Catherine; Cochrane, Thomas; Gordon, Averill

    2016-01-01

    We consider the principles of communities of practice (CoP) and networked learning in higher education, illustrated with a case study. iCollab has grown from an international community of practice connecting students and lecturers in seven modules across seven higher education institutions in six countries, to a global network supporting the…

  17. Networked eLlearning and Collaborative Knowledge Building: Design and Facilitation

    ERIC Educational Resources Information Center

    Sorensen, Elsebeth Korsgaard

    2005-01-01

    This paper addresses the core goals for educators to stimulate participation across diversity (including life trajectories and culture) and motivate learners to engage in negotiation of meaning and knowledge building dialogue in the processes of networked learning. The paper reports on a Danish masters online course on networked learning for…

  18. Building international collaborative capacity: contributions of community psychologists to a European network.

    PubMed

    García-Ramírez, Manuel; Paloma, Virginia; Suarez-Balcazar, Yolanda; Balcazar, Fabricio

    2009-09-01

    Europe is in the process of building a more participative, just, and inclusive European Union. The European Social Fund, which is an initiative developed to actively promote multinational partnerships that address pressing social issues, is a good example of the European transformation. This article describes the steps taken to develop and evaluate the activities of an international network promoting collaborative capacity among regional partners involved in the prevention of labor discrimination toward immigrants in three European countries-Spain, Belgium, and Italy. An international team of community psychologists proposed an empowering approach to assess the collaborative capacity of the network. This approach consisted of three steps: (1) establishing a collaborative relationship among partners, (2) building collaborative capacity, and (3) evaluating the collaborative capacity of the network. We conclude with lessons learned from the process and provide recommendations for addressing the challenges inherent in international collaboration processes.

  19. Student Interaction and Community Building: An Evaluation of Social Networking in Online Learning Environments

    ERIC Educational Resources Information Center

    Cardona-Divale, Maria Victoria

    2012-01-01

    Learners often report difficulty maintaining social connectivity in online courses. Technology is quickly changing how people communicate, collaborate and learn using online social networking sites (SNSs). These sites have transformed education in a way that provides new learning opportunities when integrated with web 2.0 tools. Little research is…

  20. Hybrid Collaborative Learning for Classification and Clustering in Sensor Networks

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri L.; Sosnowski, Scott; Lane, Terran

    2012-01-01

    Traditionally, nodes in a sensor network simply collect data and then pass it on to a centralized node that archives, distributes, and possibly analyzes the data. However, analysis at the individual nodes could enable faster detection of anomalies or other interesting events as well as faster responses, such as sending out alerts or increasing the data collection rate. There is an additional opportunity for increased performance if learners at individual nodes can communicate with their neighbors. In previous work, methods were developed by which classification algorithms deployed at sensor nodes can communicate information about event labels to each other, building on prior work with co-training, self-training, and active learning. The idea of collaborative learning was extended to function for clustering algorithms as well, similar to ideas from penta-training and consensus clustering. However, collaboration between these learner types had not been explored. A new protocol was developed by which classifiers and clusterers can share key information about their observations and conclusions as they learn. This is an active collaboration in which learners of either type can query their neighbors for information that they then use to re-train or re-learn the concept they are studying. The protocol also supports broadcasts from the classifiers and clusterers to the rest of the network to announce new discoveries. Classifiers observe an event and assign it a label (type). Clusterers instead group observations into clusters without assigning them a label, and they collaborate in terms of pairwise constraints between two events [same-cluster (mustlink) or different-cluster (cannot-link)]. Fundamentally, these two learner types speak different languages. To bridge this gap, the new communication protocol provides four types of exchanges: hybrid queries for information, hybrid "broadcasts" of learned information, each specified for classifiers-to-clusterers, and clusterers-to-classifiers. The new capability has the potential to greatly expand the in situ analysis abilities of sensor networks. Classifiers seeking to categorize incoming data into different types of events can operate in tandem with clusterers that are sensitive to the occurrence of new kinds of events not known to the classifiers. In contrast to current approaches that treat these operations as independent components, a hybrid collaborative learning system can enable them to learn from each other.

  1. Fluid Centrality: A Social Network Analysis of Social-Technical Relations in Computer-Mediated Communication

    ERIC Educational Resources Information Center

    Enriquez, Judith Guevarra

    2010-01-01

    In this article, centrality is explored as a measure of computer-mediated communication (CMC) in networked learning. Centrality measure is quite common in performing social network analysis (SNA) and in analysing social cohesion, strength of ties and influence in CMC, and computer-supported collaborative learning research. It argues that measuring…

  2. 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…

  3. Discussion Tool Effects on Collaborative Learning and Social Network Structure

    ERIC Educational Resources Information Center

    Tomsic, Astrid; Suthers, Daniel D.

    2006-01-01

    This study investigated the social network structure of booking officers at the Honolulu Police Department and how the introduction of an online discussion tool affected knowledge about operation of a booking module. Baseline data provided evidence for collaboration among officers in the same district using e-mail, telephone and face-to-face media…

  4. Coral-View: A Network-Based Design Environment for Collaborative Learning

    ERIC Educational Resources Information Center

    Sun, Chuen-Tsai; Lin, Sunny S. J.

    2004-01-01

    The vast majority of complex engineering tasks in today's business world are completed using a team-oriented approach. Therefore, teaching collaborative skills to university students can be viewed as a practical means of enhancing their employability. With these goals in mind, the authors developed a network environment that helps Taiwanese…

  5. Social Media as Avenue for Personal Learning for Educators: Personal Learning Networks Encourage Application of Knowledge and Skills

    ERIC Educational Resources Information Center

    Eller, Linda S.

    2012-01-01

    Social media sites furnish an online space for a community of practice to create relationships and trust, collaboration and connections, and a personal learning environment. Social networking sites, both public and private, have common elements: member profiles, groups, discussions, and forums. A community of practice brings participants together…

  6. Does Gender Matter? Collaborative Learning in a Virtual Corporate Community of Practice

    ERIC Educational Resources Information Center

    Tomcsik, Rachel E.

    2010-01-01

    The purpose of this study was to investigate how gender identity construction in virtuality and actuality affect collaborative learning in a corporate community of practice. As part of a virtual ethnographic design, participants were employees from a major American corporation who were interested specifically in social networking applications. The…

  7. Transforming the Undergraduate Research Experience through Sustained Mentoring: Creating a Strong Support Network and a Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Camacho, Erika T.; Holmes, Raquell M.; Wirkus, Stephen A.

    2015-01-01

    This chapter describes how sustained mentoring together with rigorous collaborative learning and community building contributed to successful mathematical research and individual growth in the Applied Mathematical Sciences Summer Institute (AMSSI), a program that focused on women, underrepresented minorities, and individuals from small teaching…

  8. Thinking for Ourselves: Literacy Learning in a Diverse Teacher Inquiry Network.

    ERIC Educational Resources Information Center

    Raphael, Taffy E.; Florio-Ruane, Susan; Kehus, Marcella J.; George, MariAnne; Hasty, Nina Levorn; Highfield, Kathy

    2001-01-01

    Draws on the Teachers Learning Collaborative (a network of three teacher study groups across southeastern Michigan) to illustrate the potential of teacher research for informing the field, as well as to demonstrate a particular model within which such research can be accomplished. (SG)

  9. Instruction of Computer Supported Collaborative Learning Environment and Students' Contribution Quality

    ERIC Educational Resources Information Center

    Akgün, Ergün; Akkoyunlu, Buket

    2013-01-01

    Along with the integration of network and communication innovations into education, those technology enriched learning environments gained importance both qualitatively and operationally. Using network and communication innovations in the education field, provides diffusion of information and global accessibility, and also allows physically…

  10. Collaborative networks for both improvement and research.

    PubMed

    Clancy, Carolyn M; Margolis, Peter A; Miller, Marlene

    2013-06-01

    Moving significant therapeutic discoveries beyond early biomedical translation or T1 science and into practice involves: (1) T2 science, identifying "the right treatment for the right patient in the right way at the right time" (eg, patient-centered outcomes research) and tools to implement this knowledge (eg, guidelines, registries); and (2) T3 studies addressing how to achieve health care delivery change. Collaborative improvement networks can serve as large-scale, health system laboratories to engage clinicians, researchers, patients, and parents in testing approaches to translate research into practice. Improvement networks are of particular importance for pediatric T2 and T3 research, as evidence to establish safety and efficacy of therapeutic interventions in children is often lacking. Networks for improvement and research are also consistent with the Institute of Medicine's Learning Healthcare Systems model in which learning networks provide a system for improving care and outcomes and generate new knowledge in near real-time. Creation of total population registries in collaborative network sites provides large, representative study samples with high-quality data that can be used to generate evidence and to inform clinical decision-making. Networks use collaboration, data, and quality-improvement methods to standardize practice. Therefore, variation in outcomes due to unreliable and unnecessary care delivery is reduced, increasing statistical power, and allowing a consistent baseline from which to test new strategies. In addition, collaborative networks for improvement and research offer the opportunity to not only make improvements but also to study improvements to determine which interventions and combination of strategies work best in what settings.

  11. E-Learning 3.0 = E-Learning 2.0 + Web 3.0?

    ERIC Educational Resources Information Center

    Hussain, Fehmida

    2012-01-01

    Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If Web 2.0 is about social networking and mass collaboration between the creator and…

  12. Collaboration beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors

    ERIC Educational Resources Information Center

    Nobles, Susanne; Dredger, Katie; Gerheart, Megan Dixon

    2012-01-01

    Geographically distant classrooms can be a ripe learning space for teacher educators who want to show preservice teachers the power of technology in the English classroom. A classroom teacher described how she used a social networking platform to allow for collaboration with a preservice teacher in the hopes of making student literary analysis…

  13. Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

    ERIC Educational Resources Information Center

    Titova, Svetlana

    2014-01-01

    Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international…

  14. Blended Learning Citation Patterns and Publication Networks across Seven Worldwide Regions

    ERIC Educational Resources Information Center

    Spring, Kristian J.; Graham, Charles R.

    2017-01-01

    The field of international blended learning (BL) is primed to benefit from stronger communication and collaboration. Collaboration is currently limited, and regions vary greatly in terms of citations. However, BL is growing worldwide and each region is an important part of the community. The goal of this research is to explore where the most…

  15. Computational approaches for predicting biomedical research collaborations.

    PubMed

    Zhang, Qing; Yu, Hong

    2014-01-01

    Biomedical research is increasingly collaborative, and successful collaborations often produce high impact work. Computational approaches can be developed for automatically predicting biomedical research collaborations. Previous works of collaboration prediction mainly explored the topological structures of research collaboration networks, leaving out rich semantic information from the publications themselves. In this paper, we propose supervised machine learning approaches to predict research collaborations in the biomedical field. We explored both the semantic features extracted from author research interest profile and the author network topological features. We found that the most informative semantic features for author collaborations are related to research interest, including similarity of out-citing citations, similarity of abstracts. Of the four supervised machine learning models (naïve Bayes, naïve Bayes multinomial, SVMs, and logistic regression), the best performing model is logistic regression with an ROC ranging from 0.766 to 0.980 on different datasets. To our knowledge we are the first to study in depth how research interest and productivities can be used for collaboration prediction. Our approach is computationally efficient, scalable and yet simple to implement. The datasets of this study are available at https://github.com/qingzhanggithub/medline-collaboration-datasets.

  16. Making practice transparent through e-portfolio.

    PubMed

    Stewart, Sarah M

    2013-12-01

    Midwives are required to maintain a professional portfolio as part of their statutory requirements. Some midwives are using open social networking tools and processes to develop an e-portfolio. However, confidentiality of patient and client data and professional reputation have to be taken into consideration when using online public spaces for reflection. There is little evidence about how midwives use social networking tools for ongoing learning. It is uncertain how reflecting in an e-portfolio with an audience impacts on learning outcomes. This paper investigates ways in which reflective midwifery practice be carried out using e-portfolio in open, social networking platforms using collaborative processes. Using an auto-ethnographic approach I explored my e-portfolio and selected posts that had attracted six or more comments. I used thematic analysis to identify themes within the textual conversations in the posts and responses posted by readers. The analysis identified that my collaborative e-portfolio had four themes: to provide commentary and discuss issues; to reflect and process learning; to seek advice, brainstorm and process ideas for practice, projects and research, and provide evidence of professional development. E-portfolio using open social networking tools and processes is a viable option for midwives because it facilitates collaborative reflection and shared learning. However, my experience shows that concerns about what people think, and client confidentiality does impact on the nature of open reflection and learning outcomes. I conclude this paper with a framework for managing midwifery statutory obligations using online public spaces and social networking tools. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  17. Learning in networks: individual teacher learning versus organizational learning in a regional health-promoting schools network.

    PubMed

    Flaschberger, Edith; Gugglberger, Lisa; Dietscher, Christina

    2013-12-01

    To change a school into a health-promoting organization, organizational learning is required. The evaluation of an Austrian regional health-promoting schools network provides qualitative data on the views of the different stakeholders on learning in this network (steering group, network coordinator and representatives of the network schools; n = 26). Through thematic analysis and deep-structure analyses, the following three forms of learning in the network were identified: (A) individual learning through input offered by the network coordination, (B) individual learning between the network schools, i.e. through exchange between the representatives of different schools and (C) learning within the participating schools, i.e. organizational learning. Learning between (B) or within the participating schools (C) seems to be rare in the network; concepts of individual teacher learning are prevalent. Difficulties detected relating to the transfer of information from the network to the member schools included barriers to organizational learning such as the lack of collaboration, coordination and communication in the network schools, which might be effects of the school system in which the observed network is located. To ensure connectivity of the information offered by the network, more emphasis should be put on linking health promotion to school development and the core processes of schools.

  18. Edmodo social learning network for elementary school mathematics learning

    NASA Astrophysics Data System (ADS)

    Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

    2017-12-01

    A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

  19. Pervasive Knowledge, Social Networks, and Cloud Computing: E-Learning 2.0

    ERIC Educational Resources Information Center

    Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

    2015-01-01

    Embedding Web 2.0 in learning processes has extended learning from traditional based learning-centred to a collaborative based learning-centred institution that emphasises learning anywhere and anytime. While deploying Semantic Web into e-learning offers a broader spectrum of pervasive knowledge acquisition to enrich users' experience in learning.…

  20. The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

    PubMed

    Sandars, John; Kokotailo, Patricia; Singh, Gurmit

    2012-01-01

    There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.

  1. Adopting Social Networking Sites (SNSs) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges

    ERIC Educational Resources Information Center

    Razak, Norizan Abdul; Saeed, Murad; Ahmad, Zulkifli

    2013-01-01

    As most traditional classroom environments in English as Foreign Language (EFL) still restrict learners' collaboration and interaction in college writing classes, today, the majority of EFL learners are accessing Social Networking Sites (SNSs) as online communities of practice (CoPs) for adopting informal collaborative learning as a way of…

  2. Active Learning in Engineering Education: A (Re)Introduction

    ERIC Educational Resources Information Center

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

  3. 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…

  4. Online Music Collaboration Project: Digitally Mediated, Deterritorialized Music Education

    ERIC Educational Resources Information Center

    Cremata, Radio; Powell, Bryan

    2017-01-01

    This article investigates and interrogates notions of student-centered music learning through collaboration in digital spaces. By harnessing the power and potential of Internet networks, one music educator in Miami, FL challenged his students to an online music collaboration project (OMCP) where students were asked to engage in deterritorialized…

  5. Online Professional Learning Networks: A Viable Solution to the Professional Development Dilemma

    ERIC Educational Resources Information Center

    Cook, Rebecca J.; Jones-Bromenshenkel, Melissa; Huisinga, Shawn; Mullins, Frank

    2017-01-01

    Quality professional development must meet the demands and needs of the person engaging in the activity. However, many opportunities for special educators are often less than optimal in terms of timeliness, expertise, or applicability. This article describes the idea of online professional learning networks (PLNs) which allow for collaboration and…

  6. Social Networking: A Collaborative Open Educational Resource

    ERIC Educational Resources Information Center

    Toetenel, Lisette

    2014-01-01

    Studies undertaken since the introduction of Web 2.0 have focussed mainly on open educational resources (OERs) such as email, blogging and virtual learning environments. No consistent efforts have been undertaken to study the use of social networking sites as a tool for learning in the second language classroom. This study examined the use of…

  7. Can Teacher Collaboration Overcome Barriers to Interdisciplinary Learning in a Disciplinary University? A Case Study Using Climate Change

    ERIC Educational Resources Information Center

    Pharo, E. J.; Davison, A.; Warr, K.; Nursey-Bray, M.; Beswick, K.; Wapstra, E.; Jones, C.

    2012-01-01

    A teacher network was formed at an Australian university in order to better promote interdisciplinary student learning on the complex social-environmental problem of climate change. Rather than leaving it to students to piece together disciplinary responses, eight teaching academics collaborated on the task of exposing students to different types…

  8. Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

    ERIC Educational Resources Information Center

    Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

    2016-01-01

    Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

  9. Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

    ERIC Educational Resources Information Center

    Loh, Christian Sebastian

    2001-01-01

    Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

  10. Envisioning the future of wildlife in a changing climate: Collaborative learning for adaptation planning

    USGS Publications Warehouse

    LeDee, Olivia E.; Karasov, W.H.; Martin, Karl J.; Meyer, Michael W.; Ribic, Christine; Van Deelen, Timothy R.

    2011-01-01

    Natural resource managers are tasked with assessing the impacts of climate change on conservation targets and developing adaptation strategies to meet agency goals. The complex, transboundary nature of climate change demands the collaboration of scientists, managers, and stakeholders in this effort. To share, integrate, and apply knowledge from these diverse perspectives, we must engage in social learning. In 2009, we initiated a process to engage university researchers and agency scientists and managers in collaborative learning to assess the impacts of climate change on terrestrial fauna in the state of Wisconsin, USA. We constructed conceptual Bayesian networks to depict the influence of climate change, key biotic and abiotic factors, and existing stressors on the distribution and abundance of 3 species: greater prairie-chicken (Tympanuchus cupido), wood frog (Lithobates sylvaticus), and Karner blue butterfly (Plebejus melissa samuelis). For each species, we completed a 2-stage expert review that elicited dialogue on information gaps, management opportunities, and research priorities. From our experience, collaborative network modeling proved to be a powerful tool to develop a common vision of the potential impacts of climate change on conservation targets.

  11. Topic Models for Link Prediction in Document Networks

    ERIC Educational Resources Information Center

    Kataria, Saurabh

    2012-01-01

    Recent explosive growth of interconnected document collections such as citation networks, network of web pages, content generated by crowd-sourcing in collaborative environments, etc., has posed several challenging problems for data mining and machine learning community. One central problem in the domain of document networks is that of "link…

  12. 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…

  13. Pre-Service Teachers' and Teacher-Educators' Experiences and Attitudes toward Using Social Networking Sites for Collaborative Learning

    ERIC Educational Resources Information Center

    Soomro, Kamal Ahmed; Kale, Ugur; Zai, Sajid Yousuf

    2014-01-01

    Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students' learning. This survey-based study records and examines Pakistani pre-service teachers' and teacher-educators' current uses of Facebook, and their attitudes…

  14. Social Networking and Pedagogical Variations: An Integrated Approach for Effective Interpersonal and Group Communications Skills Development

    ERIC Educational Resources Information Center

    Okoro, Ephraim

    2012-01-01

    Electronic communication and social networking are effective and useful tools in the process of teaching and learning and have increasingly improved the quality of students' learning outcomes in higher education in recent years. The system encourages and supports students' active engagement, collaboration, and participation in class activities and…

  15. The Collaboratory Notebook: A Networked Knowledge-Building Environment for Project Learning.

    ERIC Educational Resources Information Center

    O'Neill, D. Kevin; Gomez, Louis M.

    The Collaboratory Notebook, developed as part of the Learning Through Collaborative Visualization Project (CoVis), is a networked, multimedia knowledge-building environment which has been designed to help students, teachers and scientists share inquiry over the boundaries of time and space. CoVis is an attempt to change the way that science is…

  16. Recommending Learning Activities in Social Network Using Data Mining Algorithms

    ERIC Educational Resources Information Center

    Mahnane, Lamia

    2017-01-01

    In this paper, we show how data mining algorithms (e.g. Apriori Algorithm (AP) and Collaborative Filtering (CF)) is useful in New Social Network (NSN-AP-CF). "NSN-AP-CF" processes the clusters based on different learning styles. Next, it analyzes the habits and the interests of the users through mining the frequent episodes by the…

  17. Analysing Health Professionals' Learning Interactions in an Online Social Network: A Longitudinal Study.

    PubMed

    Li, Xin; Verspoor, Karin; Gray, Kathleen; Barnett, Stephen

    2016-01-01

    This paper summarises a longitudinal analysis of learning interactions occurring over three years among health professionals in an online social network. The study employs the techniques of Social Network Analysis (SNA) and statistical modeling to identify the changes in patterns of interaction over time and test associated structural network effects. SNA results indicate overall low participation in the network, although some participants became active over time and even led discussions. In particular, the analysis has shown that a change of lead contributor results in a change in learning interaction and network structure. The analysis of structural network effects demonstrates that the interaction dynamics slow down over time, indicating that interactions in the network are more stable. The health professionals may be reluctant to share knowledge and collaborate in groups but were interested in building personal learning networks or simply seeking information.

  18. A Collaborative Model for Ubiquitous Learning Environments

    ERIC Educational Resources Information Center

    Barbosa, Jorge; Barbosa, Debora; Rabello, Solon

    2016-01-01

    Use of mobile devices and widespread adoption of wireless networks have enabled the emergence of Ubiquitous Computing. Application of this technology to improving education strategies gave rise to Ubiquitous e-Learning, also known as Ubiquitous Learning. There are several approaches to organizing ubiquitous learning environments, but most of them…

  19. ATM: The Key To Harnessing the Power of Networked Multimedia.

    ERIC Educational Resources Information Center

    Gross, Rod

    1996-01-01

    ATM (Asynchronous Transfer Mode) network technology handles the real-time continuous traffic flow necessary to support desktop multimedia applications. Describes network applications already used: desktop video collaboration, distance learning, and broadcasting video delivery. Examines the architecture of ATM technology, video delivery and sound…

  20. Celestial data routing network

    NASA Astrophysics Data System (ADS)

    Bordetsky, Alex

    2000-11-01

    Imagine that information processing human-machine network is threatened in a particular part of the world. Suppose that an anticipated threat of physical attacks could lead to disruption of telecommunications network management infrastructure and access capabilities for small geographically distributed groups engaged in collaborative operations. Suppose that small group of astronauts are exploring the solar planet and need to quickly configure orbital information network to support their collaborative work and local communications. The critical need in both scenarios would be a set of low-cost means of small team celestial networking. To the geographically distributed mobile collaborating groups such means would allow to maintain collaborative multipoint work, set up orbital local area network, and provide orbital intranet communications. This would be accomplished by dynamically assembling the network enabling infrastructure of the small satellite based router, satellite based Codec, and set of satellite based intelligent management agents. Cooperating single function pico satellites, acting as agents and personal switching devices together would represent self-organizing intelligent orbital network of cooperating mobile management nodes. Cooperative behavior of the pico satellite based agents would be achieved by comprising a small orbital artificial neural network capable of learning and restructing the networking resources in response to the anticipated threat.

  1. Medical students' online learning technology needs.

    PubMed

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

    This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

  2. Learning Modalities and Delivery Systems for Officer Professional Development Period 3: Literature Review

    DTIC Science & Technology

    2014-06-01

    Communication ............................................................................................................................... ......27 4.3.3... Community and Collaborative Learning ................................................................................................28 4.3.3.1...Courses as a way to build Networked Communities .................................29 4.3.4 Assessment and Feedback

  3. A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines.

    PubMed

    Pelaez, Nancy; Anderson, Trevor R; Gardner, Stephanie M; Yin, Yue; Abraham, Joel K; Bartlett, Edward L; Gormally, Cara; Hurney, Carol A; Long, Tammy M; Newman, Dina L; Sirum, Karen; Stevens, Michael T

    2018-06-01

    Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). RCN-UBE projects focus on coordination and communication among scientists and educators who are fostering improved and innovative approaches to biology education. When faculty members collaborate with the overarching goal of advancing undergraduate biology education, there is a need to optimize collaboration between participants in order to deeply integrate the knowledge across disciplinary boundaries. In this essay we propose a novel guiding framework for bringing colleagues together to advance knowledge and its integration across disciplines, the "Five 'C's' of Collaboration: Commitment, Collegiality, Communication, Consensus, and Continuity." This guiding framework for professional network practice is informed by both relevant literature and empirical evidence from community-building experience within the RCN-UBE Advancing Competencies in Experimentation-Biology (ACE-Bio) Network. The framework is presented with practical examples to illustrate how it might be used to enhance collaboration between new and existing participants in the ACE-Bio Network as well as within other interdisciplinary networks.

  4. Using Mendeley to Support Collaborative Learning in the Classroom

    ERIC Educational Resources Information Center

    Khwaja, Tehmina; Eddy, Pamela L.

    2015-01-01

    The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom. Students in two iterations of a Graduate class used Mendeley to collaborate on a policy research project over the course of a semester. The project involved…

  5. The Investigation of Parents' Interactions and Their Children's Learning Levels at Parental Coaching Carried out over Social Network

    ERIC Educational Resources Information Center

    Gündüz, Gülten Feryal

    2018-01-01

    The study aims to provide academic and affective support for children's learning by using teacher-parent collaboration through parental coaching realized via social network. This parental coaching includes three phases: preparation, implementation and evaluation. The participants of the study are 16 parents and their children. The data of the…

  6. International Cancer Screening Network

    Cancer.gov

    The International Cancer Screening Network promotes evidence-based cancer screening implementation and evaluation with cooperation from multilateral organizations around the globe. Learn more about how ICSN aims to reduce the global burden of cancer by supporting research and international collaboration.

  7. Global Collaboration Enhances Technology Literacy

    ERIC Educational Resources Information Center

    Cook, Linda A.; Bell, Meredith L.; Nugent, Jill; Smith, Walter S.

    2016-01-01

    Today's learners routinely use technology outside of school to communicate, collaborate, and gather information about the world around them. Classroom learning experiences are relevant when they include communication technologies such as social networking, blogging, and video conferencing, and information technologies such as databases, browsers,…

  8. Evaluating a Chronic Disease Management Improvement Collaboration: Lessons in Design and Implementation Fundamentals.

    PubMed

    Phillips, Kaye; Amar, Claudia; Elicksen-Jensen, Keesa

    2016-01-01

    For the Canadian Foundation for Healthcare Improvement (CFHI), the Atlantic Healthcare Collaboration (AHC) was a pivotal opportunity to build upon its experience and expertise in delivering regional change management training and to apply and refine its evaluation and performance measurement approach. This paper reports on its evaluation principles and approach, as well as the lessons learned as CFHI diligently coordinated and worked with improvement project (IP) teams and a network of stakeholders to design and undertake a suite of evaluative activities. The evaluation generated evidence and learnings about various elements of chronic disease prevention and management (CDPM) improvement processes, individual and team capacity building and the role and value of CFHI in facilitating tailored learning activities and networking among teams, coaches and other AHC stakeholders.

  9. The Australian Collaborative Education Network Student Scholarship for Work-Integrated Learning 2010-2014

    ERIC Educational Resources Information Center

    Moore, Keri; Ferns, Sonia; Peach, Deborah

    2015-01-01

    The increasing emphasis on embedding work-integrated learning (WIL) in the higher education curriculum has impacted on teaching and learning approaches. While the benefits of incorporating experiential learning in the student experience are recognized by all stakeholders, additional costs incurred by students have not been identified. At the same…

  10. The Best of All Worlds: Immersive Interfaces for Art Education in Virtual and Real World Teaching and Learning Environments

    ERIC Educational Resources Information Center

    Grenfell, Janette

    2013-01-01

    Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin studies online learning management…

  11. Development and Validation of the Perception of Students towards Online Learning (POSTOL)

    ERIC Educational Resources Information Center

    Bhagat, Kaushal Kumar; Wu, Leon Yufeng; Chang, Chun-Yen

    2016-01-01

    In the twenty-first century, online learning has evolved as a worldwide platform to connect, collaborate and engage users in the learning process. Online learning today is integrated with social network connectivity, which builds an ecosystem for interaction between students, teachers, and professors from every corner of the world, providing them…

  12. Visualising the Invisible: A Network Approach to Reveal the Informal Social Side of Student Learning

    ERIC Educational Resources Information Center

    Hommes, J.; Rienties, B.; de Grave, W.; Bos, G.; Schuwirth, L.; Scherpbier, A.

    2012-01-01

    World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not…

  13. Role of Open and Distance Education in Integrating Education with Development--Emerging Model of Networked Collaborative Learning and Net-working.

    ERIC Educational Resources Information Center

    Takwale, Ram

    1998-01-01

    Discusses the evolution of the educational system in India, developments in new communication technologies, and plans by the open and distance education system to develop educational networks. Policies and programs adopted by the Distance Education Council are outlined. (AEF)

  14. A Study of the Predictive Relationship between Online Social Presence and ONLE Interaction

    ERIC Educational Resources Information Center

    Tu, Chih-Hsiung; Yen, Cherng-Jyh; Blocher, J. Michael; Chan, Junn-Yih

    2012-01-01

    Open Network Learning Environments (ONLE) are online networks that afford learners the opportunity to participate in creative content endeavors, personalized identity projections, networked mechanism management, and effective collaborative community integration by applying Web 2.0 tools in open environments. It supports social interaction by…

  15. Real-World Examples: Developing a Departmental Alumni Network

    ERIC Educational Resources Information Center

    Ashline, George

    2017-01-01

    We describe the context for and implementation of a departmental alumni network. More than a database compiling facts about graduates, this network provides students with information and inspiration. It also offers a wonderful opportunity to support lifelong learning through the development of collaborative relationships between alumni and faculty…

  16. Analyzing Online Teacher Networks: Cyber Networks Require Cyber Research Tools

    ERIC Educational Resources Information Center

    Schlager, Mark S.; Farooq, Umer; Fusco, Judith; Schank, Patricia; Dwyer, Nathan

    2009-01-01

    The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. They conclude that new frameworks, tools, and techniques are needed to understand and maximize the benefits of teacher…

  17. Top Ten Technology Breakthroughs for Schools.

    ERIC Educational Resources Information Center

    Bateman, Bill; Crystal, Jerry; Davidson, Hall; Holzberg, Carol S.; McIntire, Todd; McLester, Susan; Ohler, Jason; Rose, Ray; Shields, Jean; Warlick, David

    2001-01-01

    Contributors discuss the top ten technologies that allow for thinking in new and innovative ways about the concept of "school": virtual learning; wireless networking; collaboration tools; digital video; Application Service Providers; handheld devices; optical networking; videoconferencing; XML; and simulations. (AEF)

  18. Collaborative filtering on a family of biological targets.

    PubMed

    Erhan, Dumitru; L'heureux, Pierre-Jean; Yue, Shi Yi; Bengio, Yoshua

    2006-01-01

    Building a QSAR model of a new biological target for which few screening data are available is a statistical challenge. However, the new target may be part of a bigger family, for which we have more screening data. Collaborative filtering or, more generally, multi-task learning, is a machine learning approach that improves the generalization performance of an algorithm by using information from related tasks as an inductive bias. We use collaborative filtering techniques for building predictive models that link multiple targets to multiple examples. The more commonalities between the targets, the better the multi-target model that can be built. We show an example of a multi-target neural network that can use family information to produce a predictive model of an undersampled target. We evaluate JRank, a kernel-based method designed for collaborative filtering. We show their performance on compound prioritization for an HTS campaign and the underlying shared representation between targets. JRank outperformed the neural network both in the single- and multi-target models.

  19. New Forms of Learning in Co-Configuration Work

    ERIC Educational Resources Information Center

    Engestrom, Yrjo

    2004-01-01

    This article focuses on the theories and study of organizational and workplace learning. It outlines the landscape of learning in co-configuration settings, a new type of work that includes interdependency between multiple producers forming a strategic alliance, supplier network, or other such pattern of partnership which collaboratively puts…

  20. A Generational Opportunity: A 21st Century Learning Content Delivery System

    ERIC Educational Resources Information Center

    McElroy, Patrick

    2007-01-01

    This paper describes a collaboratively developed, open marketplace for network-based learning and research content for the higher education community. It explores how available technologies and standards can facilitate a new knowledge creation industry for higher education learning content that engages all stakeholders in new ways. The Advisory…

  1. Globally Networked Collaborative Learning in Industrial Design

    ERIC Educational Resources Information Center

    Bohemia, Erik; Ghassan, Aysar

    2012-01-01

    This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

  2. Learning Objects, Repositories, Sharing and Reusability

    ERIC Educational Resources Information Center

    Koppi, Tony; Bogle, Lisa; Bogle, Mike

    2005-01-01

    The online Learning Resource Catalogue (LRC) Project has been part of an international consortium for several years and currently includes 25 institutions worldwide. The LRC Project has evolved for several pragmatic reasons into an academic network whereby members can identify and share reusable learning objects as well as collaborate in a number…

  3. Social Knowledge Awareness Map for Computer Supported Ubiquitous Learning Environment

    ERIC Educational Resources Information Center

    El-Bishouty, Moushir M.; Ogata, Hiroaki; Rahman, Samia; Yano, Yoneo

    2010-01-01

    Social networks are helpful for people to solve problems by providing useful information. Therefore, the importance of mobile social software for learning has been supported by many researches. In this research, a model of personalized collaborative ubiquitous learning environment is designed and implemented in order to support learners doing…

  4. Agent Collaborative Target Localization and Classification in Wireless Sensor Networks

    PubMed Central

    Wang, Xue; Bi, Dao-wei; Ding, Liang; Wang, Sheng

    2007-01-01

    Wireless sensor networks (WSNs) are autonomous networks that have been frequently deployed to collaboratively perform target localization and classification tasks. Their autonomous and collaborative features resemble the characteristics of agents. Such similarities inspire the development of heterogeneous agent architecture for WSN in this paper. The proposed agent architecture views WSN as multi-agent systems and mobile agents are employed to reduce in-network communication. According to the architecture, an energy based acoustic localization algorithm is proposed. In localization, estimate of target location is obtained by steepest descent search. The search algorithm adapts to measurement environments by dynamically adjusting its termination condition. With the agent architecture, target classification is accomplished by distributed support vector machine (SVM). Mobile agents are employed for feature extraction and distributed SVM learning to reduce communication load. Desirable learning performance is guaranteed by combining support vectors and convex hull vectors. Fusion algorithms are designed to merge SVM classification decisions made from various modalities. Real world experiments with MICAz sensor nodes are conducted for vehicle localization and classification. Experimental results show the proposed agent architecture remarkably facilitates WSN designs and algorithm implementation. The localization and classification algorithms also prove to be accurate and energy efficient.

  5. Current State and Local Initiatives To Support Student Learning: Early Childhood Programs and Innovative Programs To Better Address the Needs of Youth. Selected Presentations from an "Ensuring Student Success through Collaboration Network" Conference (Louisville, Kentucky, September 12-15, 1999).

    ERIC Educational Resources Information Center

    Taylor, Burton

    The Ensuring Student Success Through Collaboration Network, administered by the Council of Chief State School Officers, is comprised of teams of state and local leaders from Arkansas, California, Iowa, Kentucky, Missouri, Oregon, and Washington and works to connect education improvement efforts with other human service reforms, economic…

  6. Idm@ti Network: An Innovative Proposal for Improving Teaching and Learning in Spanish Universities

    ERIC Educational Resources Information Center

    Salan, Nuria; Cabedo, Luis; Segarra, Mercedes; Guraya, Teresa; Lopez, Pascal; Sales, David; Gamez, Jose

    2017-01-01

    IdM@ti network members concurred in the diagnosis of the difficulties and opportunities arising from Bologna process implementation and teaching methodologies improvement in Materials Science and Engineering (MSE) teaching. This network has been created with the aim of improving efficiency of underway and future collaborations.The main objectives…

  7. The Importance and Satisfaction of Collaborative Innovation for Strategic Entrepreneurship

    ERIC Educational Resources Information Center

    Tsai, I-Chang; Lei, Han-Sheng

    2016-01-01

    Building on network, learning, resource-based and real options theories, collaborative innovation through the sharing of ideas, knowledge, expertise, and opportunities can enable both small and large firms to successfully engage in strategic entrepreneurship. We use the real case of a research-oriented organization and its incubator for analysis…

  8. Collaborating to Compete: Achieving Effective Knowledge Sharing in Organizations

    ERIC Educational Resources Information Center

    Laycock, Martyn

    2005-01-01

    Purpose: This paper aims to present a practitioner overview of the challenges and growing strategic importance of knowledge and knowledge sharing in organizations, considering roles of learning, and in particular networks, together with collaboration in the development of sustainable competitive edge through knowledge, knowledge management and the…

  9. The development of a network for community-based obesity prevention: the CO-OPS Collaboration

    PubMed Central

    2011-01-01

    Background Community-based interventions are a promising approach and an important component of a comprehensive response to obesity. In this paper we describe the Collaboration of COmmunity-based Obesity Prevention Sites (CO-OPS Collaboration) in Australia as an example of a collaborative network to enhance the quality and quantity of obesity prevention action at the community level. The core aims of the CO-OPS Collaboration are to: identify and analyse the lessons learned from a range of community-based initiatives aimed at tackling obesity, and; to identify the elements that make community-based obesity prevention initiatives successful and share the knowledge gained with other communities. Methods Key activities of the collaboration to date have included the development of a set of Best Practice Principles and knowledge translation and exchange activities to promote the application (or use) of evidence, evaluation and analysis in practice. Results The establishment of the CO-OPS Collaboration is a significant step toward strengthening action in this area, by bringing together research, practice and policy expertise to promote best practice, high quality evaluation and knowledge translation and exchange. Future development of the network should include facilitation of further evidence generation and translation drawing from process, impact and outcome evaluation of existing community-based interventions. Conclusions The lessons presented in this paper may help other networks like CO-OPS as they emerge around the globe. It is important that networks integrate with each other and share the experience of creating these networks. PMID:21349185

  10. Voices from Networked Classrooms.

    ERIC Educational Resources Information Center

    Brownlee-Conyers, Jean; Kraber, Brenda

    1996-01-01

    In 1994, the Glenview (Illinois) Public Schools created three technology-rich educational environments (TREEs) that use alternative teaching and learning methods through networked communication technologies. Each setting consists of three teachers and about 75 heterogeneously grouped students (ages 9-12) who work collaboratively to solve problems…

  11. ENERGY-NET (Energy, Environment and Society Learning Network): Enhancing opportunities for learning using an Earth systems science framework

    NASA Astrophysics Data System (ADS)

    Elliott, E. M.; Bain, D. J.; Divers, M. T.; Crowley, K. J.; Povis, K.; Scardina, A.; Steiner, M.

    2012-12-01

    We describe a newly funded collaborative NSF initiative, ENERGY-NET (Energy, Environment and Society Learning Network), that brings together the Carnegie Museum of Natural History (CMNH) with the Learning Science and Geoscience research strengths at the University of Pittsburgh. ENERGY-NET aims to create rich opportunities for participatory learning and public education in the arena of energy, the environment, and society using an Earth systems science framework. We build upon a long-established teen docent program at CMNH and to form Geoscience Squads comprised of underserved teens. Together, the ENERGY-NET team, including museum staff, experts in informal learning sciences, and geoscientists spanning career stage (undergraduates, graduate students, faculty) provides inquiry-based learning experiences guided by Earth systems science principles. Together, the team works with Geoscience Squads to design "Exploration Stations" for use with CMNH visitors that employ an Earth systems science framework to explore the intersecting lenses of energy, the environment, and society. The goals of ENERGY-NET are to: 1) Develop a rich set of experiential learning activities to enhance public knowledge about the complex dynamics between Energy, Environment, and Society for demonstration at CMNH; 2) Expand diversity in the geosciences workforce by mentoring underrepresented teens, providing authentic learning experiences in earth systems science and life skills, and providing networking opportunities with geoscientists; and 3) Institutionalize ENERGY-NET collaborations among geosciences expert, learning researchers, and museum staff to yield long-term improvements in public geoscience education and geoscience workforce recruiting.

  12. Interprofessional practice and learning in a youth mental health service: A case study using network analysis.

    PubMed

    Barnett, Tony; Hoang, Ha; Cross, Merylin; Bridgman, Heather

    2015-01-01

    Few studies have examined interprofessional practice (IPP) from a mental health service perspective. This study applied a mixed-method approach to examine the IPP and learning occurring in a youth mental health service in Tasmania, Australia. The aims of the study were to investigate the extent to which staff were networked, how collaboratively they practiced and supported student learning, and to elicit the organisation's strengths and opportunities regarding IPP and learning. Six data sets were collected: pre- and post-test readiness for interprofessional learning surveys, Social Network survey, organisational readiness for IPP and learning checklist, "talking wall" role clarification activity, and observations of participants working through a clinical case study. Participants (n = 19) were well-networked and demonstrated a patient-centred approach. Results confirmed participants' positive attitudes to IPP and learning and identified ways to strengthen the organisation's interprofessional capability. This mixed-method approach could assist others to investigate IPP and learning.

  13. Component Exchange Community: A Model of Utilizing Research Components to Foster International Collaboration

    ERIC Educational Resources Information Center

    Deng, Yi-Chan; Lin, Taiyu; Kinshuk; Chan, Tak-Wai

    2006-01-01

    "One-to-one" technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting…

  14. The Personal Learning Planner: Collaboration through Online Learning and Publication

    ERIC Educational Resources Information Center

    Gibson, David; Sherry, Lorraine; Havelock, Bruce

    2007-01-01

    This paper discusses the online Personal Learning Planner (PLP) project underway at the National Institute of Community Innovations (NICI), one of the partners in the Teacher Education Network (TEN), a 2000 PT3 Catalyst grantee. The Web-based PLP provides a standards-linked "portfolio space" for both works in progress and demonstration collections…

  15. Effects of Communication Competence and Social Network Centralities on Learner Performance

    ERIC Educational Resources Information Center

    Jo, Il-Hyun; Kang, Stephanie; Yoon, Meehyun

    2014-01-01

    Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of this study was to investigate the effects of college students' communication competence and degree…

  16. Improving Organizational Learning: Defining Units of Learning from Social Tools

    ERIC Educational Resources Information Center

    Menolli, André Luís Andrade; Reinehr, Sheila; Malucelli, Andreia

    2013-01-01

    New technologies, such as social networks, wikis, blogs and other social tools, enable collaborative work and are important facilitators of the social learning process. Many companies are using these types of tools as substitutes for their intranets, especially software development companies. However, the content generated by these tools in many…

  17. Supporting Evidence Use in Networked Professional Learning: The Role of the Middle Leader

    ERIC Educational Resources Information Center

    LaPointe-McEwan, Danielle; DeLuca, Christopher; Klinger, Don A.

    2017-01-01

    Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence and (b) classroom-based evidence of student learning. In Ontario, the integration of these two forms of evidence within…

  18. Effects of Group Reflection Variations in Project-Based Learning Integrated in a Web 2.0 Learning Space

    ERIC Educational Resources Information Center

    Kim, Paul; Hong, Ji-Seong; Bonk, Curtis; Lim, Gloria

    2011-01-01

    A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education.…

  19. Applying Collaborative Learning and Quality Improvement to Public Health: Lessons from the Collaborative Improvement and Innovation Network (CoIIN) to Reduce Infant Mortality.

    PubMed

    Ghandour, Reem M; Flaherty, Katherine; Hirai, Ashley; Lee, Vanessa; Walker, Deborah Klein; Lu, Michael C

    2017-06-01

    Infant mortality remains a significant public health problem in the U.S. The Collaborative Improvement & Innovation Network (CoIIN) model is an innovative approach, using the science of quality improvement and collaborative learning, which was applied across 13 Southern states in Public Health Regions IV and VI to reduce infant mortality and improve birth outcomes. We provide an in-depth discussion of the history, development, implementation, and adaptation of the model based on the experience of the original CoIIN organizers and participants. In addition to the political genesis and functional components of the initiative, 8 key lessons related to staffing, planning, and implementing future CoIINs are described in detail. This paper reports the findings from a process evaluation of the model. Data on the states' progress toward reducing infant mortality and improving birth outcomes were collected through a survey in the final months of a 24-month implementation period, as well as through ongoing team communications. The peer-to-peer exchange and platform for collaborative learning, as well as the sharing of data across the states, were major strengths and form the foundation for future CoIIN efforts. A lasting legacy of the initiative is the unique application and sharing of provisional "real time" data to inform "real time" decision-making. The CoIIN model of collaborative learning, QI, and innovation offers a promising approach to strengthening partnerships within and across states, bolstering data systems to inform and track progress more rapidly, and ultimately accelerating improvement toward healthier communities, States, and the Nation as a whole.

  20. Primary Strategy Learning Networks: A Local Study of a National Initiative

    ERIC Educational Resources Information Center

    Moore, Tessa A.; Rutherford, Desmond

    2012-01-01

    The use of networks as a means of communicating knowledge and ideas and in promoting innovation among schools has emerged globally over the past decade. Currently, inter-school collaboration is not only at the fore nationally in England, but also has become integral to the school improvement agenda. However, networking theory is a disparate field…

  1. Computer Networks as Instructional and Collaborative Distance Learning Environments.

    ERIC Educational Resources Information Center

    Schrum, Lynne; Lamb, Theodore A.

    1997-01-01

    Reports on the early stages of a project at the U.S. Air Force Academy, in which the instructional applications of a networked classroom laboratory, an intranet, and the Internet are explored as well as the effectiveness and efficiency of groupware and computer networks as instructional environments. Presents the results of the first pilot tests.…

  2. Learning in Social Networks: Rationale and Ideas for Its Implementation in Higher Education

    ERIC Educational Resources Information Center

    Alvarez, Ibis M.; Olivera-Smith, Marialexa

    2013-01-01

    The internet has fast become a prevalent medium for collaboration between people and social networks, in particular, have gained vast popularity and relevance over the past few years. Within this framework, our paper will analyse the role played by social networks in current teaching practices. Specifically, we focus on the principles guiding the…

  3. Perceptions of the roles of social networking in simulation augmented medical education and training.

    PubMed

    Martin, Rob; Rojas, David; Cheung, Jeffrey J H; Weber, Bryce; Kapralos, Bill; Dubrowski, Adam

    2013-01-01

    Simulation-augmented education and training (SAET) is an expensive educational tool that may be facilitated through social networking technologies or Computer Supported Collaborative Learning (CSCL). This study examined the perceptions of medical undergraduates participating in SAET for knot tying skills to identify perceptions and barriers to implementation of social networking technologies within a broader medical education curriculum. The majority of participants (89%) found CSCL aided their learning of the technical skill and identified privacy and accessibility as major barriers to the tools implementation.

  4. Connectivism: 21st Century's New Learning Theory

    ERIC Educational Resources Information Center

    Kropf, Dorothy C.

    2013-01-01

    Transformed into a large collaborative learning environment, the Internet is comprised of information reservoirs namely, (a) online classrooms, (b) social networks, and (c) virtual reality or simulated communities, to expeditiously create, reproduce, share, and deliver information into the hands of educators and students. Most importantly, the…

  5. Research and Policy: Can Online Learning Communities Foster Professional Development?

    ERIC Educational Resources Information Center

    Beach, Richard

    2012-01-01

    This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers' individual…

  6. A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines

    ERIC Educational Resources Information Center

    Pelaez, Nancy; Anderson, Trevor R.; Gardner, Stephanie M.; Yin, Yue; Abraham, Joel K.; Barlett, Edward L.; Gormally, Cara; Hurney, Carol A.; Long, Tammy M.; Newman, Dina L.; Sirum, Karen; Stevens, Michael T.

    2018-01-01

    Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). RCN-UBE projects focus on coordination and communication among scientists and educators who…

  7. International collaboration in pediatric nursing: mutual learning success.

    PubMed

    Metcalfe, Sharon Elizabeth

    2010-01-01

    This article describes an innovative international collaboration between a children's hospital in the United Kingdom and a university school of nursing in the United States that created opportunities for networking among nurses in similar specialties. Nurses from two countries joined in an educational partnership to share dialogue and clinical experience in the United Kingdom.

  8. The Development of Virtual Educational Environments to Support Inter-School Collaboration

    ERIC Educational Resources Information Center

    Stevens, Ken

    2007-01-01

    The introduction of inter-school electronic networks has added a new dimension to education in Canada that has many implications for students who attend schools in rural communities. Collaborative internet-based teaching and learning and the creation of virtual classes within regional intranets now complement traditional on-site instruction in…

  9. Rationale and methodology of a collaborative learning project in congenital cardiac care

    PubMed Central

    Wolf, Michael J.; Lee, Eva K.; Nicolson, Susan C.; Pearson, Gail D.; Witte, Madolin K.; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S.; Mahle, William T.

    2018-01-01

    Background Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another’s knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Rationale and development Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center’s practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Conclusion Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. PMID:26995379

  10. Rationale and methodology of a collaborative learning project in congenital cardiac care.

    PubMed

    Wolf, Michael J; Lee, Eva K; Nicolson, Susan C; Pearson, Gail D; Witte, Madolin K; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S; Mahle, William T

    2016-04-01

    Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another's knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center's practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Networked Professional Learning: Relating the Formal and the Informal

    ERIC Educational Resources Information Center

    Vaessen, Matthieu; van den Beemt, Antoine; de Laat, Maarten

    2014-01-01

    The increasing complexity of the workplace environment requires teachers and professionals in general to tap into their social networks, inside and outside circles of direct colleagues and collaborators, for finding appropriate knowledge and expertise. This collective process of sharing and constructing knowledge can be considered "networked…

  12. Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. REL 2013-003

    ERIC Educational Resources Information Center

    Blitz, Cynthia L.

    2013-01-01

    For more than a decade practitioners have promoted professional learning communities (PLCs) as an effective structure for providing teachers with professional development (Chappuis, Chappuis, & Stiggins, 2009; DuFour, Eaker, & DuFour, 2005). These collaborative networks are believed to be effective because they expose teachers to new ideas…

  13. Teaching an Interdisciplinary Graduate-Level Methods Course in an Openly-Networked Connected Learning Environment: A Glass Half-Full

    ERIC Educational Resources Information Center

    Secret, Mary; Bryant, Nita L.; Cummings, Cory R.

    2017-01-01

    Our paper describes the design and delivery of an online interdisciplinary social science research methods course (ISRM) for graduate students in sociology, education, social work, and public administration. Collaborative activities and learning took place in two types of computer-mediated learning environments: a closed Blackboard course…

  14. Impact of the Cancer Prevention and Control Research Network

    PubMed Central

    Ribisl, Kurt M.; Fernandez, Maria E.; Friedman, Daniela B.; Hannon, Peggy; Leeman, Jennifer; Moore, Alexis; Olson, Lindsay; Ory, Marcia; Risendal, Betsy; Sheble, Laura; Taylor, Vicky; Williams, Rebecca; Weiner, Bryan J.

    2018-01-01

    The Cancer Prevention and Control Research Network (CPCRN) is a thematic network dedicated to accelerating the adoption of evidence-based cancer prevention and control practices in communities by advancing dissemination and implementation science. Funded by the Centers for Disease Control and Prevention and National Cancer Institute, CPCRN has operated at two levels: Each participating Network Center conducts research projects with primarily local partners as well as multicenter collaborative research projects with state and national partners. Through multicenter collaboration, thematic networks leverage the expertise, resources, and partnerships of participating centers to conduct research projects collectively that might not be feasible individually. Although multicenter collaboration often is advocated, it is challenging to promote and assess. Using bibliometric network analysis and other graphical methods, this paper describes CPCRN’s multicenter publication progression from 2004 to 2014. Searching PubMed, Scopus, and Web of Science in 2014 identified 249 peer-reviewed CPCRN publications involving two or more centers out of 6,534 total. The research and public health impact of these multicenter collaborative projects initiated by CPCRN during that 10-year period were then examined. CPCRN established numerous workgroups around topics such as: 2-1-1, training and technical assistance, colorectal cancer control, federally qualified health centers, cancer survivorship, and human papillomavirus. The paper discusses the challenges that arise in promoting multicenter collaboration and the strategies that CPCRN uses to address those challenges. The lessons learned should broadly interest those seeking to promote multisite collaboration to address public health problems, such as cancer prevention and control. PMID:28215371

  15. The Four Scaffolding Modules for Collaborative Problem-Based Learning through the Computer Network on Moodle LMS for the Computer Programming Course

    ERIC Educational Resources Information Center

    Tiantong, Monchai; Teemuangsai, Sanit

    2013-01-01

    Scaffolding is a learning approach designed to promote a deeper understanding, it is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve the learning goals, including resources, a compelling task, templates and guides, and guidance on the development of…

  16. The Role of Teacher's Initiation in Online Pedagogy

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen

    2012-01-01

    Purpose: The author redesigned a course titled "Applied Information Technology: Networking" and applied online collaborative learning (CL) with initiation and self-regulated learning (SRL) to improve students' involvement in this course in an environment that is full of free online games, shopping websites, and social networking…

  17. Remote Teacher Observation at the University of Kentucky

    ERIC Educational Resources Information Center

    Hager, Karen D.; Baird, Constance M.; Spriggs, Amy D.

    2012-01-01

    Faculty and staff from three university departments (Special Education, Distance Learning Programs, and Distance Learning Networks) collaborated to develop a system for remote observation of student teachers. Colleges across the campus currently use the system. The development process from inception to implementation is described, and the specific…

  18. Collaborative Internet Learning.

    ERIC Educational Resources Information Center

    Tate, Joanne

    This paper describes pioneering in the area of telecommunications and the use of the Internet across the curriculum in Australian schools through the I*EARN (International Education and Resource Network). Topics discussed include: (1) changes to the traditional learning approach and school structure, including the role of the teacher and resource…

  19. Constructs for Web 2.0 Learning Environments: A Theatrical Metaphor

    ERIC Educational Resources Information Center

    Tu, Chih-Hsiung; Blocher, Michael; Roberts, Gayle

    2008-01-01

    Web 2.0 technologies empower learners to create personalized and community-based collaborative environments. Social networking technology affords learners to weave their human networks through active connections to understand what we know and we want to know. Social acts that bring out identities, awareness, relationships, connections, and…

  20. Telepractice: Creating a Statewide Network of Support in Rural Maine

    ERIC Educational Resources Information Center

    Hopkins, Karen; Keefe, Barbara; Bruno, Angela

    2012-01-01

    The Maine Educational Center for the Deaf and Hard of Hearing's (MECDHH's) "POINT" (Providing Opportunities for Integrating New Technologies) project is implementing a telepractice, distance learning collaborative in Maine with eight hub sites and 18 end points using Tandberg videoconferencing technology. This network is planned to be a…

  1. Teacher Education and Change: The First Decade of IT.

    ERIC Educational Resources Information Center

    Gwyn, Rhys

    1988-01-01

    The convergence of computer technology with telecommunications may transform our concept of classroom and school. The PLUTO Network Project, which links several countries in Europe in a collaborative distance learning network, is described. Three phases in the growth of educational uses of computer technologies are outlined. (IAH)

  2. LeaRN: A Collaborative Learning-Research Network for a WLCG Tier-3 Centre

    NASA Astrophysics Data System (ADS)

    Pérez Calle, Elio

    2011-12-01

    The Department of Modern Physics of the University of Science and Technology of China is hosting a Tier-3 centre for the ATLAS experiment. A interdisciplinary team of researchers, engineers and students are devoted to the task of receiving, storing and analysing the scientific data produced by the LHC. In order to achieve the highest performance and to develop a knowledge base shared by all members of the team, the research activities and their coordination are being supported by an array of computing systems. These systems have been designed to foster communication, collaboration and coordination among the members of the team, both face-to-face and remotely, and both in synchronous and asynchronous ways. The result is a collaborative learning-research network whose main objectives are awareness (to get shared knowledge about other's activities and therefore obtain synergies), articulation (to allow a project to be divided, work units to be assigned and then reintegrated) and adaptation (to adapt information technologies to the needs of the group). The main technologies involved are Communication Tools such as web publishing, revision control and wikis, Conferencing Tools such as forums, instant messaging and video conferencing and Coordination Tools, such as time management, project management and social networks. The software toolkit has been deployed by the members of the team and it has been based on free and open source software.

  3. Investigating student communities with network analysis of interactions in a physics learning center

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Kramer, Laird; Sawtelle, Vashti

    2012-06-01

    Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

  4. Service Learning for Engaged Work-Based Learning. Strategies for Transformative Change

    ERIC Educational Resources Information Center

    Hoffman, D.; Spada, K.; Fox, H. L.

    2016-01-01

    All 16 Wisconsin Technical College System (WTCS) colleges are committed to creating Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE). INTERFACE received a Round Three TAACCCT grant from the U.S. Department of Labor. INTERFACE is a strategic alignment between colleges,…

  5. Integrating Social Media Technologies in Higher Education: Costs-Benefits Analysis

    ERIC Educational Resources Information Center

    Okoro, Ephraim

    2012-01-01

    Social networking and electronic channels of communication are effective tools in the process of teaching and learning and have increasingly improved the quality of students' learning outcomes in higher education in recent years. The process encourages students' active engagement, collaboration, and participation in class activities and group…

  6. Collaboration Creation: Lessons Learned from Establishing an Online Professional Learning Community

    ERIC Educational Resources Information Center

    Gray, Colin; Smyth, Keith

    2012-01-01

    This paper describes the design, implementation, evaluation and further refinement of an ELGG-based social networking site to support professional development activity, project group and special interest groups, and the discussion and sharing of educational experiences and resources across Edinburgh Napier University in the United Kingdom.…

  7. Leveraging the Talent-Driven Organization

    ERIC Educational Resources Information Center

    Adler, Richard

    2010-01-01

    This report details how a number of firms are using social networking tools to open up communication, collaboration and learning across boundaries, leveraging these tools to develop new products and real-time solutions for customers. It discusses the qualities of leadership throughout an organization that fosters innovation and learning. And it…

  8. Wiki Mass Authoring for Experiential Learning: A Case Study

    ERIC Educational Resources Information Center

    Pardue, Harold; Landry, Jeffrey; Sweeney, Bob

    2013-01-01

    Web 2.0 services include sharing and collaborative technologies such as blogs, social networking sites, online office productivity tools, and wikis. Wikis are increasingly used for the design and implementation of pedagogy, for example to facilitate experiential learning. A U.S. government-funded project for system security risk assessment was…

  9. The Role of Networked Learning in Academics' Writing

    ERIC Educational Resources Information Center

    McCulloch, Sharon; Tusting, Karin; Hamilton, Mary

    2017-01-01

    This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices,…

  10. "CityVille": Collaborative Game Play, Communication and Skill Development in Social Networks

    ERIC Educational Resources Information Center

    Del-Moral, María-Esther; Guzmán-Duque, Alba-Patricia

    2014-01-01

    This paper has as its aim to analyze how CityVille, a videogame hosted on Facebook and oriented to the construction of a virtual city, can favor collaboration between gamers along with the exchange of strategies, equally contributing to learning transfer and skill acquisition. The first step consists in identifying the opportunities which the said…

  11. Modeling Data from Collaborative Assessments: Learning in Digital Interactive Social Networks

    ERIC Educational Resources Information Center

    Wilson, Mark; Gochyyev, Perman; Scalise, Kathleen

    2017-01-01

    This article summarizes assessment of cognitive skills through collaborative tasks, using field test results from the Assessment and Teaching of 21st Century Skills (ATC21S) project. This project, sponsored by Cisco, Intel, and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and…

  12. The Recovery-Oriented Care Collaborative: A Practice-Based Research Network to Improve Care for People With Serious Mental Illnesses.

    PubMed

    Kelly, Erin L; Kiger, Holly; Gaba, Rebecca; Pancake, Laura; Pilon, David; Murch, Lezlie; Knox, Lyndee; Meyer, Mathew; Brekke, John S

    2015-11-01

    Practice-based research networks (PBRNs) create continuous collaborations among academic researchers and practitioners. Most PBRNs have operated in primary care, and less than 5% of federally registered PBRNs include mental health practitioners. In 2012 the first PBRN in the nation focused on individuals with serious mental illnesses-the Recovery-Oriented Care Collaborative-was established in Los Angeles. This column describes the development of this innovative PBRN through four phases: building an infrastructure, developing a research study, executing the study, and consolidating the PBRN. Key lessons learned are also described, such as the importance of actively engaging direct service providers and clients.

  13. Defence Adademies and Colleges 2009 International Conference. Network Centric Learning: Towards Authentic ePractices, 25 - 27 March 2009

    DTIC Science & Technology

    2009-03-27

    to learning and collaborative working • Developing more immersive learning where learning is promoted through experiencing the style of thinking of... Student Talk in Promoting Quality Learning in Science Classroom”, MS. Morrison, P., Barlow, M., Bethel, G. and Clothier, S. (2005), “Proficient Soldier...on student perceptions of learning effectiveness. 1 Computer self-efficacy: “The learner’s perception of their ability to carry out a series of

  14. Trans-Pacific Astronomy Experiment Project Status

    NASA Technical Reports Server (NTRS)

    Hsu, Eddie

    2000-01-01

    The Trans-Pacific Astronomy Experiment is Phase 2 of the Trans-Pacific High Data Rate Satcom Experiments following the Trans-Pacific High Definition Video Experiment. It is a part of the Global Information Infrastructure-Global Interoperability for Broadband Networks Project (GII-GIBN). Provides global information infrastructure involving broadband satellites and terrestrial networks and access to information by anyone, anywhere, at any time. Collaboration of government, industry, and academic organizations demonstrate the use of broadband satellite links in a global information infrastructure with emphasis on astronomical observations, collaborative discussions and distance learning.

  15. SDH-NET: a South-North-South collaboration to build sustainable research capacities on social determinants of health in low- and middle-income countries.

    PubMed

    Cash-Gibson, Lucinda; Guerra, German; Salgado-de-Snyder, V Nelly

    2015-10-22

    It is desirable that health researchers have the ability to conduct research on health equity and contribute to the development of their national health system and policymaking processes. However, in low- and middle-income countries (LMICs), there is a limited capacity to conduct this type of research due to reasons mostly associated with the status of national (health) research systems. Building sustainable research capacity in LMICs through the triangulation of South-North-South (S-N-S) collaborative networks seems to be an effective way to maximize limited national resources to strengthen these capacities. This article describes how a collaborative project (SDH-Net), funded by the European Commission, has successfully designed a study protocol and a S-N-S collaborative network to effectively support research capacity building in LMICs, specifically in the area of social determinants of health (SDH); this project seeks to elaborate on the vital role of global collaborative networks in strengthening this practice. The implementation of SDH-Net comprised diverse activities developed in three phases. Phase 1: national level mapping exercises were conducted to assess the needs for SDH capacity building or strengthening in local research systems. Four strategic areas were defined, namely research implementation and system performance, social appropriation of knowledge, institutional and national research infrastructure, and research skills and training/networks. Phase 2: development of tools to address the identified capacity building needs, as well as knowledge management and network strengthening activities. Phase 3: identifying lessons learned in terms of research ethics, and how policies can support the capacity building process in SDH research. The implementation of the protocol has led the network to design innovative tools for strengthening SDH research capacities, under a successful S-N-S collaboration that included national mapping reports, a global open-access learning platform with tools and resources, ethical guidelines for research, policy recommendations, and academic contributions to the global SDH discourse. The effective triangulation of S-N-S partnerships can be of high value in building sustainable research capacity in LMICs. If designed appropriately, these multicultural, multi-institutional, and multidisciplinary collaborations can enable southern and northern academics to contextualize global research according to their national realities.

  16. Project-based learning with international collaboration for training biomedical engineers.

    PubMed

    Krishnan, Shankar

    2011-01-01

    Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite initial challenges, adopting project-based learning with international collaboration has strong potentials to be valuable in the training of biomedical engineering students.

  17. Managing clinical failure: a complex adaptive system perspective.

    PubMed

    Matthews, Jean I; Thomas, Paul T

    2007-01-01

    The purpose of this article is to explore the knowledge capture process at the clinical level. It aims to identify factors that enable or constrain learning. The study applies complex adaptive system thinking principles to reconcile learning within the NHS. The paper uses a qualitative exploratory study with an interpretative methodological stance set in a secondary care NHS Trust. Semi-structured interviews were conducted with healthcare practitioners and managers involved at both strategic and operational risk management processes. A network structure is revealed that exhibits the communication and interdependent working practices to support knowledge capture and adaptive learning. Collaborative multidisciplinary communities, whose values reflect local priorities and promote open dialogue and reflection, are featured. The main concern is that the characteristics of bureaucracy; rational-legal authority, a rule-based culture, hierarchical lines of communication and a centralised governance focus, are hindering clinical learning by generating barriers. Locally emergent collaborative processes are a key strategic resource to capture knowledge, potentially fostering an environment that could learn from failure and translate lessons between contexts. What must be addressed is that reporting mechanisms serve not only the governance objectives, but also supplement learning by highlighting the potential lessons in context. Managers must nurture a collaborative infrastructure using networks in a co-evolutionary manner. Their role is not to direct and design processes but to influence, support and create effective knowledge capture. Although the study only investigated one site the findings and conclusions may well translate to other trusts--such as the risk of not enabling a learning environment at clinical levels.

  18. Using i2b2 to Bootstrap Rural Health Analytics and Learning Networks

    PubMed Central

    Harris, Daniel R.; Baus, Adam D.; Harper, Tamela J.; Jarrett, Traci D.; Pollard, Cecil R.; Talbert, Jeffery C.

    2017-01-01

    We demonstrate that the open-source i2b2 (Informatics for Integrating Biology and the Bedside) data model can be used to bootstrap rural health analytics and learning networks. These networks promote communication and research initiatives by providing the infrastructure necessary for sharing data and insights across a group of healthcare and research partners. Data integration remains a crucial challenge in connecting rural healthcare sites with a common data sharing and learning network due to the lack of interoperability and standards within electronic health records. The i2b2 data model acts as a point of convergence for disparate data from multiple healthcare sites. A consistent and natural data model for healthcare data is essential for overcoming integration issues, but challenges such as those caused by weak data standardization must still be addressed. We describe our experience in the context of building the West Virginia/Kentucky Health Analytics and Learning Network, a collaborative, multi-state effort connecting rural healthcare sites. PMID:28261006

  19. Using i2b2 to Bootstrap Rural Health Analytics and Learning Networks.

    PubMed

    Harris, Daniel R; Baus, Adam D; Harper, Tamela J; Jarrett, Traci D; Pollard, Cecil R; Talbert, Jeffery C

    2016-08-01

    We demonstrate that the open-source i2b2 (Informatics for Integrating Biology and the Bedside) data model can be used to bootstrap rural health analytics and learning networks. These networks promote communication and research initiatives by providing the infrastructure necessary for sharing data and insights across a group of healthcare and research partners. Data integration remains a crucial challenge in connecting rural healthcare sites with a common data sharing and learning network due to the lack of interoperability and standards within electronic health records. The i2b2 data model acts as a point of convergence for disparate data from multiple healthcare sites. A consistent and natural data model for healthcare data is essential for overcoming integration issues, but challenges such as those caused by weak data standardization must still be addressed. We describe our experience in the context of building the West Virginia/Kentucky Health Analytics and Learning Network, a collaborative, multi-state effort connecting rural healthcare sites.

  20. The Impact of Cognitive Style on Social Networks in On-Line Discussions

    ERIC Educational Resources Information Center

    Jablokow, Kathryn; Vercellone-Smith, Pamela

    2011-01-01

    With the rise of e-Learning in engineering education, understanding the impact of individual differences on the ways students communicate and collaborate on-line has become increasingly important. The research described here investigates the influence of cognitive style on the interactions within student social networks in an on-line learning…

  1. Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire

    ERIC Educational Resources Information Center

    Mills, Nicole

    2011-01-01

    Scholars praise social networking tools for their ability to engage and motivate iGeneration students in meaningful communicative practice, content exchange, and collaboration (Greenhow, Robelia, & Hughes, 2009; Ziegler, 2007). To gain further insight about the nature of student participation, knowledge acquisition, and relationship development…

  2. Shaping Networked Theatre: Experience Architectures, Behaviours and Creative Pedagogies

    ERIC Educational Resources Information Center

    Sutton, Paul

    2012-01-01

    Since 2006 the UK based applied theatre company C&T has been using its experience and expertise in mixing drama, learning and digital media to create a new online utility for shaping collaborative educational drama experiences. C&T describes this practice as "Networked Theatre". This article describes both the motivations for…

  3. APOLLO Network | Office of Cancer Clinical Proteomics Research

    Cancer.gov

    The Applied Proteogenomics OrganizationaL Learning and Outcomes (APOLLO) network is a collaboration between NCI, the Department of Defense (DoD), and the Department of Veterans Affairs (VA) to incorporate proteogenomics into patient care as a way of looking beyond the genome, to the activity and expression of the proteins that the genome encodes.

  4. Evaluation of a discussion forum for knowledge sharing among emergency practitioners: a social network approach.

    PubMed

    Curran, Janet; Abidi, Syed Sibte Raza

    2006-01-01

    Peer to peer knowledge sharing is recognized as a key contributor to the development of expert practice for health care professionals. Emergency departments with access to extensive expertise, such as in urban hospital settings, present greater potential for rich collaborative learning opportunities as compared with rural settings where expertise is at times scarce. Collaborative technologies such as electronic discussion boards may assist in leveling the "knowledge" playing field and increase opportunities for the growth of a strong social network for emergency clinicians. A social network perspective is used to explore the effectiveness of a discussion forum to support knowledge sharing among emergency practitioners in rural and urban emergency departments in Nova Scotia.

  5. World Sounds through Universal Fellowship: Linking African Sounds through Collaborative Networking

    ERIC Educational Resources Information Center

    Klopper, Christopher

    2005-01-01

    The Pan African Society of Musical Arts Education (PASMAE) initiated the concept of Music Action Research Teams (MAT cells) at the grass-roots level for the collaborative sharing and learning of educators throughout Africa. The current number of 27 cells in Africa is a modest realization of the society's aims. However, it is strongly felt that if…

  6. AuthorSynth: a collaboration network and behaviorally-based visualization tool of activation reports from the neuroscience literature.

    PubMed

    Sochat, Vanessa V

    2015-01-01

    Targeted collaboration is becoming more challenging with the ever-increasing number of publications, conferences, and academic responsibilities that the modern-day researcher must synthesize. Specifically, the field of neuroimaging had roughly 10,000 new papers in PubMed for the year 2013, presenting tens of thousands of international authors, each a potential collaborator working on some sub-domain in the field. To remove the burden of synthesizing an entire corpus of publications, talks, and conference interactions to find and assess collaborations, we combine meta-analytical neuroimaging informatics methods with machine learning and network analysis toward this goal. We present "AuthorSynth," a novel application prototype that includes (1) a collaboration network to identify researchers with similar results reported in the literature; and (2) a 2D plot-"brain lattice"-to visually summarize a single author's contribution to the field, and allow for searching of authors based on behavioral terms. This method capitalizes on intelligent synthesis of the neuroimaging literature, and demonstrates that data-driven approaches can be used to confirm existing collaborations, reveal potential ones, and identify gaps in published knowledge. We believe this tool exemplifies how methods from neuroimaging informatics can better inform researchers about progress and knowledge in the field, and enhance the modern workflow of finding collaborations.

  7. Collaborative Learning: A Critical Success Factor in Distance Education.

    ERIC Educational Resources Information Center

    Levin, David S.; Ben-Jacob, Marion G.

    This paper discusses the use of new technologies for distance learning-- including interactive video, computers, and the Internet-- at Mercy College (New York) and DePaul University (Illinois). The description of a course on discrete mathematics that is taught using the Mercy College Long-distance Instructional Network (MerLIN) focuses on the use…

  8. The Metadata Education and Research Information Commons (MERIC): A Collaborative Teaching and Research Initiative

    ERIC Educational Resources Information Center

    Vellucci, Sherry L.; Hsieh-Yee, Ingrid; Moen, William E.

    2007-01-01

    The networked environment forced a sea change in Library and Information Science (LIS) education. Most LIS programs offer a mixed-mode of instruction that integrates online learning materials with more traditional classroom pedagogical methods and faculty are now responsible for developing content and digital learning objects. The teaching commons…

  9. Facing the Challenges of E-Learning Initiatives in African Universities

    ERIC Educational Resources Information Center

    Gunga, Samson O.; Ricketts, Ian W.

    2007-01-01

    This paper explores the possibility of bringing e-learning to African universities through collaborative networks of public-private partnerships. It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers' roles are increasingly integrated…

  10. Understanding Knowledge-Sharing Breakdowns: A Meeting of the Quantitative and Qualitative Minds

    ERIC Educational Resources Information Center

    Soller, Amy

    2004-01-01

    The rapid advance of distance learning and networking technology has enabled universities and corporations to reach out and educate students across time and space barriers. Although this technology enables structured collaborative learning activities, online groups often do not enjoy the same benefits as face-to-face learners, and their…

  11. Transforming the Classroom for Collaborative Learning in the 21st Century

    ERIC Educational Resources Information Center

    Christen, Amy

    2009-01-01

    Today's hyper-connected students live in a world of instant interpersonal communications and virtually infinite access to information and educational resources. But this networked world, and the powerful learning tools it offers, has yet to penetrate the typical classroom. In many ways educational institutions are spinning their curricular wheels,…

  12. Classes in Courage

    ERIC Educational Resources Information Center

    Berger, Ron

    2013-01-01

    Renaissance School is part of a network of Expeditionary Learning (EL) schools that was borne of a collaboration between the Harvard Graduate School of Education and Outward Bound, USA. The EL model is centered on the Outward Bound ethic of having youth work together to achieve a task. EL schools take an approach to teaching and learning that…

  13. Assessing the Linguistic Productivity of Unsupervised Deep Neural Networks

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

    Phillips, Lawrence A.; Hodas, Nathan O.

    Increasingly, cognitive scientists have demonstrated interest in applying tools from deep learning. One use for deep learning is in language acquisition where it is useful to know if a linguistic phenomenon can be learned through domain-general means. To assess whether unsupervised deep learning is appropriate, we first pose a smaller question: Can unsupervised neural networks apply linguistic rules productively, using them in novel situations. We draw from the literature on determiner/noun productivity by training an unsupervised, autoencoder network measuring its ability to combine nouns with determiners. Our simple autoencoder creates combinations it has not previously encountered, displaying a degree ofmore » overlap similar to actual children. While this preliminary work does not provide conclusive evidence for productivity, it warrants further investigation with more complex models. Further, this work helps lay the foundations for future collaboration between the deep learning and cognitive science communities.« less

  14. Teaching with technology: free Web resources for teaching and learning.

    PubMed

    Wink, Diane M; Smith-Stoner, Marilyn

    2011-01-01

    In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

  15. How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen

    2013-01-01

    In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…

  16. Medical education practice-based research networks: Facilitating collaborative research.

    PubMed

    Schwartz, Alan; Young, Robin; Hicks, Patricia J

    2016-01-01

    Research networks formalize and institutionalize multi-site collaborations by establishing an infrastructure that enables network members to participate in research, propose new studies, and exploit study data to move the field forward. Although practice-based clinical research networks are now widespread, medical education research networks are rapidly emerging. In this article, we offer a definition of the medical education practice-based research network, a brief description of networks in existence in July 2014 and their features, and a more detailed case study of the emergence and early growth of one such network, the Association of Pediatric Program Directors Longitudinal Educational Assessment Research Network (APPD LEARN). We searched for extant networks through peer-reviewed literature and the world-wide web. We identified 15 research networks in medical education founded since 2002 with membership ranging from 8 to 120 programs. Most focus on graduate medical education in primary care or emergency medicine specialties. We offer four recommendations for the further development and spread of medical education research networks: increasing faculty development, obtaining central resources, studying networks themselves, and developing networks of networks.

  17. Medical education practice-based research networks: Facilitating collaborative research

    PubMed Central

    Schwartz, Alan; Young, Robin; Hicks, Patricia J.; APPD LEARN, For

    2016-01-01

    Abstract Background: Research networks formalize and institutionalize multi-site collaborations by establishing an infrastructure that enables network members to participate in research, propose new studies, and exploit study data to move the field forward. Although practice-based clinical research networks are now widespread, medical education research networks are rapidly emerging. Aims: In this article, we offer a definition of the medical education practice-based research network, a brief description of networks in existence in July 2014 and their features, and a more detailed case study of the emergence and early growth of one such network, the Association of Pediatric Program Directors Longitudinal Educational Assessment Research Network (APPD LEARN). Methods: We searched for extant networks through peer-reviewed literature and the world-wide web. Results: We identified 15 research networks in medical education founded since 2002 with membership ranging from 8 to 120 programs. Most focus on graduate medical education in primary care or emergency medicine specialties. Conclusions: We offer four recommendations for the further development and spread of medical education research networks: increasing faculty development, obtaining central resources, studying networks themselves, and developing networks of networks. PMID:25319404

  18. Network analysis of physics discussion forums and links to course success

    NASA Astrophysics Data System (ADS)

    Traxler, Adrienne; Gavrin, Andrew; Lindell, Rebecca

    2017-01-01

    Large introductory science courses tend to isolate students, with negative consequences for long-term retention in college. Many active learning courses build collaboration and community among students as an explicit goal, and social network analysis has been used to track the development and beneficial effects of these collaborations. Here we supplement such work by conducting network analysis of online course discussion forums in two semesters of an introductory physics class. Online forums provide a tool for engaging students with each other outside of class, and offer new opportunities to commuter or non-traditional students with limited on-campus time. We look for correlations between position in the forum network (centrality) and final course grades. Preliminary investigation has shown weak correlations in the very dense full-semester network, so we will consider reduced ''backbone'' networks that highlight the most consistent links between students. Future work and implications for instruction will also be discussed.

  19. Piloting a Statewide Home Visiting Quality Improvement Learning Collaborative.

    PubMed

    Goyal, Neera K; Rome, Martha G; Massie, Julie A; Mangeot, Colleen; Ammerman, Robert T; Breckenridge, Jye; Lannon, Carole M

    2017-02-01

    Objective To pilot test a statewide quality improvement (QI) collaborative learning network of home visiting agencies. Methods Project timeline was June 2014-May 2015. Overall objectives of this 8-month initiative were to assess the use of collaborative QI to engage local home visiting agencies and to test the use of statewide home visiting data for QI. Outcome measures were mean time from referral to first home visit, percentage of families with at least three home visits per month, mean duration of participation, and exit rate among infants <6 months. Of 110 agencies, eight sites were selected based on volume, geography, and agency leadership. Our adapted Breakthrough Series model included monthly calls with performance feedback and cross-agency learning. A statewide data system was used to generate monthly run charts. Results Mean time from referral to first home visit was 16.7 days, and 9.4% of families received ≥3 visits per month. Mean participation was 11.7 months, and the exit rate among infants <6 months old was 6.1%. Agencies tested several strategies, including parent commitment agreements, expedited contact after referral, and Facebook forums. No shift in outcome measures was observed, but agencies tracked intermediate process changes using internal site-specific data. Agencies reported positive experiences from participation including more frequent and structured staff meetings. Conclusions for Practice Within a pilot QI learning network, agencies tested and measured changes using statewide and internal data. Potential next steps are to develop and test new metrics with current pilot sites and a larger collaborative.

  20. Public Participation, Education, and Engagement in Drought Planning

    NASA Astrophysics Data System (ADS)

    Bathke, D. J.; Wall, N.; Haigh, T.; Smith, K. H.; Bernadt, T.

    2014-12-01

    Drought is a complex problem that typically goes beyond the capacity, resources, and jurisdiction of any single person, program, organization, political boundary, or sector. Thus, by nature, monitoring, planning for, and reducing drought risk must be a collaborative process. The National Drought Mitigation Center, in partnership with the National Integrated Drought Information System (NIDIS) Program Office and others, provides active engagement and education drought professionals, stakeholders, and the general public about managing drought-related risks through resilience planning, monitoring, and education. Using case studies, we discuss recruitment processes, network building, participation techniques, and educational methods as they pertain to a variety of unique audiences with distinct objectives. Examples include collaborative decision-making at a World Meteorological Organization conference; planning, and peer-learning among drought professionals in a community of practice; drought condition monitoring through citizen science networks; research and education dissemination with stakeholder groups; and informal learning activities for all ages. Finally, we conclude with evaluation methods, indicators of success, and lessons learned for increasing the effectiveness of our programs in increasing drought resilience.

  1. Informal interprofessional learning: visualizing the clinical workplace.

    PubMed

    Wagter, Judith Martine; van de Bunt, Gerhard; Honing, Marina; Eckenhausen, Marina; Scherpbier, Albert

    2012-05-01

    Daily collaboration of senior doctors, residents and nurses involves a major potential for sharing knowledge between professionals. Therefore, more attention needs to be paid to informal learning to create strategies and appropriate conditions for enhancing and effectuating informal learning in the workplace. The aim of this study is to visualize and describe patterns of informal interprofessional learning relations among staff in complex care. Questionnaires with four network questions - recognized as indicators of informal learning in the clinical workplace - were handed out to intensive and medium care unit (ICU/MCU) staff members (N = 108), of which 77% were completed and returned. Data were analyzed using social network analysis and Mokken scale analysis. Densities, tie strength and reciprocity of the four networks created show MCU and ICU nurses as subgroups within the ward and reveal central but relatively one-sided relations of senior doctors with nurses and residents. Based on the analyses, we formulated a scale of intensity of informal learning relations that can be used to understand and stimulate informal interprofessional learning.

  2. 34 CFR 263.3 - What definitions apply to the Professional Development program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... improve performance, (2) Access to research materials and information on teaching and learning, (3... collaboration, feedback, and peer networking and support. In-service training means professional activities and...

  3. Active Learning in Engineering Education: a (re)introduction

    NASA Astrophysics Data System (ADS)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network 'Active Learning in Engineering Education' (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions were reviewed by the European Journal of Engineering Education community and this theme issue ended up with eight contributions, which are different both in their research and Active Learning approaches. These different Active Learning approaches are aligned with the different approaches that can be increasingly found in indexed journals.

  4. Networking Skills as a Career Development Practice: Lessons from the Earth Science Women's Network (ESWN)

    NASA Astrophysics Data System (ADS)

    Hastings, M. G.; Kontak, R.; Holloway, T.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.; Adams, A. S.; de Boer, A. M.; Staudt, A. C.; Fiore, A. M.

    2010-12-01

    Professional networking is often cited as an important component of scientific career development, yet there are few resources for early career scientists to develop and build networks. Personal networks can provide opportunities to learn about organizational culture and procedures, expectations, advancement opportunities, and best practices. They provide access to mentors and job placement opportunities, new scientific collaborations, speaker and conference invitations, increased scientific visibility, reduced isolation, and a stronger feeling of community. There is evidence in the literature that a sense of community positively affects the engagement and retention of underrepresented groups, including women, in science. Thus women scientists may particularly benefit from becoming part of a network. The Earth Science Women’s Network (ESWN) began in 2002 as an informal peer-to-peer mentoring initiative among a few recent Ph.D.s. The network has grown exponentially to include over 1000 women scientists across the globe. Surveys of our membership about ESWN report positive impacts on the careers of women in Earth sciences, particularly those in early career stages. Through ESWN, women share both professional and personal advice, establish research collaborations, communicate strategies on work/life balance, connect with women at various stages of their careers, and provide perspectives from cultures across the globe. We present lessons learned through the formal and informal activities promoted by ESWN in support of the career development of women Earth scientists.

  5. Exploring Classroom Community: A Social Network Study of Reacting to the Past

    ERIC Educational Resources Information Center

    Webb, Jeff; Engar, Ann

    2016-01-01

    In this exploratory social network study, we examined how student relationships evolved during three month-long Reacting to the Past (RTTP) role-playing games in a lower division honors course at a large US public university. Our purpose was to explore how RTTP games--and collaborative learning approaches more generally--impact classroom community…

  6. ExplaNet: A Collaborative Learning Tool and Hybrid Recommender System for Student-Authored Explanations

    ERIC Educational Resources Information Center

    Masters, Jessica; Madhyastha, Tara; Shakouri, Ali

    2008-01-01

    ExplaNet is a web-based, anonymous, asynchronous explanation-sharing network. Instructors post questions to the network and students submit explanatory answers. Students then view and rank the explanations submitted by their peers before optionally resubmitting a final and revised answer. Three classroom evaluations of ExplaNet showed that by…

  7. Cooperative Efforts in Urban Literacy: Learnings from the Urban Literacy Network's Grant Projects.

    ERIC Educational Resources Information Center

    Williams, Martha

    One of the major activities of the Urban Literacy Network (ULN) is a grants program aimed at supporting cooperative, collaborative approaches to developing resources and support systems for literacy in urban areas. Eleven grants were awarded in 1987-1988 in the following urban areas: Boston; Chicago; Denver; El Paso; Houston; Nashville; Oklahoma…

  8. Multiagent cooperation and competition with deep reinforcement learning.

    PubMed

    Tampuu, Ardi; Matiisen, Tambet; Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

    2017-01-01

    Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments.

  9. Multiagent cooperation and competition with deep reinforcement learning

    PubMed Central

    Kodelja, Dorian; Kuzovkin, Ilya; Korjus, Kristjan; Aru, Juhan; Aru, Jaan; Vicente, Raul

    2017-01-01

    Evolution of cooperation and competition can appear when multiple adaptive agents share a biological, social, or technological niche. In the present work we study how cooperation and competition emerge between autonomous agents that learn by reinforcement while using only their raw visual input as the state representation. In particular, we extend the Deep Q-Learning framework to multiagent environments to investigate the interaction between two learning agents in the well-known video game Pong. By manipulating the classical rewarding scheme of Pong we show how competitive and collaborative behaviors emerge. We also describe the progression from competitive to collaborative behavior when the incentive to cooperate is increased. Finally we show how learning by playing against another adaptive agent, instead of against a hard-wired algorithm, results in more robust strategies. The present work shows that Deep Q-Networks can become a useful tool for studying decentralized learning of multiagent systems coping with high-dimensional environments. PMID:28380078

  10. Collaborative Action Research between Schools, a Continuing Professional Development Centre for Teachers and the University: A Case Study in Spain

    ERIC Educational Resources Information Center

    González Alfaya, Maria Elena; Olivares García, Maria Ángeles; Mérida Serrano, Rosario

    2017-01-01

    This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school-continuing professional development centre for teachers-university learning network is part of this research process. The aim is to create and consolidate…

  11. Synchronous Writing Environments: Real-Time Interaction in Cyberspace (Technology Tidbits).

    ERIC Educational Resources Information Center

    Anderson-Inman, Lynne; And Others

    1996-01-01

    Discusses three types of synchronous writing environments, each offering teachers and students a vehicle for using electronic text to promote literacy-based learning communities: classroom collaboration, networked notetaking, and virtual communities. (SR)

  12. Learning Management Systems: Practical Considerations for the Selection and Implementation of an E-learning Platform for the Navy

    DTIC Science & Technology

    2007-01-28

    is interested in B2B and B2C e-commerce, enterprise resource planning, e-procurement, supply-chain management, data mining, and knowledge discovery... social networking tools, collaborative spaces, knowledge management, “connecting-enabling” protocols like RSS, and other tools. The intent of the ILE...delivered to them, what learning pedagogy is appropriate for them, the optimal level of social interaction for learning, and available resources

  13. Networking in medical education: creating and connecting.

    PubMed

    Supe, Avinash N

    2008-03-01

    Social networking is being increasingly used as a tool of choice for communications and collaborations in business and higher education. Learning and practice become inseparable when professionals work in communities of practice that create interpersonal bonds and promote collective learning. Individual learning that arises from the critical reconstruction of practice, in the presence of peers and other health professionals, enhances a physician's capability of clinical judgment and evidence-based practice. As such, it would be wise for medical schools, whose responsibility it is to prepare students to make a transition to adult life with the skills they need to succeed in both arenas, to reckon with it.

  14. Impact of the Cancer Prevention and Control Research Network: Accelerating the Translation of Research Into Practice.

    PubMed

    Ribisl, Kurt M; Fernandez, Maria E; Friedman, Daniela B; Hannon, Peggy A; Leeman, Jennifer; Moore, Alexis; Olson, Lindsay; Ory, Marcia; Risendal, Betsy; Sheble, Laura; Taylor, Vicky M; Williams, Rebecca S; Weiner, Bryan J

    2017-03-01

    The Cancer Prevention and Control Research Network (CPCRN) is a thematic network dedicated to accelerating the adoption of evidence-based cancer prevention and control practices in communities by advancing dissemination and implementation science. Funded by the Centers for Disease Control and Prevention and National Cancer Institute, CPCRN has operated at two levels: Each participating network center conducts research projects with primarily local partners as well as multicenter collaborative research projects with state and national partners. Through multicenter collaboration, thematic networks leverage the expertise, resources, and partnerships of participating centers to conduct research projects collectively that might not be feasible individually. Although multicenter collaboration is often advocated, it is challenging to promote and assess. Using bibliometric network analysis and other graphical methods, this paper describes CPCRN's multicenter publication progression from 2004 to 2014. Searching PubMed, Scopus, and Web of Science in 2014 identified 249 peer-reviewed CPCRN publications involving two or more centers out of 6,534 total. The research and public health impact of these multicenter collaborative projects initiated by CPCRN during that 10-year period were then examined. CPCRN established numerous workgroups around topics such as: 2-1-1, training and technical assistance, colorectal cancer control, federally qualified health centers, cancer survivorship, and human papillomavirus. This paper discusses the challenges that arise in promoting multicenter collaboration and the strategies that CPCRN uses to address those challenges. The lessons learned should broadly interest those seeking to promote multisite collaboration to address public health problems, such as cancer prevention and control. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  15. The Implementation of a Collaborative Action Research Programme for Developing Inclusive Practices: Social Learning in Small Internal Networks

    ERIC Educational Resources Information Center

    Angelides, Panayiotis; Georgiou, Renos; Kyriakou, Kyriaki

    2008-01-01

    The idea of inclusive education has featured very highly in the educational priorities of many educational systems. However, the same educational systems are very often criticised because of the difficulties of their teachers to respond to inclusive environments of learning, where all children, despite their abilities, receive equal opportunities…

  16. Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

    ERIC Educational Resources Information Center

    Hack, Catherine

    2013-01-01

    Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy…

  17. Perceived Status and Value: The Student-Customer Relationship Inflected by the Inherent Challenges of University-Industry Collaboration

    ERIC Educational Resources Information Center

    Heikkinen, Juho; Isomöttönen, Ville

    2017-01-01

    This article examines how students in a multidisciplinary project-based learning course involving real customers perceive their interactions with their customers. The authors conducted a qualitative study and analysed students' learning reports by means of a thematic network analysis. The analysis shows how students perceive their status in…

  18. Community-Sourcing a New Marketing Course: Collaboration in Social Media

    ERIC Educational Resources Information Center

    Schirr, Gary R.

    2013-01-01

    This paper shows the value of an online personal learning network or community in educational innovation. It shows how theories and best practices from service and product innovation, as well the theories of learning communities, were applied using social media to facilitate the grant proposal and course development processes for a new course in…

  19. Blog-Based Professional Development of English Teachers in Mumbai: The Potential of Innovative Practice under Scrutiny

    ERIC Educational Resources Information Center

    Khan, Atiya

    2017-01-01

    The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on…

  20. From Isolation to Interaction? Network-Based Professional Development and Teacher Professional Communication.

    ERIC Educational Resources Information Center

    McMahon, Teresa A.

    The Mathematics Learning Forums, a collaborative effort of Bank Street College and the Center for Children and Technology, Education Development Center, Inc., provided the primary research setting for this study. Each 8-week forum focuses on specific elements of a mathematics content area and is designed to address both student learning and…

  1. Reflective Outcomes of Convergent and Divergent Group Tasking in the Online Learning Environment

    ERIC Educational Resources Information Center

    Hawkes, Mark

    2007-01-01

    Using collaborative critical reflection as an index, this study examines the asynchronous and face-to-face discourse of 28 suburban Chicago elementary teachers developing problem based learning (PBL) curriculum. Statistical analysis of the corpus produced by the 2 mediums shows that the asynchronous online network emerges as the medium of choice…

  2. Immersive Environments - A Connectivist Approach

    NASA Astrophysics Data System (ADS)

    Loureiro, Ana; Bettencourt, Teresa

    We are conducting a research project with the aim of achieving better and more efficient ways to facilitate teaching and learning in Higher Level Education. We have chosen virtual environments, with particular emphasis to Second Life® platform augmented by web 2.0 tools, to develop the study. The Second Life® environment has some interesting characteristics that captured our attention, it is immersive; it is a real world simulator; it is a social network; it allows real time communication, cooperation, collaboration and interaction; it is a safe and controlled environment. We specifically chose tools from web 2.0 that enable sharing and collaborative way of learning. Through understanding the characteristics of this learning environment, we believe that immersive learning along with other virtual tools can be integrated in today's pedagogical practices.

  3. Assessing Interprofessional education in a student-faculty collaborative practice network.

    PubMed

    Young, Grace J; Cohen, Marya J; Blanchfield, Bonnie B; Jones, Meissa M; Reidy, Patricia A; Weinstein, Amy R

    2017-07-01

    Although interprofessional relationships are ubiquitous in clinical practice, undergraduate medical students have limited opportunities to develop these relationships in the clinical setting. A few student-faculty collaborative practice networks (SFCPNs) have been working to address this issue, but limited data exist examining the nature and extent of these practices. A systematic survey at a Harvard-affiliated SFCPN is utilised to evaluate the quantity and quality of interprofessional interactions, isolate improvements, and identify challenges in undergraduate interprofessional education (IPE). Our data corroborate previous findings in which interprofessional clinical learning was shown to have positive effects on student development and align with all four domains of Interprofessional Education Collaborative core competencies, including interprofessional ethics and values, roles and responsibilities, interprofessional communication, and teams and teamwork. These results highlight the unique opportunity and growing necessity of integrating IPE in SFCPNs to endorse the development of collaborative and professional competencies in clinical modalities of patient care.

  4. CosmoQuest Collaborative: Galvanizing a Dynamic Professional Learning Network

    NASA Astrophysics Data System (ADS)

    Cobb, Whitney; Bracey, Georgia; Buxner, Sanlyn; Gay, Pamela L.; Noel-Storr, Jacob; CosmoQuest Team

    2016-10-01

    The CosmoQuest Collaboration offers in-depth experiences to diverse audiences around the nation and the world through pioneering citizen science in a virtual research facility. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and citizens of all ages—to explore and make sense of our solar system and beyond. Leveraging human networks to expand NASA science, scaffolded by an educational framework that inspires lifelong learners, CosmoQuest engages citizens in analyzing and interpreting real NASA data, inspiring questions and defining problems.The QuestionLinda Darling-Hammond calls for professional development to be: "focused on the learning and teaching of specific curriculum content [i.e. NGSS disciplinary core ideas]; organized around real problems of practice [i.e. NGSS science and engineering practices] … [and] connected to teachers' collaborative work in professional learning community...." (2012) In light of that, what is the unique role CosmoQuest's virtual research facility can offer NASA STEM education?A Few AnswersThe CosmoQuest Collaboration actively engages scientists in education, and educators (and learners) in science. CosmoQuest uses social channels to empower and expand NASA's learning community through a variety of media, including science and education-focused hangouts, virtual star parties, and social media. In addition to creating its own supportive, standards-aligned materials, CosmoQuest offers a hub for excellent resources and materials throughout NASA and the larger astronomy community.In support of CosmoQuest citizen science opportunities, CQ initiatives (Learning Space, S-ROSES, IDEASS, Educator Zone) will be leveraged and shared through the CQPLN. CosmoQuest can be present and alive in the awareness its growing learning community.Finally, to make the CosmoQuest PLN truly relevant, it aims to encourage partnerships between scientists and educators, and offer "just-in-time" opportunities to support constituents exploring emerging NASA STEM education, from diverse educators to the curious learner of any age.

  5. Collaborative Distributed Scheduling Approaches for Wireless Sensor Network

    PubMed Central

    Niu, Jianjun; Deng, Zhidong

    2009-01-01

    Energy constraints restrict the lifetime of wireless sensor networks (WSNs) with battery-powered nodes, which poses great challenges for their large scale application. In this paper, we propose a family of collaborative distributed scheduling approaches (CDSAs) based on the Markov process to reduce the energy consumption of a WSN. The family of CDSAs comprises of two approaches: a one-step collaborative distributed approach and a two-step collaborative distributed approach. The approaches enable nodes to learn the behavior information of its environment collaboratively and integrate sleep scheduling with transmission scheduling to reduce the energy consumption. We analyze the adaptability and practicality features of the CDSAs. The simulation results show that the two proposed approaches can effectively reduce nodes' energy consumption. Some other characteristics of the CDSAs like buffer occupation and packet delay are also analyzed in this paper. We evaluate CDSAs extensively on a 15-node WSN testbed. The test results show that the CDSAs conserve the energy effectively and are feasible for real WSNs. PMID:22408491

  6. Technical and Organizational Lessons Learned From More Than One Decade of the International GNSS Service Global Tracking Network

    NASA Astrophysics Data System (ADS)

    Moore, A. W.

    2007-12-01

    The International GNSS Service (IGS) is a voluntary collaboration of more than 200 worldwide agencies that pool resources to generate precise GPS and GLONASS products. The foundation of the IGS is a global network of 385 permanent, continuous, geodetic-quality stations independently operated by about 100 agencies. The IGS Central Bureau develops minimum functional requirements and operational standards that enable the individual stations' data to be used coherently in global analyses, but the IGS remains vendor neutral, leaving procurement decisions and implementation details to the individual agencies. The IGS network is hence quite heterogeneous in instrumentation, station management strategies, and culture; these diversities bring both strengths and challenges in coordination. This presentation will detail the IGS's approaches, successes, and opportunities for improvement in coordinating and monitoring the collaborative network.

  7. Scalable Collaborative Infrastructure for a Learning Healthcare System (SCILHS): Architecture

    PubMed Central

    Mandl, Kenneth D; Kohane, Isaac S; McFadden, Douglas; Weber, Griffin M; Natter, Marc; Mandel, Joshua; Schneeweiss, Sebastian; Weiler, Sarah; Klann, Jeffrey G; Bickel, Jonathan; Adams, William G; Ge, Yaorong; Zhou, Xiaobo; Perkins, James; Marsolo, Keith; Bernstam, Elmer; Showalter, John; Quarshie, Alexander; Ofili, Elizabeth; Hripcsak, George; Murphy, Shawn N

    2014-01-01

    We describe the architecture of the Patient Centered Outcomes Research Institute (PCORI) funded Scalable Collaborative Infrastructure for a Learning Healthcare System (SCILHS, http://www.SCILHS.org) clinical data research network, which leverages the $48 billion dollar federal investment in health information technology (IT) to enable a queryable semantic data model across 10 health systems covering more than 8 million patients, plugging universally into the point of care, generating evidence and discovery, and thereby enabling clinician and patient participation in research during the patient encounter. Central to the success of SCILHS is development of innovative ‘apps’ to improve PCOR research methods and capacitate point of care functions such as consent, enrollment, randomization, and outreach for patient-reported outcomes. SCILHS adapts and extends an existing national research network formed on an advanced IT infrastructure built with open source, free, modular components. PMID:24821734

  8. Climate Voices: Bridging Scientist Citizens and Local Communities across the United States

    NASA Astrophysics Data System (ADS)

    Wegner, K.; Ristvey, J. D., Jr.

    2016-12-01

    Based out of the University Corporation for Atmospheric Research (UCAR), the Climate Voices Science Speakers Network (climatevoices.org) has more than 400 participants across the United States that volunteer their time as scientist citizens in their local communities. Climate Voices experts engage in nonpartisan conversations about the local impacts of climate change with groups such as Rotary clubs, collaborate with faith-based groups on climate action initiatives, and disseminate their research findings to K-12 teachers and classrooms through webinars. To support their participants, Climate Voices develops partnerships with networks of community groups, provides trainings on how to engage these communities, and actively seeks community feedback. In this presentation, we will share case studies of science-community collaborations, including meta-analyses of collaborations and lessons learned.

  9. Tools and collaborative environments for bioinformatics research

    PubMed Central

    Giugno, Rosalba; Pulvirenti, Alfredo

    2011-01-01

    Advanced research requires intensive interaction among a multitude of actors, often possessing different expertise and usually working at a distance from each other. The field of collaborative research aims to establish suitable models and technologies to properly support these interactions. In this article, we first present the reasons for an interest of Bioinformatics in this context by also suggesting some research domains that could benefit from collaborative research. We then review the principles and some of the most relevant applications of social networking, with a special attention to networks supporting scientific collaboration, by also highlighting some critical issues, such as identification of users and standardization of formats. We then introduce some systems for collaborative document creation, including wiki systems and tools for ontology development, and review some of the most interesting biological wikis. We also review the principles of Collaborative Development Environments for software and show some examples in Bioinformatics. Finally, we present the principles and some examples of Learning Management Systems. In conclusion, we try to devise some of the goals to be achieved in the short term for the exploitation of these technologies. PMID:21984743

  10. English for Business: Student Responses to Language Learning through Social Networking Tools

    ERIC Educational Resources Information Center

    García Laborda, Jesús; Litzler, Mary Frances

    2017-01-01

    This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

  11. Encrypted Objects and Decryption Processes: Problem-Solving with Functions in a Learning Environment Based on Cryptography

    ERIC Educational Resources Information Center

    White, Tobin

    2009-01-01

    This paper introduces an applied problem-solving task, set in the context of cryptography and embedded in a network of computer-based tools. This designed learning environment engaged students in a series of collaborative problem-solving activities intended to introduce the topic of functions through a set of linked representations. In a…

  12. Technological Readiness of UiTM Students in Using Mobile Phones in the English Language Classroom

    ERIC Educational Resources Information Center

    Murugan, Agelyia; Sai, George Teoh Boon; Lin, Agnes Liau Wei

    2017-01-01

    Mobile Assisted Language Learning (MALL) by using devices such as mobile phones is an ideal learning platform for learners to acquire language and share knowledge beyond the confines of a fixed location. By utilizing the mobile applications available via smartphone, learners can engage in collaborative networks and find information in a variety of…

  13. Conditions for Productive Learning in Networked Learning Environments: A Case Study from the VO@NET Project

    ERIC Educational Resources Information Center

    Ryberg, Thomas; Koottatep, Suporn; Pengchai, Petch; Dirckinck-Holmfeld, Lone

    2006-01-01

    In this article we bring together experiences from two international research projects: the Kaleidoscope ERT research collaboration and the VO@NET project. We do this by using a shared framework identified for cross-case analyses within the Kaleidoscope ERT to analyse a particular case in the VO@NET project, a training course called "Green…

  14. Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

    PubMed

    Mahle, William T; Nicolson, Susan C; Hollenbeck-Pringle, Danielle; Gaies, Michael G; Witte, Madolin K; Lee, Eva K; Goldsworthy, Michelle; Stark, Paul C; Burns, Kristin M; Scheurer, Mark A; Cooper, David S; Thiagarajan, Ravi; Sivarajan, V Ben; Colan, Steven D; Schamberger, Marcus S; Shekerdemian, Lara S

    2016-10-01

    To determine whether a collaborative learning strategy-derived clinical practice guideline can reduce the duration of endotracheal intubation following infant heart surgery. Prospective and retrospective data collected from the Pediatric Heart Network in the 12 months pre- and post-clinical practice guideline implementation at the four sites participating in the collaborative (active sites) compared with data from five Pediatric Heart Network centers not participating in collaborative learning (control sites). Ten children's hospitals. Data were collected for infants following two-index operations: 1) repair of isolated coarctation of the aorta (birth to 365 d) and 2) repair of tetralogy of Fallot (29-365 d). There were 240 subjects eligible for the clinical practice guideline at active sites and 259 subjects at control sites. Development and application of early extubation clinical practice guideline. After clinical practice guideline implementation, the rate of early extubation at active sites increased significantly from 11.7% to 66.9% (p < 0.001) with no increase in reintubation rate. The median duration of postoperative intubation among active sites decreased from 21.2 to 4.5 hours (p < 0.001). No statistically significant change in early extubation rates was found in the control sites 11.7% to 13.7% (p = 0.63). At active sites, clinical practice guideline implementation had no statistically significant impact on median ICU length of stay (71.9 hr pre- vs 69.2 hr postimplementation; p = 0.29) for the entire cohort. There was a trend toward shorter ICU length of stay in the tetralogy of Fallot subgroup (71.6 hr pre- vs 54.2 hr postimplementation, p = 0.068). A collaborative learning strategy designed clinical practice guideline significantly increased the rate of early extubation with no change in the rate of reintubation. The early extubation clinical practice guideline did not significantly change postoperative ICU length of stay.

  15. Preparing culture change agents for academic medicine in a multi-institutional consortium: the C - change learning action network.

    PubMed

    Pololi, Linda H; Krupat, Edward; Schnell, Eugene R; Kern, David E

    2013-01-01

    Research suggests an ongoing need for change in the culture of academic medicine. This article describes the structure, activities and evaluation of a culture change project: the C - Change Learning Action Network (LAN) and its impact on participants. The LAN was developed to create the experience of a culture that would prepare participants to facilitate a culture in academic medicine that would be more collaborative, inclusive, relational, and that supports the humanity and vitality of faculty. Purposefully diverse faculty, leaders, and deans from 5 US medical schools convened in 2 1/2-day meetings biannually over 4 years. LAN meetings employed experiential, cognitive, and affective learning modes; innovative dialogue strategies; and reflective practice aimed at facilitating deep dialogue, relationship formation, collaboration, authenticity, and transformative learning to help members experience the desired culture. Robust aggregated qualitative and quantitative data collected from the 5 schools were used to inform and stimulate culture-change plans. Quantitative and qualitative evaluation methods were used. Participants indicated that a safe, supportive, inclusive, collaborative culture was established in LAN and highly valued. LAN members reported a deepened understanding of organizational change, new and valued interpersonal connections, increased motivation and resilience, new skills and approaches, increased self-awareness and personal growth, emotional connection to the issues of diversity and inclusion, and application of new learnings in their work. A carefully designed multi-institutional learning community can transform the way participants experience and view institutional culture. It can motivate and prepare them to be change agents in their own institutions. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  16. Emerging CAE technologies and their role in Future Ambient Intelligence Environments

    NASA Astrophysics Data System (ADS)

    Noor, Ahmed K.

    2011-03-01

    Dramatic improvements are on the horizon in Computer Aided Engineering (CAE) and various simulation technologies. The improvements are due, in part, to the developments in a number of leading-edge technologies and their synergistic combinations/convergence. The technologies include ubiquitous, cloud, and petascale computing; ultra high-bandwidth networks, pervasive wireless communication; knowledge based engineering; networked immersive virtual environments and virtual worlds; novel human-computer interfaces; and powerful game engines and facilities. This paper describes the frontiers and emerging simulation technologies, and their role in the future virtual product creation and learning/training environments. The environments will be ambient intelligence environments, incorporating a synergistic combination of novel agent-supported visual simulations (with cognitive learning and understanding abilities); immersive 3D virtual world facilities; development chain management systems and facilities (incorporating a synergistic combination of intelligent engineering and management tools); nontraditional methods; intelligent, multimodal and human-like interfaces; and mobile wireless devices. The Virtual product creation environment will significantly enhance the productivity and will stimulate creativity and innovation in future global virtual collaborative enterprises. The facilities in the learning/training environment will provide timely, engaging, personalized/collaborative and tailored visual learning.

  17. Strengthening and sustainability of national immunization technical advisory groups (NITAGs) globally: Lessons and recommendations from the founding meeting of the global NITAG network.

    PubMed

    Adjagba, Alex; MacDonald, Noni E; Ortega-Pérez, Inmaculada; Duclos, Philippe

    2017-05-25

    National Immunization Technical Advisory Groups (NITAGs) provide independent, evidence-informed advice to assist their governments in immunization policy formation. However, many NITAGs face challenges in fulfilling their roles. Hence the many requests for formation of a network linking NITAGs together so they can learn from each other. To address this request, the Health Policy and Institutional Development (HPID) Center (a WHO Collaborating Center at the Agence de Médecine Préventive - AMP), in collaboration with WHO, organized a meeting in Veyrier-du-Lac, France, on 11 and 12 May 2016, to establish a Global NITAG Network (GNN). The meeting focused on two areas: the requirements for (a) the establishment of a global NITAG collaborative network; and (b) the global assessment/evaluation of the performance of NITAGs. 35 participants from 26 countries reviewed the proposed GNN framework documents and NITAG performance evaluation. Participants recommended that a GNN should be established, agreed on its governance, function, scope and a proposed work plan as well as setting a framework for NITAG evaluation. Copyright © 2017.

  18. A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

    NASA Astrophysics Data System (ADS)

    Anderson, O. Roger; Contino, Julie

    2010-10-01

    Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

  19. Socio-material perspectives on interprofessional team and collaborative learning.

    PubMed

    McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

    2016-02-01

    Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in interprofessional contexts. © 2016 John Wiley & Sons Ltd.

  20. A practical guide to social networks.

    PubMed

    Cross, Rob; Liedtka, Jeanne; Weiss, Leigh

    2005-03-01

    Saying that networks are important is stating the obvious. But harnessing the power of these seemingly invisible groups to achieve organizational goals is an elusive undertaking. Most efforts to promote collaboration are haphazard and built on the implicit philosophy that more connectivity is better. In truth, networks create relational demands that sap people's time and energy and can bog down entire organizations. It's crucial for executives to learn how to promote connectivity only where it benefits an organization or individual and to decrease unnecessary connections. In this article, the authors introduce three types of social networks, each of which delivers unique value. The customized response network excels at framing the ambiguous problems involved in innovation. Strategy consulting firms and new-product development groups rely on this format. By contrast, surgical teams and law firms rely mostly on the modular response network, which works best when components of the problem are known but the sequence of those components in the solution is unknown. And the routine response network is best suited for organizations like call centers, where the problems and solutions are fairly predictable but collaboration is still needed. Executives shouldn't simply hope that collaboration will spontaneously occur in the right places atthe right times in their organization. They need to develop a strategic, nuanced view of collaboration, and they must take steps to ensure that their companies support the types of social networks that best fit their goals. Drawing on examples from Novartis, the FAA, and Sallie Mae, the authors offer managers the tools they need to determine which network will deliver the best results for their organizations and which strategic investments will nurture the right degree of connectivity.

  1. Embedding Entrepreneurial Thinking into Fluids-related Courses: Small Changes Lead to Positive Results

    NASA Astrophysics Data System (ADS)

    Carnasciali, Maria-Isabel

    2017-11-01

    Many fluid dynamics instructors have embraced student-centered learning pedagogies (Active & Collaborative Learning (ACL) and Problem/Project Based Learning (PBL)) to promote learning and increase student engagement. A growing effort in engineering education calls to equip students with entrepreneurial skills needed to drive innovation. The Kern Entrepreneurial Engineering Network (KEEN) defines entrepreneurial mindset based on three key attributes: curiosity, connections, and creating value. Elements of ACL and PBL have been used to embed Entrepreneurial Thinking concepts into two fluids-related subjects: 1) an introductory thermal-fluid systems course, and 2) thermo-fluids laboratory. Assessment of students' work reveal an improvement in student learning. Course Evaluations and Surveys indicate an increased perceived-value of course content. Training and development made possible through funding from the Kern Entrepreneurial Engineering Network and the Bucknall Excellence in Teaching Award.

  2. Digital books.

    PubMed

    Wink, Diane M

    2011-01-01

    In this bimonthly series, the author examines how nurse educators can use the Internet and Web-based computer technologies such as search, communication, and collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes digital books.

  3. An MBA Cohort's Use of an Enterprise Social Network for Collaborative Learning

    ERIC Educational Resources Information Center

    Murphy, Glen D.

    2016-01-01

    The rapid pace of social media means that our understanding of the way in which it facilitates the learning process continues to lag. The findings of a longitudinal study of an executive MBA cohort over a period of eight months in their use of the social media application Yammer is presented. Student interaction data was analysed using a form of…

  4. Interprofessional learning, impression management, and spontaneity in the acute healthcare setting.

    PubMed

    Bell, Elaine; McAllister, Sue; Ward, Paul R; Russell, Alison

    2016-09-01

    Spontaneous learning is integral to definitions of interprofessional learning (IPL) because it has been suggested that spontaneous learning can be deeply connected with the work that people do in collaboration with colleagues via their professional networks. However, its nature and the processes involved are not well understood. Goffman's theory of impression management offers a useful theoretical framework to consider the way in which interaction in the workplace connects to spontaneous learning. This article explores the current literature to investigate the usefulness of this framework to better understand and identify spontaneous learning in the workplace. Aspects such as the connections between spontaneous learning occurring in formal and informal work activities, the spaces in which it occurs, and the influence of professional networking are considered. It is proposed that research directed to developing a better understanding of the nature of spontaneous learning in IPL will assist in connecting this learning to formal IPL curricula, enhancing IPL and patient outcomes.

  5. Network Experiences from a Cross-Sector Biosafety Level-3 Laboratory Collaboration: A Swedish Forum for Biopreparedness Diagnostics.

    PubMed

    Thelaus, Johanna; Lindberg, Anna; Thisted Lambertz, Susanne; Byström, Mona; Forsman, Mats; Lindmark, Hans; Knutsson, Rickard; Båverud, Viveca; Bråve, Andreas; Jureen, Pontus; Lundin Zumpe, Annelie; Melefors, Öjar

    The Swedish Forum for Biopreparedness Diagnostics (FBD) is a network that fosters collaboration among the 4 agencies with responsibility for the laboratory diagnostics of high-consequence pathogens, covering animal health and feed safety, food safety, public health and biodefense, and security. The aim of the network is to strengthen capabilities and capacities for diagnostics at the national biosafety level-3 (BSL-3) laboratories to improve Sweden's biopreparedness, in line with recommendations from the EU and WHO. Since forming in 2007, the FBD network has contributed to the harmonization of diagnostic methods, equipment, quality assurance protocols, and biosafety practices among the national BSL-3 laboratories. Lessons learned from the network include: (1) conducting joint projects with activities such as method development and validation, ring trials, exercises, and audits has helped to build trust and improve communication among participating agencies; (2) rotating the presidency of the network steering committee has fostered trust and commitment from all agencies involved; and (3) planning for the implementation of project outcomes is important to maintain gained competencies in the agencies over time. Contacts have now been established with national agencies of the other Nordic countries, with an aim to expanding the collaboration, broadening the network, finding synergies in new areas, strengthening the ability to share resources, and consolidating long-term financing in the context of harmonized European biopreparedness.

  6. Network Experiences from a Cross-Sector Biosafety Level-3 Laboratory Collaboration: A Swedish Forum for Biopreparedness Diagnostics

    PubMed Central

    Lindberg, Anna; Thisted Lambertz, Susanne; Byström, Mona; Forsman, Mats; Lindmark, Hans; Knutsson, Rickard; Båverud, Viveca; Bråve, Andreas; Jureen, Pontus; Lundin Zumpe, Annelie; Melefors, Öjar

    2017-01-01

    The Swedish Forum for Biopreparedness Diagnostics (FBD) is a network that fosters collaboration among the 4 agencies with responsibility for the laboratory diagnostics of high-consequence pathogens, covering animal health and feed safety, food safety, public health and biodefense, and security. The aim of the network is to strengthen capabilities and capacities for diagnostics at the national biosafety level-3 (BSL-3) laboratories to improve Sweden's biopreparedness, in line with recommendations from the EU and WHO. Since forming in 2007, the FBD network has contributed to the harmonization of diagnostic methods, equipment, quality assurance protocols, and biosafety practices among the national BSL-3 laboratories. Lessons learned from the network include: (1) conducting joint projects with activities such as method development and validation, ring trials, exercises, and audits has helped to build trust and improve communication among participating agencies; (2) rotating the presidency of the network steering committee has fostered trust and commitment from all agencies involved; and (3) planning for the implementation of project outcomes is important to maintain gained competencies in the agencies over time. Contacts have now been established with national agencies of the other Nordic countries, with an aim to expanding the collaboration, broadening the network, finding synergies in new areas, strengthening the ability to share resources, and consolidating long-term financing in the context of harmonized European biopreparedness. PMID:28805472

  7. Associate degree nursing in a community-based health center network: lessons in collaboration.

    PubMed

    Connolly, Charlene; Wilson, Diane; Missett, Regina; Dooley, Wanda C; Avent, Pamela A; Wright, Ronda

    2004-02-01

    This exemplar highlights the ability of community experiences to enhance nursing students' understanding of the principles of community-based care: advocating self-care; focusing on prevention, family, culture, and community; providing continuity of care; and collaborating. An innovative teaching-practice model (i.e., a nurse-managed "network" of clinics), incorporating service-learning, was created. The Network's purposes are to provide practice sites in community-based primary care settings for student clinical rotations, increasing the awareness of the civic and social responsibility to provide quality health care for disadvantaged populations; and to reduce health disparities by increasing access to free primary health care, including health promotion and disease prevention, for disadvantaged individuals. Network clients receive free health care, referrals, and guidance to effectively obtain additional health care resources for themselves and their families. The Network is a national pioneer in modeling the delivery of primary care services through a faculty-student practice plan, with leadership emanating from a community college.

  8. Our Deming Users' Group.

    ERIC Educational Resources Information Center

    Dinklocker, Christina

    1992-01-01

    After training in the Total Quality Management concept, a suburban Ohio school district created a Deming Users' Group to link agencies, individuals, and ideas. The group has facilitated ongoing school/business collaboration, networking among individuals from diverse school systems, mentoring and cooperative learning activities, and resource…

  9. Social Networking and the Affective Domain of Learning

    ERIC Educational Resources Information Center

    Carrigan, Robert L.

    2013-01-01

    In 2006, the U.S. Department of Education commissioned a report called, "Charting the Future of U.S. Higher Education", asking educators to, "...test new teaching methods, content deliveries, and innovative pedagogies using technology-based collaborative applications" (p. 6). Fittingly, technology-based collaborative…

  10. Shared Governance.

    ERIC Educational Resources Information Center

    Mortenson, Robert A.

    The MINK (Missouri, Iowa, Nebraska, and Kansas) Network Educational Resources Center is a regional, collaborative effort among Teacher Corps Projects and a model of shared governance to improve learning environments and understanding among teacher educators. The governance of this group comes from a Board of Directors comprised of project…

  11. Virtual worlds: a new frontier for nurse education?

    PubMed

    Green, Janet; Wyllie, Aileen; Jackson, Debra

    2014-01-01

    Virtual worlds have the potential to offer nursing students social networking and, learning, opportunities through the use of collaborative and immersive learning. If nursing educators, are to stay, abreast of contemporary learning opportunities an exploration of the potential benefits of, virtual, worlds and their possibilities is needed. Literature was sourced that explored virtual worlds, and their, use in education, but nursing education specifically. It is clear that immersive learning has, positive, benefits for nursing, however the best way to approach virtual reality in nursing education, has yet to, be ascertained.

  12. Social media use and educational preferences among first-year pharmacy students.

    PubMed

    Clauson, Kevin A; Singh-Franco, Devada; Sircar-Ramsewak, Feroza; Joseph, Shine; Sandars, John

    2013-01-01

    Social media may offer a means to engage students, facilitate collaborative learning, and tailor educational delivery for diverse learning styles. The purpose of this study is to characterize social media awareness among pharmacy students and determine perceptions toward integrating these tools in education. A 23-item survey was administered to 1st-year students at a multicampus college of pharmacy. Students (95% response rate; N = 196) most commonly used wikis (97%), social networking (91%), and videosharing (84%). Tools reported as never used or unknown included social bookmarking (89%), collaborative writing (84%), and RSS readers (73%). Respondents indicated that educational integration of social media would impact their ability to learn in a positive/very positive manner (75%) and make them feel connected/very connected (68%). Selectively targeting social media for educational integration and instructing pharmacy students how to employ a subset of these tools may be useful in engaging them and encouraging lifelong learning.

  13. Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

    NASA Astrophysics Data System (ADS)

    Pegg, John; Panizzon, Debra

    2011-06-01

    When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

  14. Developing accessible cyberinfrastructure-enabled knowledge communities in the national disability community: theory, practice, and policy.

    PubMed

    Myhill, William N; Cogburn, Derrick L; Samant, Deepti; Addom, Benjamin Kwasi; Blanck, Peter

    2008-01-01

    Since publication of the Atkins Commission report in 2003, the national scientific community has placed significant emphasis on developing cyberinfrastructure-enabled knowledge communities, which are designed to facilitate enhanced efficiency and collaboration in geographically distributed networks of researchers. This article suggests that the new cyberinfrastructure movement may not fully benefit those participants with disabilities, unless closer attention is paid to legal mandates and universal design principles. Many technology-enhanced learning communities provide geographically distributed collaboration opportunities that expand the inclusion of diverse peoples and help close the digital divide. However, to date, most collaboratory efforts have not emphasized the need for access among people with disabilities nor meeting minimum standards for technological accessibility. To address these concerns, this article reports on two pilot collaboratory studies that explore the role advanced information, communication, and collaboration technologies play in enhancing geographically distributed collaboration among specific research and applied networks within the national disability community. Universal design principles inform the design of the collaboratory and its use and our efforts to ensure access for all. Data for this article come from Web-based surveys, interviews, observations, computer logs, and detailed, mixed-methods accessibility testing. Emerging results suggest that with deliberate and systematic efforts, cyberinfrastructure can be more accessible and generate benefits among persons with disabilities. The authors provide lessons learned and recommendations for future research, policy, law, and practice.

  15. Synthesizing animal and human behavior research via neural network learning theory.

    PubMed

    Tryon, W W

    1995-12-01

    Animal and human research have been "divorced" since approximately 1968. Several recent articles have tried to persuade behavior therapists of the merits of animal research. Three reasons are given concerning why disinterest in animal research is so widespread: (1) functional explanations are given for animals, and cognitive explanations are given for humans; (2) serial symbol manipulating models are used to explain human behavior; and (3) human learning was assumed, thereby removing it as something to be explained. Brain-inspired connectionist neural networks, collectively referred to as neural network learning theory (NNLT), are briefly described, and a spectrum of their accomplishments from simple conditioning through speech is outlined. Five benefits that behavior therapists can derive from NNLT are described. They include (a) enhanced professional identity derived from a comprehensive learning theory, (b) improved interdisciplinary collaboration both clinically and scientifically, (c) renewed perceived relevance of animal research, (d) access to plausible proximal causal mechanisms capable of explaining operant conditioning, and (e) an inherently developmental perspective.

  16. Stories of Change: The Ruhr University of Bochum

    NASA Astrophysics Data System (ADS)

    Hansen, Holger

    With more than 32,000 students and 20 faculties, the Ruhr University of Bochum (RUB) is one of the larger universities in Germany. Together with the Technical University of Dortmund and the University of Duisburg-Essen, it forms the "University Alliance Metropolis Ruhr" (UAMR). This close cooperation creates a unique variety of subjects, which allow for numerous combinations and therefore various study possibilities. In the field of e-Learning, there is the RUBeL network, founded in 2003. Nowadays, it is coordinated by the Unit for e-Learning, an administrative department of the Rectorate. Partners in this network are the Computer Center, the Multimedia Support Center, the Unit for On-the-Job Training and Counseling, and the University Library. The network and collaboration with further central facilities provide a great thematic variety of e-Learning. Permanent duties and collective projects of the Unit for e-Learning and different partners are fixed by agreements, in order to achieve the maximum amount of expertise and quality.

  17. Network-based stochastic competitive learning approach to disambiguation in collaborative networks.

    PubMed

    Christiano Silva, Thiago; Raphael Amancio, Diego

    2013-03-01

    Many patterns have been uncovered in complex systems through the application of concepts and methodologies of complex networks. Unfortunately, the validity and accuracy of the unveiled patterns are strongly dependent on the amount of unavoidable noise pervading the data, such as the presence of homonymous individuals in social networks. In the current paper, we investigate the problem of name disambiguation in collaborative networks, a task that plays a fundamental role on a myriad of scientific contexts. In special, we use an unsupervised technique which relies on a particle competition mechanism in a networked environment to detect the clusters. It has been shown that, in this kind of environment, the learning process can be improved because the network representation of data can capture topological features of the input data set. Specifically, in the proposed disambiguating model, a set of particles is randomly spawned into the nodes constituting the network. As time progresses, the particles employ a movement strategy composed of a probabilistic convex mixture of random and preferential walking policies. In the former, the walking rule exclusively depends on the topology of the network and is responsible for the exploratory behavior of the particles. In the latter, the walking rule depends both on the topology and the domination levels that the particles impose on the neighboring nodes. This type of behavior compels the particles to perform a defensive strategy, because it will force them to revisit nodes that are already dominated by them, rather than exploring rival territories. Computer simulations conducted on the networks extracted from the arXiv repository of preprint papers and also from other databases reveal the effectiveness of the model, which turned out to be more accurate than traditional clustering methods.

  18. Network-based stochastic competitive learning approach to disambiguation in collaborative networks

    NASA Astrophysics Data System (ADS)

    Christiano Silva, Thiago; Raphael Amancio, Diego

    2013-03-01

    Many patterns have been uncovered in complex systems through the application of concepts and methodologies of complex networks. Unfortunately, the validity and accuracy of the unveiled patterns are strongly dependent on the amount of unavoidable noise pervading the data, such as the presence of homonymous individuals in social networks. In the current paper, we investigate the problem of name disambiguation in collaborative networks, a task that plays a fundamental role on a myriad of scientific contexts. In special, we use an unsupervised technique which relies on a particle competition mechanism in a networked environment to detect the clusters. It has been shown that, in this kind of environment, the learning process can be improved because the network representation of data can capture topological features of the input data set. Specifically, in the proposed disambiguating model, a set of particles is randomly spawned into the nodes constituting the network. As time progresses, the particles employ a movement strategy composed of a probabilistic convex mixture of random and preferential walking policies. In the former, the walking rule exclusively depends on the topology of the network and is responsible for the exploratory behavior of the particles. In the latter, the walking rule depends both on the topology and the domination levels that the particles impose on the neighboring nodes. This type of behavior compels the particles to perform a defensive strategy, because it will force them to revisit nodes that are already dominated by them, rather than exploring rival territories. Computer simulations conducted on the networks extracted from the arXiv repository of preprint papers and also from other databases reveal the effectiveness of the model, which turned out to be more accurate than traditional clustering methods.

  19. A Collaborative Knowledge Plane for Autonomic Networks

    NASA Astrophysics Data System (ADS)

    Mbaye, Maïssa; Krief, Francine

    Autonomic networking aims to give network components self-managing capabilities. Several autonomic architectures have been proposed. Each of these architectures includes sort of a knowledge plane which is very important to mimic an autonomic behavior. Knowledge plane has a central role for self-functions by providing suitable knowledge to equipment and needs to learn new strategies for more accuracy.However, defining knowledge plane's architecture is still a challenge for researchers. Specially, defining the way cognitive supports interact each other in knowledge plane and implementing them. Decision making process depends on these interactions between reasoning and learning parts of knowledge plane. In this paper we propose a knowledge plane's architecture based on machine learning (inductive logic programming) paradigm and situated view to deal with distributed environment. This architecture is focused on two self-functions that include all other self-functions: self-adaptation and self-organization. Study cases are given and implemented.

  20. How collaborative governance can facilitate quality learning for sustainability in cities: A comparative case study of Bristol, Kitakyushu and Tongyeong

    NASA Astrophysics Data System (ADS)

    Ofei-Manu, Paul; Didham, Robert J.; Byun, Won Jung; Phillips, Rebecca; Dickella Gamaralalage, Premakumara Jagath; Rees, Sian

    2017-09-01

    Quality learning for sustainability can have a transformative effect in terms of promoting empowerment, leadership and wise investments in individual and collective lives and regenerating the local economies of cities, making them more inclusive, safe, resilient and sustainable. It can also help cities move towards achieving the United Nations Sustainable Development Goals (SDGs). Effecting the transformation of cities into Learning Cities, however, requires changes in the structure of governance. Drawing on interviews with key informants as well as secondary data, this article examines how collaborative governance has facilitated quality learning for sustainability in Bristol (United Kingdom), Kitakyushu (Japan) and Tongyeong (Republic of Korea). Focusing on a conceptual framework and practical application of learning initiatives, this comparative study reveals how these cities' governance mechanisms and institutional structures supported initiatives premised on cooperative learning relationships. While recognising differences in the scope and depth of the learning initiatives and the need for further improvements, the authors found evidence of general support for the governance structures and mechanisms for learning in these cities. The authors conclude by recommending that (1) to implement the Learning Cities concept based on UNESCO's Key Features of Learning Cities, recognition should be given to existing sustainability-related learning initiatives in cities; (2) collaborative governance of the Learning Cities concept at both local and international levels should be streamlined; and (3) UNESCO's Global Network of Learning Cities could serve as a hub for sharing education/learning resources and experiences for other international city-related programmes as an important contribution to the implementation of the SDGs.

  1. A Labyrinth of the Wide World.

    ERIC Educational Resources Information Center

    Plater, William M.

    1995-01-01

    Discusses the design of the University Library at Indiana University, Purdue University Indianapolis. Topics include storage capacity; workstations; the user-friendly multimedia network information system; on- and off-campus connections to the system; the Center on Teaching and Learning; librarians' collaboration with faculty; and the Copyright…

  2. Prototyping and Simulation of Robot Group Intelligence using Kohonen Networks.

    PubMed

    Wang, Zhijun; Mirdamadi, Reza; Wang, Qing

    2016-01-01

    Intelligent agents such as robots can form ad hoc networks and replace human being in many dangerous scenarios such as a complicated disaster relief site. This project prototypes and builds a computer simulator to simulate robot kinetics, unsupervised learning using Kohonen networks, as well as group intelligence when an ad hoc network is formed. Each robot is modeled using an object with a simple set of attributes and methods that define its internal states and possible actions it may take under certain circumstances. As the result, simple, reliable, and affordable robots can be deployed to form the network. The simulator simulates a group of robots as an unsupervised learning unit and tests the learning results under scenarios with different complexities. The simulation results show that a group of robots could demonstrate highly collaborative behavior on a complex terrain. This study could potentially provide a software simulation platform for testing individual and group capability of robots before the design process and manufacturing of robots. Therefore, results of the project have the potential to reduce the cost and improve the efficiency of robot design and building.

  3. Prototyping and Simulation of Robot Group Intelligence using Kohonen Networks

    PubMed Central

    Wang, Zhijun; Mirdamadi, Reza; Wang, Qing

    2016-01-01

    Intelligent agents such as robots can form ad hoc networks and replace human being in many dangerous scenarios such as a complicated disaster relief site. This project prototypes and builds a computer simulator to simulate robot kinetics, unsupervised learning using Kohonen networks, as well as group intelligence when an ad hoc network is formed. Each robot is modeled using an object with a simple set of attributes and methods that define its internal states and possible actions it may take under certain circumstances. As the result, simple, reliable, and affordable robots can be deployed to form the network. The simulator simulates a group of robots as an unsupervised learning unit and tests the learning results under scenarios with different complexities. The simulation results show that a group of robots could demonstrate highly collaborative behavior on a complex terrain. This study could potentially provide a software simulation platform for testing individual and group capability of robots before the design process and manufacturing of robots. Therefore, results of the project have the potential to reduce the cost and improve the efficiency of robot design and building. PMID:28540284

  4. Scalable Collaborative Infrastructure for a Learning Healthcare System (SCILHS): architecture.

    PubMed

    Mandl, Kenneth D; Kohane, Isaac S; McFadden, Douglas; Weber, Griffin M; Natter, Marc; Mandel, Joshua; Schneeweiss, Sebastian; Weiler, Sarah; Klann, Jeffrey G; Bickel, Jonathan; Adams, William G; Ge, Yaorong; Zhou, Xiaobo; Perkins, James; Marsolo, Keith; Bernstam, Elmer; Showalter, John; Quarshie, Alexander; Ofili, Elizabeth; Hripcsak, George; Murphy, Shawn N

    2014-01-01

    We describe the architecture of the Patient Centered Outcomes Research Institute (PCORI) funded Scalable Collaborative Infrastructure for a Learning Healthcare System (SCILHS, http://www.SCILHS.org) clinical data research network, which leverages the $48 billion dollar federal investment in health information technology (IT) to enable a queryable semantic data model across 10 health systems covering more than 8 million patients, plugging universally into the point of care, generating evidence and discovery, and thereby enabling clinician and patient participation in research during the patient encounter. Central to the success of SCILHS is development of innovative 'apps' to improve PCOR research methods and capacitate point of care functions such as consent, enrollment, randomization, and outreach for patient-reported outcomes. SCILHS adapts and extends an existing national research network formed on an advanced IT infrastructure built with open source, free, modular components. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  5. Professional development in photonics: the advanced technology education projects of the New England Board of Education

    NASA Astrophysics Data System (ADS)

    Donnelly, Judith; Hanes, Fenna; Massa, Nicholas

    2007-09-01

    Since 1995, the New England Board of Education (NEBHE) has been providing curriculum and professional development as well as laboratory improvement in optics/photonics to middle school and high school teachers and college faculty across the United States. With funding from the National Science Foundation's Advanced Technology Education program, NEBHE's optics/photonics education projects have created a national network of educational and industry alliances resulting in opportunities in optics and photonics for students at participating schools and colleges. The cornerstone of NEBHE projects is collaboration among educational levels, career counselors and teachers/faculty, and industry and academia. In such a rich atmosphere of cooperation, participants have been encouraged to create their own regional projects and activities involving students from middle school through four-year universities. In this paper we will describe the evolution of teacher/faculty professional development from a traditional week-long summer workshop to a collaborative distance learning laboratory course based on adult learning principles and supported by a national network of industry mentors.

  6. The Potential for Double-Loop Learning to Enable Landscape Conservation Efforts

    NASA Astrophysics Data System (ADS)

    Petersen, Brian; Montambault, Jensen; Koopman, Marni

    2014-10-01

    As conservation increases its emphasis on implementing change at landscape-level scales, multi-agency, cross-boundary, and multi-stakeholder networks become more important. These elements complicate traditional notions of learning. To investigate this further, we examined structures of learning in the Landscape Conservation Cooperatives (LCCs), which include the entire US and its territories, as well as parts of Canada, Mexico, and Caribbean and Pacific island states. We used semi-structured interviews, transcribed and analyzed using NVivo, as well as a charrette-style workshop to understand the difference between the original stated goals of individual LCCs and the values and purposes expressed as the collaboration matured. We suggest double-loop learning as a theoretical framework appropriate to landscape-scale conservation, recognizing that concerns about accountability are among the valid points of view that must be considered in multi-stakeholder collaborations. Methods from the social sciences and public health sectors provide insights on how such learning might be actualized.

  7. A community of practice for knowledge translation trainees: an innovative approach for learning and collaboration.

    PubMed

    Urquhart, Robin; Cornelissen, Evelyn; Lal, Shalini; Colquhoun, Heather; Klein, Gail; Richmond, Sarah; Witteman, Holly O

    2013-01-01

    A growing number of researchers and trainees identify knowledge translation (KT) as their field of study or practice. Yet, KT educational and professional development opportunities and established KT networks remain relatively uncommon, making it challenging for trainees to develop the necessary skills, networks, and collaborations to optimally work in this area. The Knowledge Translation Trainee Collaborative is a trainee-initiated and trainee-led community of practice established by junior knowledge translation researchers and practitioners to: examine the diversity of knowledge translation research and practice, build networks with other knowledge translation trainees, and advance the field through knowledge generation activities. In this article, we describe how the collaborative serves as an innovative community of practice for continuing education and professional development in knowledge translation and present a logic model that provides a framework for designing an evaluation of its impact as a community of practice. The expectation is that formal and informal networking will lead to knowledge sharing and knowledge generation opportunities that improve individual members' competencies (eg, combination of skills, abilities, and knowledge) in knowledge translation research and practice and contribute to the development and advancement of the knowledge translation field. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  8. A conceptual model for analysing informal learning in online social networks for health professionals.

    PubMed

    Li, Xin; Gray, Kathleen; Chang, Shanton; Elliott, Kristine; Barnett, Stephen

    2014-01-01

    Online social networking (OSN) provides a new way for health professionals to communicate, collaborate and share ideas with each other for informal learning on a massive scale. It has important implications for ongoing efforts to support Continuing Professional Development (CPD) in the health professions. However, the challenge of analysing the data generated in OSNs makes it difficult to understand whether and how they are useful for CPD. This paper presents a conceptual model for using mixed methods to study data from OSNs to examine the efficacy of OSN in supporting informal learning of health professionals. It is expected that using this model with the dataset generated in OSNs for informal learning will produce new and important insights into how well this innovation in CPD is serving professionals and the healthcare system.

  9. The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

    NASA Astrophysics Data System (ADS)

    Drexler, Wendy

    This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

  10. Developing an inter-organizational community-based health network: an Australian investigation.

    PubMed

    Short, Alison; Phillips, Rebecca; Nugus, Peter; Dugdale, Paul; Greenfield, David

    2015-12-01

    Networks in health care typically involve services delivered by a defined set of organizations. However, networked associations between the healthcare system and consumers or consumer organizations tend to be open, fragmented and are fraught with difficulties. Understanding the role and activities of consumers and consumer groups in a formally initiated inter-organizational health network, and the impacts of the network, is a timely endeavour. This study addresses this aim in three ways. First, the Unbounded Network Inter-organizational Collaborative Impact Model, a purpose-designed framework developed from existing literature, is used to investigate the process and products of inter-organizational network development. Second, the impact of a network artefact is explored. Third, the lessons learned in inter-organizational network development are considered. Data collection methods were: 16 h of ethnographic observation; 10 h of document analysis; six interviews with key informants and a survey (n = 60). Findings suggested that in developing the network, members used common aims, inter-professional collaboration, the power and trust engendered by their participation, and their leadership and management structures in a positive manner. These elements and activities underpinned the inter-organizational network to collaboratively produce the Health Expo network artefact. This event brought together healthcare providers, community groups and consumers to share information. The Health Expo demonstrated and reinforced inter-organizational working and community outreach, providing consumers with community-based information and linkages. Support and resources need to be offered for developing community inter-organizational networks, thereby building consumer capacity for self-management in the community. © The Author (2014). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  11. Visualising the invisible: a network approach to reveal the informal social side of student learning.

    PubMed

    Hommes, J; Rienties, B; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

    2012-12-01

    World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs-prior performance, motivation and social integration-relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students' individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students' GPA respectively. A factual knowledge test represented student' learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students' academic motivation and social integration were not associated with students' learning. Students' informal social interaction is strongly associated with students' learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.

  12. The North Texas aerospace manufacturing and aviation industries: An explanatory case study of school-to-work collaborative networks

    NASA Astrophysics Data System (ADS)

    Miller, Cynthia Ann

    The purpose of this study is to explore how educators, business partners and facilitators developed ties or networks to initiate a school-to-work collaboration to prepare students for jobs and careers in the aerospace manufacturing and aviation industries. There is growing concern about preparing a future workforce supply in these industries in North Texas. Workforce projections call for 8000 additional jobs between 2010 and 2020 (North Central Texas Council of Governments, 2013). Collaboration is recognized as a valuable asset to connect disjointed segments within the K-16 trajectory. This study explores the contradiction between the stated need for collaborative strategies and the inability of stakeholders attempting to collaborate across organizational and institutional boundaries to sustain these connections. Through the lens of networking theory, the roles of facilitators and the operation of networks and ties between and among partners are investigated. Ten participants in a high school curriculum development project were interviewed, representing a business, community college, and K-12 education. Data analysis revealed findings associated with three major themes: facilitation, project activity and relationships. Nine individuals were identified as facilitators, and facilitators were perceived as helping the project move forward. Project activity benefited from the structured curriculum development process. Although relationships characterized by strong ties helped start the project, weak ties predominated among project participants. Implications for theory include the need for more knowledge about facilitator roles and group dynamics. Further research about the functioning of weak and strong ties and facilitator skill sets relating to collaborative leadership would be valuable. Implications for practice include capturing lessons learned to apply to other industries, and overtly acknowledging the existence and importance of facilitators.

  13. Real-tiem Adaptive Control Scheme for Superior Plasma Confinement

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

    Alexander Trunov, Ph.D.

    2001-06-01

    During this Phase I project, IOS, in collaboration with our subcontractors at General Atomics, Inc., acquired and analyzed measurement data on various plasma equilibrium modes. We developed a Matlab-based toolbox consisting of linear and neural network approximators that are capable of learning and predicting, with accuracy, the behavior of plasma parameters. We also began development of the control algorithm capable of using the model of the plasma obtained by the neural network approximator.

  14. Someone To Talk to and Someone To Listen. The Development of a Support and Learning Network for Palliative Care Workers in the Country Area of the Barossa Valley in South Australia.

    ERIC Educational Resources Information Center

    Elsey, Barry

    A palliative care support and training network was developed in a relatively isolated country area of the Barossa Valley in South Australia. The project was intended to help palliative care workers, volunteers, home carers, and others work collaboratively as a team (holistic model) for the purposes of mutually supporting, sharing information and…

  15. The Region 4 collaborative virtual reference project.

    PubMed

    Parker, Sandi K; Johnson, E Diane

    2003-01-01

    In May 2002, the Denison Memorial Library at the University of Colorado Health Sciences Center and the J. Otto Lottes Health Sciences Library at the University of Missouri-Columbia, with funding from the National Network of Libraries of Medicine-Midcontinental Region, embarked on a collaborative, real-time reference project using the 24/7 Reference, Inc., software package. This paper describes how the project was conceived, and includes details on the service hours, staffing, training, marketing, lessons learned, and future plans for the service.

  16. A Collaborative Diagonal Learning Network: The role of formal and informal professional development in elementary science reform

    NASA Astrophysics Data System (ADS)

    Cooke-Nieves, Natasha Anika

    Science education research has consistently shown that elementary teachers have a low self-efficacy and background knowledge to teach science. When they teach science, there is a lack of field experiences and inquiry-based instruction at the elementary level due to limited resources, both material and pedagogical. This study focused on an analysis of a professional development (PD) model designed by the author known as the Collaborative Diagonal Learning Network (CDLN). The purpose of this study was to examine elementary school teacher participants pedagogical content knowledge related to their experiences in a CDLN model. The CDLN model taught formal and informal instruction using a science coach and an informal educational institution. Another purpose for this research included a theoretical analysis of the CDLN model to see if its design enabled teachers to expand their resource knowledge of available science education materials. The four-month-long study used qualitative data obtained during an in-service professional development program facilitated by a science coach and educators from a large natural history museum. Using case study as the research design, four elementary school teachers were asked to evaluate the effectiveness of their science coach and museum educator workshop sessions. During the duration of this study, semi-structured individual/group interviews and open-ended pre/post PD questionnaires were used. Other data sources included researcher field notes from lesson observations, museum field trips, audio-recorded workshop sessions, email correspondence, and teacher-created artifacts. The data were analyzed using a constructivist grounded theory approach. Themes that emerged included increased self-efficacy; increased pedagogical content knowledge; increased knowledge of museum education resources and access; creation of a professional learning community; and increased knowledge of science notebooking. Implications for formal and informal professional development in elementary science reform are offered. It is suggested that researchers investigate collaborative coaching through the lenses of organizational learning network theory, and develop professional learning communities with formal and informal educators; and that professional developers in city school systems and informal science institutions work in concert to produce more effective elementary teachers who not only love science but love teaching it.

  17. Activity Theory and the Transformation of Pedagogic Practice

    ERIC Educational Resources Information Center

    Yamazumi, Katsuhiro

    2006-01-01

    Today, work and other societal practices are experiencing accelerating paradigm shifts from mass-production-based systems toward new systems based on networking between organizations, collaboration, and partnerships. This shift requires new paradigms in the fields of education, learning, and development. As human activity quickly changes to…

  18. Cloud computing.

    PubMed

    Wink, Diane M

    2012-01-01

    In this bimonthly series, the author examines how nurse educators can use Internet and Web-based technologies such as search, communication, and collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes how cloud computing can be used in nursing education.

  19. Optimizing use of library technology.

    PubMed

    Wink, Diane M; Killingsworth, Elizabeth K

    2011-01-01

    In this bimonthly series, the author examines how nurse educators can use the Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes optimizing the use of library technology.

  20. Characterizing the Networks of Digital Information that Support Collaborative Adaptive Forest Management in Sierra Nevada Forests.

    PubMed

    Lei, Shufei; Iles, Alastair; Kelly, Maggi

    2015-07-01

    Some of the factors that can contribute to the success of collaborative adaptive management--such as social learning, open communication, and trust--are built upon a foundation of the open exchange of information about science and management between participants and the public. Despite the importance of information transparency, the use and flow of information in collaborative adaptive management has not been characterized in detail in the literature, and currently there exist opportunities to develop strategies for increasing the exchange of information, as well as to track information flow in such contexts. As digital information channels and networks have been increased over the last decade, powerful new information monitoring tools have also been evolved allowing for the complete characterization of information products through their production, transport, use, and monitoring. This study uses these tools to investigate the use of various science and management information products in a case study--the Sierra Nevada Adaptive Management Project--using a mixed method (citation analysis, web analytics, and content analysis) research approach borrowed from the information processing and management field. The results from our case study show that information technologies greatly facilitate the flow and use of digital information, leading to multiparty collaborations such as knowledge transfer and public participation in science research. We conclude with recommendations for expanding information exchange in collaborative adaptive management by taking advantage of available information technologies and networks.

  1. Characterizing the Networks of Digital Information that Support Collaborative Adaptive Forest Management in Sierra Nevada Forests

    NASA Astrophysics Data System (ADS)

    Lei, Shufei; Iles, Alastair; Kelly, Maggi

    2015-07-01

    Some of the factors that can contribute to the success of collaborative adaptive management—such as social learning, open communication, and trust—are built upon a foundation of the open exchange of information about science and management between participants and the public. Despite the importance of information transparency, the use and flow of information in collaborative adaptive management has not been characterized in detail in the literature, and currently there exist opportunities to develop strategies for increasing the exchange of information, as well as to track information flow in such contexts. As digital information channels and networks have been increased over the last decade, powerful new information monitoring tools have also been evolved allowing for the complete characterization of information products through their production, transport, use, and monitoring. This study uses these tools to investigate the use of various science and management information products in a case study—the Sierra Nevada Adaptive Management Project—using a mixed method (citation analysis, web analytics, and content analysis) research approach borrowed from the information processing and management field. The results from our case study show that information technologies greatly facilitate the flow and use of digital information, leading to multiparty collaborations such as knowledge transfer and public participation in science research. We conclude with recommendations for expanding information exchange in collaborative adaptive management by taking advantage of available information technologies and networks.

  2. The Livermore Brain: Massive Deep Learning Networks Enabled by High Performance Computing

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

    Chen, Barry Y.

    The proliferation of inexpensive sensor technologies like the ubiquitous digital image sensors has resulted in the collection and sharing of vast amounts of unsorted and unexploited raw data. Companies and governments who are able to collect and make sense of large datasets to help them make better decisions more rapidly will have a competitive advantage in the information era. Machine Learning technologies play a critical role for automating the data understanding process; however, to be maximally effective, useful intermediate representations of the data are required. These representations or “features” are transformations of the raw data into a form where patternsmore » are more easily recognized. Recent breakthroughs in Deep Learning have made it possible to learn these features from large amounts of labeled data. The focus of this project is to develop and extend Deep Learning algorithms for learning features from vast amounts of unlabeled data and to develop the HPC neural network training platform to support the training of massive network models. This LDRD project succeeded in developing new unsupervised feature learning algorithms for images and video and created a scalable neural network training toolkit for HPC. Additionally, this LDRD helped create the world’s largest freely-available image and video dataset supporting open multimedia research and used this dataset for training our deep neural networks. This research helped LLNL capture several work-for-others (WFO) projects, attract new talent, and establish collaborations with leading academic and commercial partners. Finally, this project demonstrated the successful training of the largest unsupervised image neural network using HPC resources and helped establish LLNL leadership at the intersection of Machine Learning and HPC research.« less

  3. Survey on deep learning for radiotherapy.

    PubMed

    Meyer, Philippe; Noblet, Vincent; Mazzara, Christophe; Lallement, Alex

    2018-07-01

    More than 50% of cancer patients are treated with radiotherapy, either exclusively or in combination with other methods. The planning and delivery of radiotherapy treatment is a complex process, but can now be greatly facilitated by artificial intelligence technology. Deep learning is the fastest-growing field in artificial intelligence and has been successfully used in recent years in many domains, including medicine. In this article, we first explain the concept of deep learning, addressing it in the broader context of machine learning. The most common network architectures are presented, with a more specific focus on convolutional neural networks. We then present a review of the published works on deep learning methods that can be applied to radiotherapy, which are classified into seven categories related to the patient workflow, and can provide some insights of potential future applications. We have attempted to make this paper accessible to both radiotherapy and deep learning communities, and hope that it will inspire new collaborations between these two communities to develop dedicated radiotherapy applications. Copyright © 2018 Elsevier Ltd. All rights reserved.

  4. The Five Central Psychological Challenges Facing Effective Mobile Learning

    ERIC Educational Resources Information Center

    Terras, Melody M.; Ramsay, Judith

    2012-01-01

    Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user-generated content. This information-rich environment may support both formal and informal…

  5. Spurring Innovation

    ERIC Educational Resources Information Center

    McLester, Susan

    2005-01-01

    For many teachers and students, it was ThinkQuest that gave them their first experiences with the Internet. A collaborative competition, created by Advanced Network & Services (now managed by the Oracle Education Foundation), ThinkQuest asked students to form teams and create Web sites that were designed to help other students learn something. In…

  6. Scaling-Up Educational Reform in Thailand: Context, Collaboration, Networks, and Change

    ERIC Educational Resources Information Center

    Kantamara, Pornkasem; Hallinger, Philip; Jatiket, Marut

    2006-01-01

    This article presents a case study of successful curricular and instructional innovation in Thailand. The innovation involved a curricular program, Integrated Pest Management (IPM). This student-centered curriculum models many of the features highlighted in Thailand's educational reform such as the student-centered learning approach, curriculum…

  7. The Reality of Virtual Learning.

    ERIC Educational Resources Information Center

    Berman, Sheldon

    1999-01-01

    Through a $7.5 million U.S. Department of Education grant, students at the Hudson (Massachusetts) Public Schools "attend" Virtual High School--a network of 30 schools in 10 states. Kids attend classes any time, work collaboratively, and choose among innovative, timely, technologically rich course offerings. Other sites are described.…

  8. Preservice Teachers' Learning among Students with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Power, Anne; Costley, Debra

    2014-01-01

    This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs…

  9. Undergraduate Students' Development of Social, Cultural, and Human Capital in a Networked Research Experience

    ERIC Educational Resources Information Center

    Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.

    2016-01-01

    Recent calls for reform in undergraduate biology education have emphasized integrating research experiences into the learning experiences of all undergraduates. Contemporary science research increasingly demands collaboration across disciplines and institutions to investigate complex research questions, providing new contexts and models for…

  10. A Distributed Learning Method for ℓ1-Regularized Kernel Machine over Wireless Sensor Networks

    PubMed Central

    Ji, Xinrong; Hou, Cuiqin; Hou, Yibin; Gao, Fang; Wang, Shulong

    2016-01-01

    In wireless sensor networks, centralized learning methods have very high communication costs and energy consumption. These are caused by the need to transmit scattered training examples from various sensor nodes to the central fusion center where a classifier or a regression machine is trained. To reduce the communication cost, a distributed learning method for a kernel machine that incorporates ℓ1 norm regularization (ℓ1-regularized) is investigated, and a novel distributed learning algorithm for the ℓ1-regularized kernel minimum mean squared error (KMSE) machine is proposed. The proposed algorithm relies on in-network processing and a collaboration that transmits the sparse model only between single-hop neighboring nodes. This paper evaluates the proposed algorithm with respect to the prediction accuracy, the sparse rate of model, the communication cost and the number of iterations on synthetic and real datasets. The simulation results show that the proposed algorithm can obtain approximately the same prediction accuracy as that obtained by the batch learning method. Moreover, it is significantly superior in terms of the sparse rate of model and communication cost, and it can converge with fewer iterations. Finally, an experiment conducted on a wireless sensor network (WSN) test platform further shows the advantages of the proposed algorithm with respect to communication cost. PMID:27376298

  11. Co-Designing a Collaborative Chronic Care Network (C3N) for Inflammatory Bowel Disease: Development of Methods

    PubMed Central

    Dellal, George; Peterson, Laura E; Provost, Lloyd; Gloor, Peter A; Fore, David Livingstone; Margolis, Peter A

    2018-01-01

    Background Our health care system fails to deliver necessary results, and incremental system improvements will not deliver needed change. Learning health systems (LHSs) are seen as a means to accelerate outcomes, improve care delivery, and further clinical research; yet, few such systems exist. We describe the process of codesigning, with all relevant stakeholders, an approach for creating a collaborative chronic care network (C3N), a peer-produced networked LHS. Objective The objective of this study was to report the methods used, with a diverse group of stakeholders, to translate the idea of a C3N to a set of actionable next steps. Methods The setting was ImproveCareNow, an improvement network for pediatric inflammatory bowel disease. In collaboration with patients and families, clinicians, researchers, social scientists, technologists, and designers, C3N leaders used a modified idealized design process to develop a design for a C3N. Results Over 100 people participated in the design process that resulted in (1) an overall concept design for the ImproveCareNow C3N, (2) a logic model for bringing about this system, and (3) 13 potential innovations likely to increase awareness and agency, make it easier to collect and share information, and to enhance collaboration that could be tested collectively to bring about the C3N. Conclusions We demonstrate methods that resulted in a design that has the potential to transform the chronic care system into an LHS. PMID:29472173

  12. A Collaborative Education Network for Advancing Climate Literacy using Data Visualization Technology

    NASA Astrophysics Data System (ADS)

    McDougall, C.; Russell, E. L.; Murray, M.; Bendel, W. B.

    2013-12-01

    One of the more difficult issues in engaging broad audiences with scientific research is to present it in a way that is intuitive, captivating and up-to-date. Over the past ten years, the National Oceanic and Atmospheric Administration (NOAA) has made significant progress in this area through Science On a Sphere(R) (SOS). SOS is a room-sized, global display system that uses computers and video projectors to display Earth systems data onto a six-foot diameter sphere, analogous to a giant animated globe. This well-crafted data visualization system serves as a way to integrate and display global change phenomena; including polar ice melt, projected sea level rise, ocean acidification and global climate models. Beyond a display for individual data sets, SOS provides a holistic global perspective that highlights the interconnectedness of Earth systems, nations and communities. SOS is now a featured exhibit at more than 100 science centers, museums, universities, aquariums and other institutions around the world reaching more than 33 million visitors every year. To facilitate the development of how this data visualization technology and these visualizations could be used with public audiences, we recognized the need for the exchange of information among the users. To accomplish this, we established the SOS Users Collaborative Network. This network consists of the institutions that have an SOS system or partners who are creating content and educational programming for SOS. When we began the Network in 2005, many museums had limited capacity to both incorporate real-time, authentic scientific data about the Earth system and interpret global change visualizations. They needed not only the visualization platform and the scientific content, but also assistance with methods of approach. We needed feedback from these users on how to craft understandable visualizations and how to further develop the SOS platform to support learning. Through this Network and the collaboration among members, we have, collectively, been able to advance all of our efforts. The member institutions, through regular face-to-face workshops and an online community, share practices in creation and cataloging of datasets, new methods for delivering content via SOS, and updates on the SOS system and software. One hallmark of the SOS Users Collaborative Network is that it exemplifies an ideal partnership between federal science agencies and informal science education institutions. The science agencies (including NOAA, NASA, and the Department of Energy) provide continuously updated global datasets, scientific expertise, funding, and support. In turn, museums act as trusted public providers of scientific information, provide audience-appropriate presentations, localized relevance to global phenomena and a forum for discussing the complex science and repercussions of global change. We will discuss the characteristics of this Network that maximize collaboration and what we're learning as a community to improve climate literacy.

  13. Building a Governance Strategy for CER: The Patient Outcomes Research to Advance Learning (PORTAL) Network Experience

    PubMed Central

    Paolino, Andrea R.; McGlynn, Elizabeth A.; Lieu, Tracy; Nelson, Andrew F.; Prausnitz, Stephanie; Horberg, Michael A.; Arterburn, David E.; Gould, Michael K.; Laws, Reesa L.; Steiner, John F.

    2016-01-01

    Introduction: The Patient Outcomes Research to Advance Learning (PORTAL) Network was established with funding from the Patient-Centered Outcomes Research Institute (PCORI) in 2014. The PORTAL team adapted governance structures and processes from past research network collaborations. We will review and outline the structures and processes of the PORTAL governance approach and describe how proactively focusing on priority areas helped us to facilitate an ambitious research agenda. Background: For years a variety of funders have supported large-scale infrastructure grants to promote the use of clinical datasets to answer important comparative effectiveness research (CER) questions. These awards have provided the impetus for health care systems to join forces in creating clinical data research networks. Often, these scientific networks do not develop governance processes proactively or systematically, and address issues only as problems arise. Even if network leaders and collaborators foresee the need to develop governance approaches, they may underestimate the time and effort required to develop sound processes. The resulting delays can impede research progress. Innovation: Because the PORTAL sites had built trust and a foundation of collaboration by participating with one another in past research networks, essential elements of effective governance such as guiding principles, decision making processes, project governance, data governance, and stakeholders in governance were familiar to PORTAL investigators. This trust and familiarity enabled the network to rapidly prioritize areas that required sound governance approaches: responding to new research opportunities, creating a culture of trust and collaboration, conducting individual studies, within the broader network, assigning responsibility and credit to scientific investigators, sharing data while protecting privacy/security, and allocating resources. The PORTAL Governance Document, complete with a Toolkit of Appendices is included for reference and for adaptation by other networks. Credibility: As a result of identifying project-based governance priorities (IRB approval, subcontracting, selection of new research including lead PI and participating sites, and authorship) and data governance priorities (reciprocal data use agreement, analytic plan procedures, and other tools for data governance), PORTAL established most of its governance structure by Month 6 of the 18 month project. This allowed science to progress and collaborators to experience first-hand how the structures and procedures functioned in the remaining 12 months of the project, leaving ample time to refine them and to develop new structures or processes as necessary. Discussion: The use of procedures and processes with which participating investigators and their home institutions were already familiar allowed project and regulatory requirements to be established quickly to protect patients, their data, and the health care systems that act as stewards for both. As the project progressed, PORTAL was able to test and adjust the structures it put place, and to make substantive revisions by Month 17. As a result, priority processes have been predictable, transparent and effective. Conclusion/Next steps: Strong governance practices are a stewardship responsibility of research networks to justify the trust of patients, health plan members, health care delivery organizations, and other stakeholders. Well-planned governance can reduce the time necessary to initiate the scientific activities of a network, a particular concern when the time frame to complete research is short. Effective network and data governance structures protect patient and institutional data as well as the interests of investigators and their institutions, and assures that the network has built an environment to meet the goals of the research. PMID:27141524

  14. Building a Governance Strategy for CER: The Patient Outcomes Research to Advance Learning (PORTAL) Network Experience.

    PubMed

    Paolino, Andrea R; McGlynn, Elizabeth A; Lieu, Tracy; Nelson, Andrew F; Prausnitz, Stephanie; Horberg, Michael A; Arterburn, David E; Gould, Michael K; Laws, Reesa L; Steiner, John F

    2016-01-01

    The Patient Outcomes Research to Advance Learning (PORTAL) Network was established with funding from the Patient-Centered Outcomes Research Institute (PCORI) in 2014. The PORTAL team adapted governance structures and processes from past research network collaborations. We will review and outline the structures and processes of the PORTAL governance approach and describe how proactively focusing on priority areas helped us to facilitate an ambitious research agenda. For years a variety of funders have supported large-scale infrastructure grants to promote the use of clinical datasets to answer important comparative effectiveness research (CER) questions. These awards have provided the impetus for health care systems to join forces in creating clinical data research networks. Often, these scientific networks do not develop governance processes proactively or systematically, and address issues only as problems arise. Even if network leaders and collaborators foresee the need to develop governance approaches, they may underestimate the time and effort required to develop sound processes. The resulting delays can impede research progress. Because the PORTAL sites had built trust and a foundation of collaboration by participating with one another in past research networks, essential elements of effective governance such as guiding principles, decision making processes, project governance, data governance, and stakeholders in governance were familiar to PORTAL investigators. This trust and familiarity enabled the network to rapidly prioritize areas that required sound governance approaches: responding to new research opportunities, creating a culture of trust and collaboration, conducting individual studies, within the broader network, assigning responsibility and credit to scientific investigators, sharing data while protecting privacy/security, and allocating resources. The PORTAL Governance Document, complete with a Toolkit of Appendices is included for reference and for adaptation by other networks. As a result of identifying project-based governance priorities (IRB approval, subcontracting, selection of new research including lead PI and participating sites, and authorship) and data governance priorities (reciprocal data use agreement, analytic plan procedures, and other tools for data governance), PORTAL established most of its governance structure by Month 6 of the 18 month project. This allowed science to progress and collaborators to experience first-hand how the structures and procedures functioned in the remaining 12 months of the project, leaving ample time to refine them and to develop new structures or processes as necessary. The use of procedures and processes with which participating investigators and their home institutions were already familiar allowed project and regulatory requirements to be established quickly to protect patients, their data, and the health care systems that act as stewards for both. As the project progressed, PORTAL was able to test and adjust the structures it put place, and to make substantive revisions by Month 17. As a result, priority processes have been predictable, transparent and effective. Strong governance practices are a stewardship responsibility of research networks to justify the trust of patients, health plan members, health care delivery organizations, and other stakeholders. Well-planned governance can reduce the time necessary to initiate the scientific activities of a network, a particular concern when the time frame to complete research is short. Effective network and data governance structures protect patient and institutional data as well as the interests of investigators and their institutions, and assures that the network has built an environment to meet the goals of the research.

  15. Distributed deep learning networks among institutions for medical imaging.

    PubMed

    Chang, Ken; Balachandar, Niranjan; Lam, Carson; Yi, Darvin; Brown, James; Beers, Andrew; Rosen, Bruce; Rubin, Daniel L; Kalpathy-Cramer, Jayashree

    2018-03-29

    Deep learning has become a promising approach for automated support for clinical diagnosis. When medical data samples are limited, collaboration among multiple institutions is necessary to achieve high algorithm performance. However, sharing patient data often has limitations due to technical, legal, or ethical concerns. In this study, we propose methods of distributing deep learning models as an attractive alternative to sharing patient data. We simulate the distribution of deep learning models across 4 institutions using various training heuristics and compare the results with a deep learning model trained on centrally hosted patient data. The training heuristics investigated include ensembling single institution models, single weight transfer, and cyclical weight transfer. We evaluated these approaches for image classification in 3 independent image collections (retinal fundus photos, mammography, and ImageNet). We find that cyclical weight transfer resulted in a performance that was comparable to that of centrally hosted patient data. We also found that there is an improvement in the performance of cyclical weight transfer heuristic with a high frequency of weight transfer. We show that distributing deep learning models is an effective alternative to sharing patient data. This finding has implications for any collaborative deep learning study.

  16. The professional learning community as perceived by Israeli school superintendents, principals and teachers

    NASA Astrophysics Data System (ADS)

    Schechter, Chen

    2012-12-01

    A professional learning community (PLC) facilitates collaborative learning among colleagues at all levels in their common working environment. PLCs are particularly useful in schools, with teachers and principals meeting regularly to solve problems relating to teaching and learning. Being a means of improving student achievement, PLCs have received growing support from researchers and practitioners alike, yet some professionals are still exploring ways to develop learning networks focusing on teaching and learning issues. The purpose of this study was to examine Israeli teachers', principals', and superintendents' perceptions of inhibiting and fostering factors of the PLC. In this qualitative, topic-oriented study, face-to-face interviews were conducted with 15 teachers from elementary, middle and secondary schools and their respective principals (15) and superintendents (15). Generating themes was inductive, grounded in the perspectives articulated by participants. The principals and the teachers indicated that overload, a lack of resources and top-down commands were PLC-inhibiting factors. The superintendents saw the principal's leadership style as a main PLC-fostering factor. Understanding how these three echelons in the school system perceive the inhibiting and fostering factors of a PLC could indicate whether and how this collaborative learning process can be nurtured and sustained in schools.

  17. Collaborating internationally on physician leadership education: first steps.

    PubMed

    Matlow, Anne; Chan, Ming-Ka; Bohnen, Jordan David; Blumenthal, Daniel Mark; Sánchez-Mendiola, Melchor; de Camps Meschino, Diane; Samson, Lindy Michelle; Busari, Jamiu

    2016-07-04

    Purpose Physicians are often ill-equipped for the leadership activities their work demands. In part, this is due to a gap in traditional medical education. An emergent international network is developing a globally relevant leadership curriculum for postgraduate medical education. The purpose of this article is to share key learnings from this process to date. Design/methodology/approach The Toronto International Summit on Leadership Education for Physicians (TISLEP) was hosted by the Royal College of Physicians and Surgeons of Canada, and the University of Toronto's Faculty of Medicine and Institute of Health Policy, Management and Evaluation. Of 64 attendees from eight countries, 34 joined working groups to develop leadership competencies. The CanMEDS Competency Framework, stage of learner development and venue of learning formed the scaffold for the work. Emotional intelligence was selected as the topic to test the feasibility of fruitful international collaboration; results were presented at TISLEP 2015. Findings Dedicated international stakeholders engaged actively and constructively through defined working groups to develop a globally relevant, competency-based curriculum for physician leadership education. Eleven principles are recommended for consideration in physician leadership curriculum development. Defining common language and taxonomy is essential for a harmonized product. The importance of establishing an international network to support implementation, evaluation, sustainability and dissemination of the work was underscored. Originality/value International stakeholders are collaborating successfully on a graduated, competency-based leadership curriculum for postgraduate medical learners. The final product will be available for adaptation to local needs. An international physician leadership education network is being developed to support and expand the work underway.

  18. Students' Perceptions of English Language Learning in the Facebook Context

    ERIC Educational Resources Information Center

    AbuSa'aleek, Atef Odeh

    2015-01-01

    Social Networking Sites (SNS) such as Facebook (FB) are currently highly used by students because technology has the potential to become a valuable resource to support their educational communications and collaborations. This paper attempts to present a comprehensive picture of what has been investigated in terms of the use of Facebook as an…

  19. Make Your Job Summer Program. A Report to the Network for Teaching Entrepreneurship

    ERIC Educational Resources Information Center

    Silander, Megan; Chavez-Reilly, Michael; Weinstein, Meryle

    2015-01-01

    Teaching entrepreneurship--how to create, grow and run a business or organization--is one potential means to increase college and career readiness skills. Learning how to start a business can improve critical thinking, communication and collaboration (Gallagher, Stepien, & Rosenthal, 1992; Hmelo, 1998), which are key qualities for academic as…

  20. Technology Assisted Collaborative and Project-Based Learning; of Blogs, Wikis, and Networking

    ERIC Educational Resources Information Center

    Tinnerman, Larry; Johnson, James; Grimes, Roddran

    2010-01-01

    Throughout America today, public schools are struggling with issues surrounding standards and educational relevance and effectiveness. At the same time, a technological and social evolution is taking place outside of the school building. Students are developing new methods of inquiry and information gathering. If the educational system is to…

  1. The Virtual Factory Teaching System (VFTS): Project Review and Results.

    ERIC Educational Resources Information Center

    Kazlauskas, E. J.; Boyd, E. F., III; Dessouky, M. M.

    This paper presents a review of the Virtual Factory Teaching (VFTS) project, a Web-based, multimedia collaborative learning network. The system allows students, working alone or in teams, to build factories, forecast demand for products, plan production, establish release rules for new work into the factory, and set scheduling rules for…

  2. Using Facebook to Engage Learners in a Large Introductory Course

    ERIC Educational Resources Information Center

    Dougherty, Kevin D.; Andercheck, Brita

    2014-01-01

    Classes of hundreds pose special challenges for teaching and learning. Notable among these challenges is the tendency for students to feel like anonymous spectators rather than active, collaborative participants. To combat this tendency, we used the popular social networking site Facebook to cultivate a sense of community among 200-plus students…

  3. Second Annual Technology Showcase Fosters Camaraderie and Collaboration | Poster

    Cancer.gov

    “Collaboration” was the word of the day at the second annual Technology Showcase, held June 13 at the Advanced Technology Research Facility (ATRF). Hundreds of science and business professionals gathered to network and learn about technologies at the National Cancer Institute (NCI) and Frederick National Laboratory that are available for licensing and partnering.

  4. Are Digital Natives a Myth or Reality? University Students' Use of Digital Technologies

    ERIC Educational Resources Information Center

    Margaryan, Anoush; Littlejohn, Allison; Vojt, Gabrielle

    2011-01-01

    This study investigated the extent and nature of university students' use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. "Digital natives" and students of…

  5. Inside City Schools: Investigating Literacy in Multicultural Classrooms. The Practitioner Inquiry Series.

    ERIC Educational Resources Information Center

    Freedman, Sarah Warshauer; Simons, Elizabeth Radin; Kalnin, Julie Shalhope; Casareno, Alex

    Chapters in this book were written by members of the Multicultural Collaborative for Literacy and Secondary Schools (the M-CLASS Project), a national teacher-researcher network of English and social studies teachers and university faculty from four cities. Their essays deal with classroom research on learning, diversity, bias, inequality, and real…

  6. Applications of Technology, Currently Being Used in Business and Industry, to Education.

    ERIC Educational Resources Information Center

    Satterlee, Brian

    Most educational institutions lag far behind business and industry in the adoption and use of technology. This paper explores the applications of technologies that are currently being used in business and industry, to education. The following technologies are reviewed: virtual learning, wireless networking, collaboration tools, digital video,…

  7. International Study Tours: A Key to 21st Century Academic and Industry Exchanges

    ERIC Educational Resources Information Center

    Hol, Ana; Simiana, Danielle; Lieu, Gilbert; Ong, Ivan; Feder, Josh; Dawre, Nimat; Almazi, Wakil

    2016-01-01

    This paper is based on the retrospective reviews of the Information Systems study group who went on the international study tour to India to learn, network and collaborate with academics, students and industry professionals overseas. The paper addresses concerns of local Australian Science, Technology, Engineering and Mathematics recruiters and…

  8. Nationwide network of total solar eclipse high altitude balloon flights

    NASA Astrophysics Data System (ADS)

    Des Jardins, A. C.

    2017-12-01

    Three years ago we envisioned tapping into the strength of the National Space Grant Program to make the most of a rare astronomical event to engage the general public through education and to create meaningful long-lasting partnerships with other private and public entities. We believe strongly in giving student participants career-making opportunities through the use of the most cutting edge tools, resources, and communication. The NASA Space Grant network was in a unique position to engage the public in the eclipse in an awe-inspiring and educational way at a surprisingly small cost. In addition to public engagement, the multidisciplinary project presented an in-depth hands-on learning opportunity for the thousands of student participants. The project used a network of high altitude ballooning teams positioned along the path of totality from Oregon to South Carolina to conduct coordinated collaborative activities during the eclipse. These activities included 1) capturing and streaming live video of the eclipse from near space, 2) partnering with NASA Ames on a space biology experiment, and 3) conducting high-resolution atmospheric radiosonde measurements. This presentation will summarize the challenges, results, lessons learned, and professional evaluation from developing, training, and coordinating the collaboration. Details of the live streaming HD video and radiosonde activities are described in separate submissions to this session.

  9. A Digital Architecture for a Network-Based Learning Health System: Integrating Chronic Care Management, Quality Improvement, and Research.

    PubMed

    Marsolo, Keith; Margolis, Peter A; Forrest, Christopher B; Colletti, Richard B; Hutton, John J

    2015-01-01

    We collaborated with the ImproveCareNow Network to create a proof-of-concept architecture for a network-based Learning Health System. This collaboration involved transitioning an existing registry to one that is linked to the electronic health record (EHR), enabling a "data in once" strategy. We sought to automate a series of reports that support care improvement while also demonstrating the use of observational registry data for comparative effectiveness research. We worked with three leading EHR vendors to create EHR-based data collection forms. We automated many of ImproveCareNow's analytic reports and developed an application for storing protected health information and tracking patient consent. Finally, we deployed a cohort identification tool to support feasibility studies and hypothesis generation. There is ongoing uptake of the system. To date, 31 centers have adopted the EHR-based forms and 21 centers are uploading data to the registry. Usage of the automated reports remains high and investigators have used the cohort identification tools to respond to several clinical trial requests. The current process for creating EHR-based data collection forms requires groups to work individually with each vendor. A vendor-agnostic model would allow for more rapid uptake. We believe that interfacing network-based registries with the EHR would allow them to serve as a source of decision support. Additional standards are needed in order for this vision to be achieved, however. We have successfully implemented a proof-of-concept Learning Health System while providing a foundation on which others can build. We have also highlighted opportunities where sponsors could help accelerate progress.

  10. General Motors' R&D: Managing Innovation Globally

    NASA Astrophysics Data System (ADS)

    Taub, Alan

    2006-03-01

    The rapid pace of technology development and the globalization of the automobile industry are major forces driving General Motors to devise new ways to innovate faster and more efficiently. In response, GM has developed a global R&D network that has transformed GM's research and development organization from a U.S.-based enterprise to one that is over 30 percent leveraged with collaboration in 16 countries. This talk will focus on the challenges faced as well as the lessons learned and best practices developed in building this network.

  11. Social media for lifelong learning.

    PubMed

    Kind, Terry; Evans, Yolanda

    2015-04-01

    Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

  12. Combating Obesity at Community Health Centers (COACH): A Quality Improvement Collaborative for Weight Management Programs

    PubMed Central

    Wilkes, Abigail E.; John, Priya M.; Vable, Anusha M.; Campbell, Amanda; Heuer, Loretta; Schaefer, Cynthia; Vinci, Lisa; Drum, Melinda L.; Chin, Marshall H.; Quinn, Michael T.; Burnet, Deborah L.

    2013-01-01

    Community health centers (CHCs) seek effective strategies to address obesity. MidWest Clinicians’ Network partnered with [an academic medical center] to test feasibility of a weight management quality improvement (QI) collaborative. MidWest Clinicians’ Network members expressed interest in an obesity QI program. This pilot study aimed to determine whether the QI model can be feasibly implemented with limited resources at CHCs to improve weight management programs. Five health centers with weight management programs enrolled with CHC staff as primary study participants; this study did not attempt to measure patient outcomes. Participants attended learning sessions and monthly conference calls to build QI skills and share best practices. Tailored coaching addressed local needs. Topics rated most valuable were patient recruitment/retention strategies, QI techniques, evidence-based weight management, motivational interviewing. Challenges included garnering provider support, high staff turnover, and difficulty tracking patient-level data. This paper reports practical lessons about implementing a weight management QI collaborative in CHCs. PMID:23727964

  13. Earthquake Education and Public Information Centers: A Collaboration Between the Earthquake Country Alliance and Free-Choice Learning Institutions in California

    NASA Astrophysics Data System (ADS)

    Degroot, R. M.; Springer, K.; Brooks, C. J.; Schuman, L.; Dalton, D.; Benthien, M. L.

    2009-12-01

    In 1999 the Southern California Earthquake Center initiated an effort to expand its reach to multiple target audiences through the development of an interpretive trail on the San Andreas fault at Wallace Creek and an earthquake exhibit at Fingerprints Youth Museum in Hemet. These projects and involvement with the San Bernardino County Museum in Redlands beginning in 2007 led to the creation of Earthquake Education and Public Information Centers (EPIcenters) in 2008. The impetus for the development of the network was to broaden participation in The Great Southern California ShakeOut. In 2009 it has grown to be more comprehensive in its scope including its evolution into a statewide network. EPIcenters constitute a variety of free-choice learning institutions, representing museums, science centers, libraries, universities, parks, and other places visited by a variety of audiences including families, seniors, and school groups. They share a commitment to demonstrating and encouraging earthquake preparedness. EPIcenters coordinate Earthquake Country Alliance activities in their county or region, lead presentations or organize events in their communities, or in other ways demonstrate leadership in earthquake education and risk reduction. The San Bernardino County Museum (Southern California) and The Tech Museum of Innovation (Northern California) serve as EPIcenter regional coordinating institutions. They interact with over thirty institutional partners who have implemented a variety of activities from displays and talks to earthquake exhibitions. While many activities are focused on the time leading up to and just after the ShakeOut, most EPIcenter members conduct activities year round. Network members at Kidspace Museum in Pasadena and San Diego Natural History Museum have formed EPIcenter focus groups on early childhood education and safety and security. This presentation highlights the development of the EPIcenter network, synergistic activities resulting from this collaboration, and lessons learned from interacting with free-choice learning institutions.

  14. Building Ocean Learning Communities: A COSEE Science and Education Partnership

    NASA Astrophysics Data System (ADS)

    Robigou, V.; Bullerdick, S.; Anderson, A.

    2007-12-01

    The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups including research scientists, formal and informal educators, business representatives, and non-profit groups to identify ocean-related problems, and develop solutions to share with their own communities. COSEE OLC practices and studies the skills of developing these collaborations.

  15. A Strategy to Learn How to Build Scientific-Education and Outreach Partnerships in the Ocean Sciences: COSEE Ocean Learning Communities.

    NASA Astrophysics Data System (ADS)

    Keil, R. G.; Bell, P. L.; Bittner, M. S.; Robigou, V.; Sider, K.

    2005-12-01

    The College of Ocean and Fishery Sciences and the College of Education at the University of Washington, the Seattle Aquarium, and the California Maritime Academy formed a partnership to establish a Center for Ocean Sciences Education Excellence (COSEE) labeled "Ocean Learning Communities." The COSEE-OLC will join the national network of NSF-funded centers that provide a catalytic environment in which partnerships between ocean researchers and educators flourish. The COSEE network contributes to the national advancement of ocean science education by sharing high-quality K-12 or informal education programs, best practices and methodologies, and offering exemplary courses through the network and at national professional meetings. Building on the successes and lessons of the existing COSEE centers, the COSEE-OLC will foster collaborations among the oceanography research community, the science of learning community, informal and formal educators, the general public, and the maritime industry in the Northwest region and the West coast. The concept for this partnership is based on reaching out to traditionally underserved populations (from the businesses that use the sea or for which economic success depends on the oceans to the united native tribes), listening to their concerns and needs and how these can be addressed within the context of ocean-based research. The challenges of integrating education and outreach with scientific research programs are addressed by the center's main catalytic activity to create Ocean Learning Communities. These communities will be gatherings of traditionally disparate stakeholders including scientists, educators, representatives of businesses with a connection to the oceans, and citizens who derive economic or recreational sustenance from the oceans. The center's principal goal is to, through time and structured learning activities, support various communities 1) to develop a common language and 2) to make a commitment to creating collaborations that will improve ocean research and public awareness at the regional scale. Researchers in the science of learning will evaluate and study the successes and challenges of these regional approaches to better understand the development and sustainability of productive partnerships and to develop learning models to share and apply at the national level.

  16. Assessment of Internet-based tele-medicine in Africa (the RAFT project).

    PubMed

    Bagayoko, Cheick Oumar; Müller, Henning; Geissbuhler, Antoine

    2006-01-01

    The objectives of this paper on the Réseau Afrique Francophone de Télémédecine (RAFT) project are the evaluation of feasibility, potential, problems and risks of an Internet-based tele-medicine network in developing countries of Africa. The RAFT project was started in Western African countries 5 years ago and has now extended to other regions of Africa as well (i.e. Madagascar, Rwanda). A project for the development of a national tele-medicine network in Mali was initiated in 2001, extended to Mauritania in 2002 and to Morocco in 2003. By 2006, a total of nine countries are connected. The entire technical infrastructure is based on Internet technologies for medical distance learning and tele-consultations. The results are a tele-medicine network that has been in productive use for over 5 years and has enabled various collaboration channels, including North-to-South (from Europe to Africa), South-to-South (within Africa), and South-to-North (from Africa to Europe) distance learning and tele-consultations, plus many personal exchanges between the participating hospitals and Universities. It has also unveiled a set of potential problems: (a) the limited importance of North-to-South collaborations when there are major differences in the available resources or the socio-cultural contexts between the collaborating parties; (b) the risk of an induced digital divide if the periphery of the health system in developing countries is not involved in the development of the network; and (c) the need for the development of local medical content management skills. Particularly point (c) is improved through the collaboration between the various countries as professionals from the medical and the computer science field are sharing courses and resources. Personal exchanges between partners in the project are frequent, and several persons received an education at one of the partner Universities. As conclusion, we can say that the identified risks have to be taken into account when designing large-scale tele-medicine projects in developing countries. These problems can be mitigated by fostering South-South collaboration channels, by the use of satellite-based Internet connectivity in remote areas, the appreciation of local knowledge and its publication on-line. The availability of such an infrastructure also facilitates the development of other projects, courses, and local content creation.

  17. Supporting and structuring "contributing student pedagogy" in Computer Science curricula

    NASA Astrophysics Data System (ADS)

    Falkner, Katrina; Falkner, Nickolas J. G.

    2012-12-01

    Contributing student pedagogy (CSP) builds upon social constructivist and community-based learning principles to create engaging and productive learning experiences. What makes CSP different from other, related, learning approaches is that it involves students both learning from and also explicitly valuing the contributions of other students. The creation of such a learning community builds upon established educational psychology that encourages deep learning, reflection and engagement. Our school has recently completed a review and update of its curriculum, incorporating student content-creation and collaboration into the design of key courses across the curriculum. Our experiences, based on several years of experimentation and development, support CSP-based curriculum design to reinforce the value of the student perspective, the clear description of their own transformative pathway to knowledge and the importance of establishing student-to-student networks in which students are active and willing participants. In this paper, we discuss the tools and approaches that we have employed to guide, support and structure student collaboration across a range of courses and year levels. By providing an account of our intentions, our approaches and tools, we hope to provide useful and transferrable knowledge that can be readily used by other academics who are considering this approach.

  18. Collaborative mining and transfer learning for relational data

    NASA Astrophysics Data System (ADS)

    Levchuk, Georgiy; Eslami, Mohammed

    2015-06-01

    Many of the real-world problems, - including human knowledge, communication, biological, and cyber network analysis, - deal with data entities for which the essential information is contained in the relations among those entities. Such data must be modeled and analyzed as graphs, with attributes on both objects and relations encode and differentiate their semantics. Traditional data mining algorithms were originally designed for analyzing discrete objects for which a set of features can be defined, and thus cannot be easily adapted to deal with graph data. This gave rise to the relational data mining field of research, of which graph pattern learning is a key sub-domain [11]. In this paper, we describe a model for learning graph patterns in collaborative distributed manner. Distributed pattern learning is challenging due to dependencies between the nodes and relations in the graph, and variability across graph instances. We present three algorithms that trade-off benefits of parallelization and data aggregation, compare their performance to centralized graph learning, and discuss individual benefits and weaknesses of each model. Presented algorithms are designed for linear speedup in distributed computing environments, and learn graph patterns that are both closer to ground truth and provide higher detection rates than centralized mining algorithm.

  19. The National Network of Libraries of Medicine's outreach to the public health workforce: 2001–2006

    PubMed Central

    Cogdill, Keith W.; Ruffin, Angela B.; Stavri, P. Zoë

    2007-01-01

    Objective: The paper provides an overview of the National Network of Libraries of Medicine's (NN/ LM's) outreach to the public health workforce from 2001 to 2006. Description: NN/LM conducts outreach through the activities of the Regional Medical Library (RML) staff and RML-sponsored projects led by NN/LM members. Between 2001 and 2006, RML staff provided training on information resources and information management for public health personnel at national, state, and local levels. The RMLs also contributed significantly to the Partners in Information Access for the Public Health Workforce collaboration. Methods: Data were extracted from telephone interviews with directors of thirty-seven NN/LM-sponsored outreach projects directed at the public health sector. A review of project reports informed the interviews, which were transcribed and subsequently coded for emergent themes using qualitative analysis software. Results: Analysis of interview data led to the identification of four major themes: training, collaboration, evaluation of outcomes, and challenges. Sixteen subthemes represented specific lessons learned from NN/LM members' outreach to the public health sector. Conclusions: NN/LM conducted extensive information-oriented outreach to the public health workforce during the 2001-to-2006 contract period. Lessons learned from this experience, most notably the value of collaboration and the need for flexibility, continue to influence outreach efforts in the current contract period. PMID:17641766

  20. Effective Multi-Query Expansions: Collaborative Deep Networks for Robust Landmark Retrieval.

    PubMed

    Wang, Yang; Lin, Xuemin; Wu, Lin; Zhang, Wenjie

    2017-03-01

    Given a query photo issued by a user (q-user), the landmark retrieval is to return a set of photos with their landmarks similar to those of the query, while the existing studies on the landmark retrieval focus on exploiting geometries of landmarks for similarity matches between candidate photos and a query photo. We observe that the same landmarks provided by different users over social media community may convey different geometry information depending on the viewpoints and/or angles, and may, subsequently, yield very different results. In fact, dealing with the landmarks with low quality shapes caused by the photography of q-users is often nontrivial and has seldom been studied. In this paper, we propose a novel framework, namely, multi-query expansions, to retrieve semantically robust landmarks by two steps. First, we identify the top- k photos regarding the latent topics of a query landmark to construct multi-query set so as to remedy its possible low quality shape. For this purpose, we significantly extend the techniques of Latent Dirichlet Allocation. Then, motivated by the typical collaborative filtering methods, we propose to learn a collaborative deep networks-based semantically, nonlinear, and high-level features over the latent factor for landmark photo as the training set, which is formed by matrix factorization over collaborative user-photo matrix regarding the multi-query set. The learned deep network is further applied to generate the features for all the other photos, meanwhile resulting into a compact multi-query set within such space. Then, the final ranking scores are calculated over the high-level feature space between the multi-query set and all other photos, which are ranked to serve as the final ranking list of landmark retrieval. Extensive experiments are conducted on real-world social media data with both landmark photos together with their user information to show the superior performance over the existing methods, especially our recently proposed multi-query based mid-level pattern representation method [1].

  1. The ENGAGE Workshop: Encouraging Networks between Geoscientists and Geoscience Education Researchers

    NASA Astrophysics Data System (ADS)

    Hubenthal, M.; LaDue, N.; Taber, J.

    2015-12-01

    The geoscience education community has made great strides in the study of teaching and learning at the undergraduate level, particularly with respect to solid earth geology. Nevertheless, the 2012 National Research Council report, Discipline-based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering suggests that the geosciences lag behind other science disciplines in the integration of education research within the discipline and the establishment of a broad research base. In January 2015, early career researchers from earth, atmospheric, ocean, and polar sciences and geoscience education research (GER) gathered for the ENGAGE workshop. The primary goal of ENGAGE was to broaden awareness of discipline-based research in the geosciences and catalyze relationships and understanding between these groups of scientists. An organizing committee of geoscientists and GERs designed a two-day workshop with a variety of activities to engage participants in the establishment of a shared understanding of education research and the development of project ideas through collaborative teams. Thirty-three participants were selected from over 100 applicants, based on disciplinary diversity and demonstrated interest in geoscience education research. Invited speakers and panelists also provided examples of successful cross-disciplinary collaborations. As a result of this workshop, participants indicated that they gained new perspectives on geoscience education and research, networked outside of their discipline, and are likely to increase their involvement in geoscience education research. In fact, 26 of 28 participants indicated they are now better prepared to enter into cross-disciplinary collaborations within the next year. The workshop evaluation revealed that the physical scientists particularly valued opportunities for informal networking and collaborative work developing geoscience education research projects. Meanwhile, GERs valued opportunities to discuss the boundaries of outreach, evaluation, and research and the potential next steps to advance geoscience education. Recommendations from the workshop are well aligned with earlier reports, and along with those documents, contributes to a path forward for geoscience education.

  2. Wikis and Collaborative Learning in Higher Education

    ERIC Educational Resources Information Center

    Zheng, Binbin; Niiya, Melissa; Warschauer, Mark

    2015-01-01

    While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning;…

  3. Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs.

    PubMed

    Power, Christine M; Thorndyke, Luanne E; Milner, Robert J; Lowney, Kathleen; Irvin, Charles G; Fonseca-Kelly, Zoe; Benjamin, Emelia J; Bhasin, Robina M; Connelly, Maureen T

    2018-01-01

    In an era of competing priorities, funding is increasingly restricted for offices of faculty affairs and development. Opportunities for professional staff to grow and network through attendance at national meetings and to share best practices are limited. We sought to describe a community of practice established to enhance the professional development of faculty affairs professionals and to document its impact. We outlined the process of formation of the New England Network for Faculty Affairs (NENFA), reviewed the pedagogical approaches to professional development, and surveyed members to evaluate the impact of NENFA on their activities, professional network and their institutions. After a successful 2011 initial meeting, NENFA created an organizing committee and conducted a needs assessment among potential members. NENFA's charter, mission, goals, and structure were based on survey results. NENFA's regional community of practice grew to 31 institutions and held 10 meetings over 5 years. Meetings have examined a faculty development topic in depth using multiple learning formats to engage participants from academic medical centers and allied professions. Results from a 2015 member survey confirmed the value of NENFA. Multiple members documented changes in practice as a result of participating. NENFA has been sustained by volunteer leadership, collaboration, and the value that the group has brought to its members. We propose that a "community of practice" offers an effective model for collaborative learning among individuals at different institutions within a competitive health care environment. We recommend that the approach be replicated in other regions.

  4. Educational Technology for the Global Village: Worldwide Innovation and Best Practices

    ERIC Educational Resources Information Center

    Lloyd, Les, Ed.; Barreneche, Gabriel I., Ed.

    2014-01-01

    With this timely book, editors Les Lloyd and Gabriel Barreneche present an eye-opening look at projects that are innovating with technology to improve education and, indeed, the very quality of people's lives around the world. From collaborative learning communities and social networks to Web 2.0 tools, MOOCs, and mobiles, experts discuss an array…

  5. Exploring Affiliation Network Models as a Collaborative Filtering Mechanism in E-Learning

    ERIC Educational Resources Information Center

    Rodriguez, Daniel; Sicilia, Miguel Angel; Sanchez-Alonso, Salvador; Lezcano, Leonardo; Garcia-Barriocanal, Elena

    2011-01-01

    The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning…

  6. Make Your Job Summer Program. Executive Summary. A Report to the Network for Teaching Entrepreneurship

    ERIC Educational Resources Information Center

    Silander, Megan; Chavez-Reilly, Michael; Weinstein, Meryle

    2015-01-01

    Teaching entrepreneurship--how to create, grow and run a business or organization--is one potential means to increase college and career readiness skills. Learning how to start a business can improve critical thinking, communication and collaboration (Gallagher, Stepien, & Rosenthal, 1992; Hmelo, 1998), which are key qualities for academic as…

  7. A Business School Living Learning Community: A Complexity Theory Study of Collaborative Engagement Using Network Analysis

    ERIC Educational Resources Information Center

    De Iulio, Edward B.

    2017-01-01

    As funding for institutions of higher education becomes tighter, state and federal entities have turned to student retention and graduation rates as measures of success to determine levels of financial support. A concept, supported by student development theories, used to increase retention and graduation rates is creating living learning…

  8. Designing, Building, and Connecting Networks to Support Distributed Collaborative Empirical Writing Research

    ERIC Educational Resources Information Center

    Brunk-Chavez, Beth; Pigg, Stacey; Moore, Jessie; Rosinski, Paula; Grabill, Jeffrey T.

    2018-01-01

    To speak to diverse audiences about how people learn to write and how writing works inside and outside the academy, we must conduct research across geographical, institutional, and cultural contexts as well as research that enables comparison when appropriate. Large-scale empirical research is useful for both of these moves; however, we must…

  9. Development and Validation of Pre-Service Teachers' Personal Epistemologies of Teaching Scale (PT-PETS)

    ERIC Educational Resources Information Center

    Yu, Ji Hyun

    2013-01-01

    The Internet has changed not only how we conceptualize knowledge, but also how we learn in classroom. Knowledge is not any longer transmitted from experts to non-experts, but is constructed through communication, collaboration, and integration among a network of people. In this context, teachers are expected to facilitate student-centered learning…

  10. "Elven Elder LVL59 LFP/RB. Please PM Me": Immersion, Collaborative Tasks and Problem-Solving in Massively Multiplayer Online Games

    ERIC Educational Resources Information Center

    Voulgari, Iro; Komis, Vassilis

    2010-01-01

    Although there is strong evidence that massively multiplayer online games (MMOGs) constitute environments of social interactions and effective learning, we currently lack the tools for investigating the effectiveness of the social networks emerging as well as the cognitive aspects and knowledge acquisition such environments involve. Within this…

  11. Seven Years of Linking Scottish Schools and Industry with SSTN

    ERIC Educational Resources Information Center

    Whittington, Gary; Lowson, Sandra

    2007-01-01

    The Scottish Science and Technology Network (SSTN) is a major collaboration between Careers Scotland and Scottish industry to promote science and technology via an on-line and integrated learning programme. An initial two-year pilot project has grown considerably and has now been running for over 7 years. The SSTN programme is a web-based…

  12. Instant Messaging for Creating Interactive and Collaborative m-Learning Environments

    ERIC Educational Resources Information Center

    Kadirire, James

    2007-01-01

    "Instant Messaging" (IM) and "Presence," which is essentially the ability of being able to detect if other users are logged in on the network and send them messages in real time, has become one of the most popular applications of the Internet, causing people to want to stay connected to the Internet for inordinate amounts of…

  13. Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques

    ERIC Educational Resources Information Center

    McLaren, Bruce M.; Scheuer, Oliver; Miksatko, Jan

    2010-01-01

    An emerging trend in classrooms is the use of networked visual argumentation tools that allow students to discuss, debate, and argue with one another in a synchronous fashion about topics presented by a teacher. These tools are aimed at teaching students how to discuss and argue, important skills not often taught in traditional classrooms. But how…

  14. Performance Learning Roadmap A Network-Centric Approach for Engaged Learners

    DTIC Science & Technology

    2005-01-01

    Insurance Corporation Target Corporation Unilever Corporation United Nations Development Programme University of Wisconsin (UWSA)–Madison U.S. Coast Guard...performance support services, including consulting, coaching, mentoring, rapid 14 deployment training, targeted training, analysis , facilitation, and team...services include consulting, coaching, mentoring, rapid deployment training, targeted train- ing, analysis , facilitation, and team collaboration support

  15. CCC for AAA: Tapping Creativity, Collaboration & Cooperation for Quality in Teacher Education

    ERIC Educational Resources Information Center

    Praveen, C.

    2006-01-01

    Information and Communication Technology in education is changing the way we teach, learn and conduct research. Today we have WIRE, WEB and WINDOWS leading to CONNECTIVITY, NETWORKING and APPLICATIONS. Not surprisingly the National Council of Teacher Education, (NCTE) India, decided to make ICT Literacy a compulsory part of the Pre-service course…

  16. Communication and collaboration technologies.

    PubMed

    Cheeseman, Susan E

    2012-01-01

    This is the third in a series of columns exploring health information technology (HIT) in the neonatal intensive care unit (NICU). The first column provided background information on the implementation of information technology throughout the health care delivery system, as well as the requisite informatics competencies needed for nurses to fully engage in the digital era of health care. The second column focused on information and resources to master basic computer competencies described by the TIGER initiative (Technology Informatics Guiding Education Reform) as learning about computers, computer networks, and the transfer of data.1 This column will provide additional information related to basic computer competencies, focusing on communication and collaboration technologies. Computers and the Internet have transformed the way we communicate and collaborate. Electronic communication is the ability to exchange information through the use of computer equipment and software.2 Broadly defined, any technology that facilitates linking one or more individuals together is a collaborative tool. Collaboration using technology encompasses an extensive range of applications that enable groups of individuals to work together including e-mail, instant messaging (IM ), and several web applications collectively referred to as Web 2.0 technologies. The term Web 2.0 refers to web applications where users interact and collaborate with each other in a collective exchange of ideas generating content in a virtual community. Examples of Web 2.0 technologies include social networking sites, blogs, wikis, video sharing sites, and mashups. Many organizations are developing collaborative strategies and tools for employees to connect and interact using web-based social media technologies.3.

  17. Encouraging Teachers to Build Collaborations with Researchers; Examples From the Classroom (Invited)

    NASA Astrophysics Data System (ADS)

    Kane, M.

    2013-12-01

    Bringing experts into our schools allows for highly engaging lessons, encourages career thinking, adds authenticity to the topic, and allows student's questions to be answered by experts. Researchers can physically visit classrooms or appear through presentation technologies, such as Skype, or Google Hangouts. Virtual visits allow students to see laboratories and field sites. Collaborating with scientists builds the connective tissue that helps all educators and our students learn more deeply. When K-12 teachers collaborate with scientists and graduate students, teachers learn more science, and scientists learn more teaching. This growth of background knowledge is a win-win situation and helps us meet the expectations of the Common Core State Standards. Teachers need to feel encouraged to contact their local or regional scientists for support. Reaching out into the universities to make contact with polar scientists or graduate students is a good place to start. Building professional networks allows PI's to address the 'broader impact' requirement on many grant applications, and helps spread the university's work in the polar regions out to the general public. These collaborations also give teachers expert insights and current data to build authentic lessons, and excite their students to seek careers in the sciences. This presentation will focus on three completed interactive opportunities I have built with researchers in my classroom. Students adding daily sediment to their sediment core, after communications from the field with scientist Heidi Roop in Alaska.

  18. Improving the Quality of Palliative Care Through National and Regional Collaboration Efforts.

    PubMed

    Kamal, Arif H; Harrison, Krista L; Bakitas, Marie; Dionne-Odom, J Nicholas; Zubkoff, Lisa; Akyar, Imatullah; Pantilat, Steven Z; O'Riordan, David L; Bragg, Ashley R; Bischoff, Kara E; Bull, Janet

    2015-10-01

    The measurement and reporting of the quality of care in the field of palliation has become a required task for many health care leaders and specialists in palliative care. Such efforts are aided when organizations collaborate together to share lessons learned. The authors reviewed examples of quality-improvement collaborations in palliative care to understand the similarities, differences, and future directions of quality measurement and improvement strategies in the discipline. Three examples were identified that showed areas of robust and growing quality-improvement collaboration in the field of palliative care: the Global Palliative Care Quality Alliance, Palliative Care Quality Network, and Project Educate, Nurture, Advise, Before Life Ends. These efforts exemplify how shared-improvement activities can inform improved practice for organizations participating in collaboration. National and regional collaboratives can be used to enhance the quality of palliative care and are important efforts to standardize and improve the delivery of palliative care for persons with serious illness, along with their friends, family, and caregivers.

  19. Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

    ERIC Educational Resources Information Center

    Jeong, Heisawn; Hmelo-Silver, Cindy E.

    2016-01-01

    This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

  20. [Coauthorship networks and institutional collaboration in Revista de Neurología].

    PubMed

    González-Alcaide, G; Alonso-Arroyo, A; González de Dios, J; Sempere, A P; Valderrama-Zurián, J C; Aleixandre-Benavent, R

    Scientific cooperation is essential for the advance of science. Bibliometrics and social network analysis offer evaluation indicators to analyse collaboration in scientific papers. The aim of this study is to characterize scientific collaboration patterns in Revista de Neurología between 2002 and 2006. Coauthorships and institutional relationships of papers published in Revista de Neurología have been identified. Collaboration Index, the most productive authors' and institutional collaboration patterns and the types of institutional collaborations have been quantified. Also, it has been constructed the coauthorship networks and the institutional collaboration network. Networks have been identified and represented using Access and Pajek software tools. The Collaboration Index was 4.01. 56.54% of papers involved institutional collaboration. The collaboration between institutions of the same country prevails (52.7%), followed by collaborations between departments, services or units of the same institution (40.47%) and international collaboration (6.83%). 45 coauthorship networks involving 149 investigators with a high intensity of collaboration and a large institutional network involved 80 centres were observed. Revista de Neurología covers scientific production of a high number of research groups. It has been observed a positive evolution in the collaboration patterns over the time. Nevertheless, it is essential to encourage inter-regional and international collaboration.

  1. Eliciting design patterns for e-learning systems

    NASA Astrophysics Data System (ADS)

    Retalis, Symeon; Georgiakakis, Petros; Dimitriadis, Yannis

    2006-06-01

    Design pattern creation, especially in the e-learning domain, is a highly complex process that has not been sufficiently studied and formalized. In this paper, we propose a systematic pattern development cycle, whose most important aspects focus on reverse engineering of existing systems in order to elicit features that are cross-validated through the use of appropriate, authentic scenarios. However, an iterative pattern process is proposed that takes advantage of multiple data sources, thus emphasizing a holistic view of the teaching learning processes. The proposed schema of pattern mining has been extensively validated for Asynchronous Network Supported Collaborative Learning (ANSCL) systems, as well as for other types of tools in a variety of scenarios, with promising results.

  2. Promoting research and audit at medical school: evaluating the educational impact of participation in a student-led national collaborative study.

    PubMed

    Chapman, Stephen J; Glasbey, James C D; Khatri, Chetan; Kelly, Michael; Nepogodiev, Dmitri; Bhangu, Aneel; Fitzgerald, J Edward F

    2015-03-13

    Medical students often struggle to engage in extra-curricular research and audit. The Student Audit and Research in Surgery (STARSurg) network is a novel student-led, national research collaborative. Student collaborators contribute data to national, clinical studies while gaining an understanding of audit and research methodology and ethical principles. This study aimed to evaluate the educational impact of participation. Participation in the national, clinical project was supported with training interventions, including an academic training day, an online e-learning module, weekly discussion forums and YouTube® educational videos. A non-mandatory, online questionnaire assessed collaborators' self-reported confidence in performing key academic skills and their perceptions of audit and research prior to and following participation. The group completed its first national clinical study ("STARSurgUK") with 273 student collaborators across 109 hospital centres. Ninety-seven paired pre- and post-study participation responses (35.5%) were received (male = 51.5%; median age = 23). Participation led to increased confidence in key academic domains including: communication with local research governance bodies (p < 0.001), approaching clinical staff to initiate local collaboration (p < 0.001), data collection in a clinical setting (p < 0.001) and presentation of scientific results (p < 0.013). Collaborators also reported an increased appreciation of research, audit and study design (p < 0.001). Engagement with the STARSurg network empowered students to participate in a national clinical study, which increased their confidence and appreciation of academic principles and skills. Encouraging active participation in collaborative, student-led, national studies offers a novel approach for delivering essential academic training.

  3. Testing the Community-Based Learning Collaborative (CBLC) implementation model: a study protocol.

    PubMed

    Hanson, Rochelle F; Schoenwald, Sonja; Saunders, Benjamin E; Chapman, Jason; Palinkas, Lawrence A; Moreland, Angela D; Dopp, Alex

    2016-01-01

    High rates of youth exposure to violence, either through direct victimization or witnessing, result in significant health/mental health consequences and high associated lifetime costs. Evidence-based treatments (EBTs), such as Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), can prevent and/or reduce these negative effects, yet these treatments are not standard practice for therapists working with children identified by child welfare or mental health systems as needing services. While research indicates that collaboration among child welfare and mental health services sectors improves availability and sustainment of EBTs for children, few implementation strategies designed specifically to promote and sustain inter-professional collaboration (IC) and inter-organizational relationships (IOR) have undergone empirical investigation. A potential candidate for evaluation is the Community-Based Learning Collaborative (CBLC) implementation model, an adaptation of the Learning Collaborative which includes strategies designed to develop and strengthen inter-professional relationships between brokers and providers of mental health services to promote IC and IOR and achieve sustained implementation of EBTs for children within a community. This non-experimental, mixed methods study involves two phases: (1) analysis of existing prospective quantitative and qualitative quality improvement and project evaluation data collected pre and post, weekly, and monthly from 998 participants in one of seven CBLCs conducted as part of a statewide initiative; and (2) Phase 2 collection of new quantitative and qualitative (key informant interviews) data during the funded study period to evaluate changes in relations among IC, IOR, social networks and the penetration and sustainment of TF-CBT in targeted communities. Recruitment for Phase 2 is from the pool of 998 CBLC participants to achieve a targeted enrollment of n = 150. Study aims include: (1) Use existing quality improvement (weekly/monthly online surveys; pre-post surveys; interviews) and newly collected quantitative (monthly surveys) and qualitative (key informant interviews) data and social network analysis to test whether CBLC strategies are associated with penetration and sustainment of TF-CBT; and (2) Use existing quantitative quality improvement (weekly/monthly on-line surveys; pre/post surveys) and newly collected qualitative (key informant interviews) data and social network analysis to test whether CBLC strategies are associated with increased IOR and IC intensity. The proposed research leverages an on-going, statewide implementation initiative to generate evidence about implementation strategies needed to make trauma-focused EBTs more accessible to children. This study also provides feasibility data to inform an effectiveness trial that will utilize a time-series design to rigorously evaluate the CBLC model as a mechanism to improve access and sustained use of EBTs for children.

  4. Network Collaboration with UNIX.

    ERIC Educational Resources Information Center

    Horn, Wm. Dennis

    1993-01-01

    Discusses networking as a collaboration tool in the teaching of technical writing. Argues that some degree of collaboration is innate to all writing, that word processing already facilitates that collaboration, and that networking is the next enhancement to the collaborative process. (RS)

  5. Diversity of multilayer networks and its impact on collaborating epidemics

    NASA Astrophysics Data System (ADS)

    Min, Yong; Hu, Jiaren; Wang, Weihong; Ge, Ying; Chang, Jie; Jin, Xiaogang

    2014-12-01

    Interacting epidemics on diverse multilayer networks are increasingly important in modeling and analyzing the diffusion processes of real complex systems. A viral agent spreading on one layer of a multilayer network can interact with its counterparts by promoting (cooperative interaction), suppressing (competitive interaction), or inducing (collaborating interaction) its diffusion on other layers. Collaborating interaction displays different patterns: (i) random collaboration, where intralayer or interlayer induction has the same probability; (ii) concentrating collaboration, where consecutive intralayer induction is guaranteed with a probability of 1; and (iii) cascading collaboration, where consecutive intralayer induction is banned with a probability of 0. In this paper, we develop a top-bottom framework that uses only two distributions, the overlaid degree distribution and edge-type distribution, to model collaborating epidemics on multilayer networks. We then state the response of three collaborating patterns to structural diversity (evenness and difference of network layers). For viral agents with small transmissibility, we find that random collaboration is more effective in networks with higher diversity (high evenness and difference), while the concentrating pattern is more suitable in uneven networks. Interestingly, the cascading pattern requires a network with moderate difference and high evenness, and the moderately uneven coupling of multiple network layers can effectively increase robustness to resist cascading failure. With large transmissibility, however, we find that all collaborating patterns are more effective in high-diversity networks. Our work provides a systemic analysis of collaborating epidemics on multilayer networks. The results enhance our understanding of biotic and informative diffusion through multiple vectors.

  6. Using CBPR for Health Research in American Muslim Mosque Communities: Lessons Learned

    PubMed Central

    Killawi, Amal; Heisler, Michele; Hamid, Hamada; Padela, Aasim I.

    2015-01-01

    Background American Muslims are understudied in health research, and there are few studies documenting community-based participatory research (CBPR) efforts among American Muslim mosque communities. Objectives We highlight lessons learned from a CBPR partnership that explored the health care beliefs, behaviors, and challenges of American Muslims. Methods We established a collaboration between the University of Michigan and four Muslim-focused community organizations in Michigan. Our collaborative team designed and implemented a two-phase study involving interviews with community stakeholders and focus groups and surveys with mosque congregants. Lessons Learned Although we were successful in meeting our research goals, maintaining community partner involvement and sustaining the project partnership proved challenging. Conclusions CBPR initiatives within mosque communities have the potential for improving community health. Our experience suggests that successful research partnerships with American Muslims will utilize social networks and cultural insiders, culturally adapt research methods, and develop a research platform within the organizational infrastructures of the American Muslim community. PMID:25981426

  7. Creating Successful Scientist-Teacher-Student Collaborations: Examples From the GLOBE Program

    NASA Astrophysics Data System (ADS)

    Geary, E.; Wright, E.; Yule, S.; Randolph, G.; Larsen, J.; Smith, D.

    2007-12-01

    Actively engaging students in research on the environment at local, regional, and globe scales is a primary objective of the GLOBE (Global Learning and Observations to Benefit the Environment) Program. During the past 18 months, GLOBE, an international education and science program in 109 countries and tens of thousands of schools worldwide, has been working with four NSF-funded Earth System Science Projects to involve K-12 students, teachers, and scientists in collaborative research investigations of Seasons and Biomes, the Carbon Cycle, Local and Extreme Environments, and Watersheds. This talk will discuss progress to date in each of these investigation areas and highlight successes and challenges in creating effective partnerships between diverse scientific and educational stakeholders. More specifically we will discuss lessons learned in the following areas: (a) mutual goal and responsibility setting, (b) resource allocation, (c) development of adaptable learning activities, tools, and services, (d) creation of scientist and school networks, and (e) development of evaluation metrics, all in support of student research.

  8. Factors Affecting Intention to Use in Social Networking Sites: An Empirical Study on Thai Society

    NASA Astrophysics Data System (ADS)

    Jairak, Rath; Sahakhunchai, Napath; Jairak, Kallaya; Praneetpolgrang, Prasong

    This research aims to explore the factors that affect the intention to use in Social Networking Sites (SNS). We apply the theory of Technology Acceptance Model (TAM), intrinsic motivation, and trust properties to develop the theoretical framework for SNS users' intention. The results show that the important factors influencing SNS users' intention for general purpose and collaborative learning are task-oriented, pleasure-oriented, and familiarity-based trust. In marketing usage, dispositional trust and pleasure-oriented are two main factors that reflect intention to use in SNS.

  9. Networks of Collaboration among Scientists in a Center for Diabetes Translation Research

    PubMed Central

    Harris, Jenine K.; Wong, Roger; Thompson, Kellie; Haire-Joshu, Debra; Hipp, J. Aaron

    2015-01-01

    Background Transdisciplinary collaboration is essential in addressing the translation gap between scientific discovery and delivery of evidence-based interventions to prevent and treat diabetes. We examined patterns of collaboration among scientists at the Washington University Center for Diabetes Translation Research. Methods Members (n = 56) of the Washington University Center for Diabetes Translation Research were surveyed about collaboration overall and on publications, presentations, and grants; 87.5% responded (n = 49). We used traditional and network descriptive statistics and visualization to examine the networks and exponential random graph modeling to identify predictors of collaboration. Results The 56 network members represented nine disciplines. On average, network members had been affiliated with the center for 3.86 years (s.d. = 1.41). The director was by far the most central in all networks. The overall and publication networks were the densest, while the overall and grant networks were the most centralized. The grant network was the most transdisciplinary. The presentation network was the least dense, least centralized, and least transdisciplinary. For every year of center affiliation, network members were 10% more likely to collaborate (OR: 1.10; 95% CI: 1.00–1.21) and 13% more likely to write a paper together (OR: 1.13; 95% CI: 1.02–1.25). Network members in the same discipline were over twice as likely to collaborate in the overall network (OR: 2.10; 95% CI: 1.40–3.15); however, discipline was not associated with collaboration in the other networks. Rank was not associated with collaboration in any network. Conclusions As transdisciplinary centers become more common, it is important to identify structural features, such as a central leader and ongoing collaboration over time, associated with scholarly productivity and, ultimately, with advancing science and practice. PMID:26301873

  10. Networks of Collaboration among Scientists in a Center for Diabetes Translation Research.

    PubMed

    Harris, Jenine K; Wong, Roger; Thompson, Kellie; Haire-Joshu, Debra; Hipp, J Aaron

    2015-01-01

    Transdisciplinary collaboration is essential in addressing the translation gap between scientific discovery and delivery of evidence-based interventions to prevent and treat diabetes. We examined patterns of collaboration among scientists at the Washington University Center for Diabetes Translation Research. Members (n = 56) of the Washington University Center for Diabetes Translation Research were surveyed about collaboration overall and on publications, presentations, and grants; 87.5% responded (n = 49). We used traditional and network descriptive statistics and visualization to examine the networks and exponential random graph modeling to identify predictors of collaboration. The 56 network members represented nine disciplines. On average, network members had been affiliated with the center for 3.86 years (s.d. = 1.41). The director was by far the most central in all networks. The overall and publication networks were the densest, while the overall and grant networks were the most centralized. The grant network was the most transdisciplinary. The presentation network was the least dense, least centralized, and least transdisciplinary. For every year of center affiliation, network members were 10% more likely to collaborate (OR: 1.10; 95% CI: 1.00-1.21) and 13% more likely to write a paper together (OR: 1.13; 95% CI: 1.02-1.25). Network members in the same discipline were over twice as likely to collaborate in the overall network (OR: 2.10; 95% CI: 1.40-3.15); however, discipline was not associated with collaboration in the other networks. Rank was not associated with collaboration in any network. As transdisciplinary centers become more common, it is important to identify structural features, such as a central leader and ongoing collaboration over time, associated with scholarly productivity and, ultimately, with advancing science and practice.

  11. Perception of collaborative learning in associate degree students in Hong Kong.

    PubMed

    Shek, Daniel T L; Shek, Moses M W

    2013-01-01

    Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

  12. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    ERIC Educational Resources Information Center

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

    Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

  13. Transcending differences to study the transcendent: an exploratory study of researchers' and chaplains' reflections on interdisciplinary spiritual care research collaboration.

    PubMed

    Powell, Richard A; Emanuel, Linda; Handzo, George; Lantos, John; Dunn, Laura B; Idler, Ellen L; Wilkie, Diane J; Massey, Kevin; Summerfelt, William T; Barnes, Marilyn J D; Quest, Tammie E; Kestenbaum, Allison; Steinhauser, Karen; Fitchett, George; Zollfrank, Angelika; Olsen, Annette K; Balboni, Tracy A; Sommer, Dane

    2015-04-18

    Despite recognition of the centrality of professional board-certified chaplains (BCC) in palliative care, the discipline has little research to guide its practices. To help address this limitation, HealthCare Chaplaincy Network funded six proposals in which BCCs worked collaboratively with established researchers. Recognizing the importance of interdisciplinary collaboration in the development of a new field, this paper reports on an exploratory study of project members' reflections over time on the benefits and challenges of conducting inter-disciplinary spiritual care research. Data collection occurred in two stages. Stage 1 entailed two independent, self-reflective focus groups, organized by professional discipline, mid-way through the site projects. Stage 2 entailed end-of-project site reports and a conference questionnaire. Eighteen professionals participated in the group discussions. Stage 1: researchers perceived chaplains as eager workers passionately committed to their patients and to research, and identified challenges faced by chaplains in learning to conduct research. Chaplains perceived researchers as passionate about their work, were concerned research might uncover negative findings for their profession, and sensed they used a dissimilar paradigm from their research colleagues regarding the 'ways of relating' to knowledge and understanding. Stage 2: researchers and chaplains noted important changes they ascribed to the interdisciplinary collaboration that were classified into six domains of cultural and philosophical understanding: respect; learning; discovery; creativity; fruitful partnerships; and learning needs. Chaplains and researchers initially expressed divergent perspectives on the research collaborations. During the projects' lifespans, these differences were acknowledged and addressed. Mutual appreciation for each discipline's strengths and contributions to inter-professional dialogue emerged.

  14. "We're living what we're learning": student perspectives in distance learning degree and certificate programs in public health.

    PubMed

    Cannon, M M; Umble, K E; Steckler, A; Shay, S

    2001-01-01

    The authors used surveys and interviews to study participants' motivations for enrolling and perceptions of the weaknesses and strengths of two distance learning programs administered by the University of North Carolina at Chapel Hill School of Public Health (SPH): the MPH in Public Health Leadership and a certificate program organized collaboratively with the Mahidol University SPH in Thailand. Chief motivations were career advancement, job performance improvement, convenience, and obtaining a degree from a reputable institution. Strengths included the curriculum, networking opportunities, and administrative and technical support. Concerns included quality of interaction with faculty and instructional methods.

  15. Communities of Practice in a Voluntary Youth Organisation: Reaching for the Sky and Building Social Capital

    ERIC Educational Resources Information Center

    Chan, Bill; Short, Tom

    2011-01-01

    The study is situated within a national youth organisation called the Australian Air League Inc (Air League). We examine the recent progress of the Air League in South Australia, starting as a loose network of volunteers engaged in a sporadic array of activities, to become a learning community that worked collaboratively and then developed further…

  16. An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network

    ERIC Educational Resources Information Center

    Brush, Thomas; Saye, John

    2014-01-01

    For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction,…

  17. Collaboration in K-12 Schools: Anywhere, Anytime, Any Way. A CoSN Emerging Technologies Report. Executive Summary

    ERIC Educational Resources Information Center

    Consortium for School Networking (NJ1), 2006

    2006-01-01

    The Consortium for School Networking (CoSN) is the country's premier voice in education technology leadership with a mission to serve as the national organization for K-12 technology leaders who use technology strategically to ultimately improve teaching and learning. CoSN provides products and services to support and nurture leadership…

  18. Learning to Reason and Communicate in College: Initial Report of Findings from the CLA Longitudinal Study

    ERIC Educational Resources Information Center

    Arum, Richard; Roksa, Josipa

    2008-01-01

    This research emerged from the Social Science Research Council's collaborative partnership with the Pathways for College Network, with technical assistance in data collection provided by the Council for Aid to Education. The project has followed over 2,300 students at 24 institutions over time to examine what factors are associated with learning…

  19. Learning to Write for an International Audience through Cross-Cultural Collaboration and Text-Negotiation

    ERIC Educational Resources Information Center

    Verzella, Massimo; Tommaso, Laura

    2014-01-01

    The international project described in this paper has been inspired by the Trans-Atlantic and Pacific Projects (TAPP). By 2013, the TAPP network had connected classes in writing, usability testing and/or translation at three universities in the US and several partner universities in Europe, Africa and China. The pedagogical import of these forms…

  20. Teaching with technology: automatically receiving information from the internet and web.

    PubMed

    Wink, Diane M

    2010-01-01

    In this bimonthly series, the author examines how nurse educators can use the Internet and Web-based computer technologies such as search, communication, and collaborative writing tools, social networking and social bookmarking sites, virtual worlds, and Web-based teaching and learning programs. This article presents information and tools related to automatically receiving information from the Internet and Web.

  1. Investing in What It Takes to Move from Good to Great: Exemplary Educators Identify Their Most Important Learning Experiences

    ERIC Educational Resources Information Center

    Jacques, Catherine; Behrstock-Sherratt, Ellen; Parker, Amber; Bassett, Katherine; Allen, Megan; Bosso, David; Olson, Derek

    2017-01-01

    For the last 4 years, 10 leading education organizations have collaborated on a study series that includes teacher voice in conversations and research about educator effectiveness. Initially conceptualized by teacher leaders from the National Network of State Teachers of the Year (NNSTOY) and with their continued input, the "From Good to…

  2. Educating for an Inclusive World: Lessons Learned from a Globally Networked Human Rights and Disability Course for Social Work and Law Students

    ERIC Educational Resources Information Center

    Critelli, Filomena; Lewis, Laura; Méndez-López, Adalberto

    2017-01-01

    This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to…

  3. The Berry Informational Technology (B.I.T.S.) Student Work Program: An Effective Environment for Collaborative Learning, Leadership, Technological Training, and Certification.

    ERIC Educational Resources Information Center

    Cornelius, Amy; Macaluso, Paul

    The Berry Informational Technology (B.I.T.S.) program at Berry College (Georgia) is an apprenticeship opportunity associated with student work. The program gives students the opportunity to seek technological training in areas, such as building computer systems, trouble-shooting, networking, Web development, and user and technical support. In…

  4. Can You Hear Us Now? Investigating the Effects of a Wireless Grid Social Radio Station on Collaboration and Communication in Fragile Populations

    ERIC Educational Resources Information Center

    Chauncey, Sarah A.

    2012-01-01

    The ability to interact with peers and coworkers in online digital networks is essential in learning and business environments. Our digital participatory culture is based on communication in response to purposeful activity and is facilitated by information and communication technologies (ICT). Students with emotional, behavioral, and learning…

  5. Collaboration and Competition on a Wiki: The Praxis of Online Social Learning to Improve Academic Writing and Research in Under-Graduate Students

    ERIC Educational Resources Information Center

    Carroll, Julie-Anne; Diaz, Abbey; Meiklejohn, Judith; Newcomb, Michelle; Adkins, Barbara

    2013-01-01

    While the Internet has been described as fundamental to higher education students, social and leisure internet tools are also increasingly being used by these students to generate and maintain their social and professional networks and interactions. Rapid technological advancements have enabled greater and faster access to information for learning…

  6. PBL and beyond: trends in collaborative learning.

    PubMed

    Pluta, William J; Richards, Boyd F; Mutnick, Andrew

    2013-01-01

    Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi's ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made with caution and that instructors verify that modifications do not impede the desired cognitive activities needed to support meaningful collaborative learning.

  7. Bridging Organizations Drive Effective Governance Outcomes for Conservation of Indonesia's Marine Systems.

    PubMed

    Berdej, Samantha M; Armitage, Derek R

    2016-01-01

    This study empirically investigates the influence of bridging organizations on governance outcomes for marine conservation in Indonesia. Conservation challenges require ways of governing that are collaborative and adaptive across boundaries, and where conservation actions are better coordinated, information flows improved, and knowledge better integrated and mobilized. We combine quantitative social network analysis and qualitative data to analyze bridging organizations and their networks, and to understand their contributions and constraints in two case studies in Bali, Indonesia. The analysis shows 1) bridging organizations help to navigate the 'messiness' inherent in conservation settings by compensating for sparse linkages, 2) the particular structure and function of bridging organizations influence governing processes (i.e., collaboration, knowledge sharing) and subsequent conservation outcomes, 3) 'bridging' is accomplished using different strategies and platforms for collaboration and social learning, and 4) bridging organizations enhance flexibility to adjust to changing marine conservation contexts and needs. Understanding the organizations that occupy bridging positions, and how they utilize their positionality in a governance network is emerging as an important determinant of successful conservation outcomes. Our findings contribute to a relatively new body of literature on bridging organizations in marine conservation contexts, and add needed empirical investigation into their value to governance and conservation in Coral Triangle nations and beyond.

  8. Bridging Organizations Drive Effective Governance Outcomes for Conservation of Indonesia’s Marine Systems

    PubMed Central

    Berdej, Samantha M.; Armitage, Derek R.

    2016-01-01

    This study empirically investigates the influence of bridging organizations on governance outcomes for marine conservation in Indonesia. Conservation challenges require ways of governing that are collaborative and adaptive across boundaries, and where conservation actions are better coordinated, information flows improved, and knowledge better integrated and mobilized. We combine quantitative social network analysis and qualitative data to analyze bridging organizations and their networks, and to understand their contributions and constraints in two case studies in Bali, Indonesia. The analysis shows 1) bridging organizations help to navigate the ‘messiness’ inherent in conservation settings by compensating for sparse linkages, 2) the particular structure and function of bridging organizations influence governing processes (i.e., collaboration, knowledge sharing) and subsequent conservation outcomes, 3) ‘bridging’ is accomplished using different strategies and platforms for collaboration and social learning, and 4) bridging organizations enhance flexibility to adjust to changing marine conservation contexts and needs. Understanding the organizations that occupy bridging positions, and how they utilize their positionality in a governance network is emerging as an important determinant of successful conservation outcomes. Our findings contribute to a relatively new body of literature on bridging organizations in marine conservation contexts, and add needed empirical investigation into their value to governance and conservation in Coral Triangle nations and beyond. PMID:26794003

  9. Exploiting the Use of Social Networking to Facilitate Collaboration in the Scientific Community

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

    Coppock, Edrick G.

    The goal of this project was to exploit social networking to facilitate scientific collaboration. The project objective was to research and identify scientific collaboration styles that are best served by social networking applications and to model the most effective social networking applications to substantiate how social networking can support scientific collaboration. To achieve this goal and objective, the project was to develop an understanding of the types of collaborations conducted by scientific researchers, through classification, data analysis and identification of unique collaboration requirements. Another technical objective in support of this goal was to understand the current state of technology inmore » collaboration tools. In order to test hypotheses about which social networking applications effectively support scientific collaboration the project was to create a prototype scientific collaboration system. The ultimate goal for testing the hypotheses and research of the project was to refine the prototype into a functional application that could effectively facilitate and grow collaboration within the U.S. Department of Energy (DOE) research community.« less

  10. Using Social Network Analysis to Assess Mentorship and Collaboration in a Public Health Network.

    PubMed

    Petrescu-Prahova, Miruna; Belza, Basia; Leith, Katherine; Allen, Peg; Coe, Norma B; Anderson, Lynda A

    2015-08-20

    Addressing chronic disease burden requires the creation of collaborative networks to promote systemic changes and engage stakeholders. Although many such networks exist, they are rarely assessed with tools that account for their complexity. This study examined the structure of mentorship and collaboration relationships among members of the Healthy Aging Research Network (HAN) using social network analysis (SNA). We invited 97 HAN members and partners to complete an online social network survey that included closed-ended questions about HAN-specific mentorship and collaboration during the previous 12 months. Collaboration was measured by examining the activity of the network on 6 types of products: published articles, in-progress manuscripts, grant applications, tools, research projects, and presentations. We computed network-level measures such as density, number of components, and centralization to assess the cohesiveness of the network. Sixty-three respondents completed the survey (response rate, 65%). Responses, which included information about collaboration with nonrespondents, suggested that 74% of HAN members were connected through mentorship ties and that all 97 members were connected through at least one form of collaboration. Mentorship and collaboration ties were present both within and across boundaries of HAN member organizations. SNA of public health collaborative networks provides understanding about the structure of relationships that are formed as a result of participation in network activities. This approach may offer members and funders a way to assess the impact of such networks that goes beyond simply measuring products and participation at the individual level.

  11. Analyzing Enterprise Networks Needs: Action Research from the Mechatronics Sector

    NASA Astrophysics Data System (ADS)

    Cagnazzo, Luca; Taticchi, Paolo; Bidini, Gianni; Baglieri, Enzo

    New business models and theories are developing nowadays towards collaborative environments direction, and many new tools in sustaining companies involved in these organizations are emerging. Among them, a plethora of methodologies to analyze their needs are already developed for single companies. Few academic works are available about Enterprise Networks (ENs) need analysis. This paper presents the learning from an action research (AR) in the mechatronics sector: AR has been used in order to experience the issue of evaluating network needs and therefore define, develop, and test a complete framework for network evaluation. Reflection on the story in the light of the experience and the theory is presented, as well as extrapolation to a broader context and articulation of usable knowledge.

  12. Social Network Analysis of Biomedical Research Collaboration Networks in a CTSA Institution

    PubMed Central

    Bian, Jiang; Xie, Mengjun; Topaloglu, Umit; Hudson, Teresa; Eswaran, Hari; Hogan, William

    2014-01-01

    BACKGROUND The popularity of social networks has triggered a number of research efforts on network analyses of research collaborations in the Clinical and Translational Science Award (CTSA) community. Those studies mainly focus on the general understanding of collaboration networks by measuring common network metrics. More fundamental questions about collaborations still remain unanswered such as recognizing “influential” nodes and identifying potential new collaborations that are most rewarding. METHODS We analyzed biomedical research collaboration networks (RCNs) constructed from a dataset of research grants collected at a CTSA institution (i.e. University of Arkansas for Medical Sciences (UAMS)) in a comprehensive and systematic manner. First, our analysis covers the full spectrum of a RCN study: from network modeling to network characteristics measurement, from key nodes recognition to potential links (collaborations) suggestion. Second, our analysis employs non-conventional model and techniques including a weighted network model for representing collaboration strength, rank aggregation for detecting important nodes, and Random Walk with Restart (RWR) for suggesting new research collaborations. RESULTS By applying our models and techniques to RCNs at UAMS prior to and after the CTSA, we have gained valuable insights that not only reveal the temporal evolution of the network dynamics but also assess the effectiveness of the CTSA and its impact on a research institution. We find that collaboration networks at UAMS are not scale-free but small-world. Quantitative measures have been obtained to evident that the RCNs at UAMS are moving towards favoring multidisciplinary research. Moreover, our link prediction model creates the basis of collaboration recommendations with an impressive accuracy (AUC: 0.990, MAP@3: 1.48 and MAP@5: 1.522). Last but not least, an open-source visual analytical tool for RCNs is being developed and released through Github. CONCLUSIONS Through this study, we have developed a set of techniques and tools for analyzing research collaboration networks and conducted a comprehensive case study focusing on a CTSA institution. Our findings demonstrate the promising future of these techniques and tools in understanding the generative mechanisms of research collaborations and helping identify beneficial collaborations to members in the research community. PMID:24560679

  13. When Collaborative Is Not Collaborative: Supporting Student Learning through Self-Surveillance

    ERIC Educational Resources Information Center

    Kotsopoulos, Donna

    2010-01-01

    Collaborative learning has been widely endorsed in education. This qualitative research examines instances of collaborative learning during mathematics that were seen to be predominantly non-collaborative despite the pedagogical efforts and intentions of the teacher and the task. In an effort to disrupt the non-collaborative learning, small groups…

  14. 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.

  15. Evolution of the research collaboration network in a productive department.

    PubMed

    Katerndahl, David

    2012-02-01

    Understanding collaboration networks can facilitate the research growth of new or developing departments. The purpose of this study was to use social network analysis to understand how the research collaboration network evolved within a productive department. Over a 13-year period, a departmental faculty completed an annual survey describing their research collaborations. Data were analyzed using social network analysis. Network measures focused on connectedness, distance, groupings and heterogeneity of distribution, while measures for the research director and external collaboration focused on centrality and roles within the network. Longitudinal patterns of network collaboration were assessed using Simulation Investigation for Empirical Network Analysis software (University of Groningen, Groningen, Netherlands). Based upon the number of active research projects, research development can be divided into three phases. The initial development phase was characterized by increasing centralization and collaboration focused within a single subject area. During the maintenance phase, measures went through cycles, possibly because of changes in faculty composition. While the research director was not a 'key player' within the network during the first several years, external collaboration played a central role during all phases. Longitudinal analysis found that forming ties was more likely when the opportunity for network closure existed and when those around you are principal investigators (PIs). Initial development of research relied heavily upon a centralized network involving external collaboration; a central position of the research director during research development was not important. Changes in collaboration depended upon faculty gender and tenure track as well as transitivity and the 'popularity of PIs'. © 2011 Blackwell Publishing Ltd.

  16. Using a multi-state Learning Community as an implementation strategy for immediate postpartum long-acting reversible contraception.

    PubMed

    DeSisto, Carla L; Estrich, Cameron; Kroelinger, Charlan D; Goodman, David A; Pliska, Ellen; Mackie, Christine N; Waddell, Lisa F; Rankin, Kristin M

    2017-11-21

    Implementation strategies are imperative for the successful adoption and sustainability of complex evidence-based public health practices. Creating a learning collaborative is one strategy that was part of a recently published compilation of implementation strategy terms and definitions. In partnership with the Centers for Disease Control and Prevention and other partner agencies, the Association of State and Territorial Health Officials recently convened a multi-state Learning Community to support cross-state collaboration and provide technical assistance for improving state capacity to increase access to long-acting reversible contraception (LARC) in the immediate postpartum period, an evidence-based practice with the potential for reducing unintended pregnancy and improving maternal and child health outcomes. During 2015-2016, the Learning Community included multi-disciplinary, multi-agency teams of state health officials, payers, clinicians, and health department staff from 13 states. This qualitative study was conducted to better understand the successes, challenges, and strategies that the 13 US states in the Learning Community used for increasing access to immediate postpartum LARC. We conducted telephone interviews with each team in the Learning Community. Interviews were semi-structured and organized by the eight domains of the Learning Community. We coded transcribed interviews for facilitators, barriers, and implementation strategies, using a recent compilation of expert-defined implementation strategies as a foundation for coding the latter. Data analysis showed three ways that the activities of the Learning Community helped in policy implementation work: structure and accountability, validity, and preparing for potential challenges and opportunities. Further, the qualitative data demonstrated that the Learning Community integrated six other implementation strategies from the literature: organize clinician implementation team meetings, conduct educational meetings, facilitation, promote network weaving, provide ongoing consultation, and distribute educational materials. Convening a multi-state learning collaborative is a promising approach for facilitating the implementation of new reimbursement policies for evidence-based practices complicated by systems challenges. By integrating several implementation strategies, the Learning Community serves as a meta-strategy for supporting implementation.

  17. Sensor Authentication in Collaborating Sensor Networks

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

    Bielefeldt, Jake Uriah

    2014-11-01

    In this thesis, we address a new security problem in the realm of collaborating sensor networks. By collaborating sensor networks, we refer to the networks of sensor networks collaborating on a mission, with each sensor network is independently owned and operated by separate entities. Such networks are practical where a number of independent entities can deploy their own sensor networks in multi-national, commercial, and environmental scenarios, and some of these networks will integrate complementary functionalities for a mission. In the scenario, we address an authentication problem wherein the goal is for the Operator O i of Sensor Network S imore » to correctly determine the number of active sensors in Network Si. Such a problem is challenging in collaborating sensor networks where other sensor networks, despite showing an intent to collaborate, may not be completely trustworthy and could compromise the authentication process. We propose two authentication protocols to address this problem. Our protocols rely on Physically Unclonable Functions, which are a hardware based authentication primitive exploiting inherent randomness in circuit fabrication. Our protocols are light-weight, energy efficient, and highly secure against a number of attacks. To the best of our knowledge, ours is the first to addresses a practical security problem in collaborating sensor networks.« less

  18. Collaborative Learning in Higher Education: Lecturers' Practices and Beliefs

    ERIC Educational Resources Information Center

    De Hei, Miranda Suzanna Angelique; Strijbos, Jan-Willem; Sjoer, Ellen; Admiraal, Wilfried

    2015-01-01

    Collaborative learning can, if designed and implemented properly, contribute to student learning outcomes and prepare them for teamwork. However, the design and implementation of collaborative learning in practice depend on beliefs of lecturers about teaching and learning in general, and collaborative learning in particular. One hundred and…

  19. 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…

  20. New perspectives on health professions students' e-learning: Looking through the lens of the "visitor and resident" model.

    PubMed

    Druce, Maralyn; Howden, Stella

    2017-07-01

    The growth of e-learning in health professional education reflects expansion of personal use of online resources. Understanding the user perspective in a fast-changing digital world is essential to maintain the currency of our approach. Mixed methods were used to investigate a cohort of postgraduate, e-learning healthcare students' perspectives on their use of online resources for personal and/or professional roles, via questionnaire and student-constructed diagrams, capturing use of online resources (underpinned by White's model of "resident" and "visitor" online engagement). Semistructured interviews explored the use and value of resources afforded via the online environment. The 45 study participants described a range of prior experiences with online resources in personal and professional capacities, but overall students tended to use online "tools" ("visitor" mode) rather than highly collaborative networks ("resident" mode). In relation to e-learning, the dominant interview theme was valuing knowledge transfer from the tutor and using "visitor" behaviors to maximize knowledge acquisition. Peer-learning opportunities were less valued and barriers to collaborative "resident" modes were identified. These findings help to inform e-learning course design to promote engagement. The results enable recommendations for use of the "Visitor and Residents" model and for planning activities that learners might utilize effectively.

  1. Assessment of (Computer-Supported) Collaborative Learning

    ERIC Educational Resources Information Center

    Strijbos, J. -W.

    2011-01-01

    Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

  2. Understanding crowd-powered search groups: a social network perspective.

    PubMed

    Zhang, Qingpeng; Wang, Fei-Yue; Zeng, Daniel; Wang, Tao

    2012-01-01

    Crowd-powered search is a new form of search and problem solving scheme that involves collaboration among a potentially large number of voluntary Web users. Human flesh search (HFS), a particular form of crowd-powered search originated in China, has seen tremendous growth since its inception in 2001. HFS presents a valuable test-bed for scientists to validate existing and new theories in social computing, sociology, behavioral sciences, and so forth. In this research, we construct an aggregated HFS group, consisting of the participants and their relationships in a comprehensive set of identified HFS episodes. We study the topological properties and the evolution of the aggregated network and different sub-groups in the network. We also identify the key HFS participants according to a variety of measures. We found that, as compared with other online social networks, HFS participant network shares the power-law degree distribution and small-world property, but with a looser and more distributed organizational structure, leading to the diversity, decentralization, and independence of HFS participants. In addition, the HFS group has been becoming increasingly decentralized. The comparisons of different HFS sub-groups reveal that HFS participants collaborated more often when they conducted the searches in local platforms or the searches requiring a certain level of professional knowledge background. On the contrary, HFS participants did not collaborate much when they performed the search task in national platforms or the searches with general topics that did not require specific information and learning. We also observed that the key HFS information contributors, carriers, and transmitters came from different groups of HFS participants.

  3. Use of social media in graduate-level medical humanities education: two pilot studies from Penn State College of Medicine.

    PubMed

    George, Daniel R; Dellasega, Cheryl

    2011-01-01

    Social media strategies in education have gained attention for undergraduate students, but there has been relatively little application with graduate populations in medicine. To use and evaluate the integration of new social media tools into the curricula of two graduate-level medical humanities electives offered to 4th-year students at Penn State College of Medicine. Instructors selected five social media tools--Twitter, YouTube, Flickr, blogging and Skype--to promote student learning. At the conclusion of each course, students provided quantitative and qualitative course evaluation. Students gave high favourability ratings to both courses, and expressed that the integration of social media into coursework augmented learning and collaboration. Others identified challenges including: demands on time, concerns about privacy and lack of facility with technology. Integrating social media tools into class activities appeared to offer manifold benefits over traditional classroom methods, including real-time communication outside of the classroom, connecting with medical experts, collaborative opportunities and enhanced creativity. Social media can augment learning opportunities within humanities curriculum in medical schools, and help students acquire tools and skill-sets for problem solving, networking, and collaboration. Command of technologies will be increasingly important to the practice of medicine in the twenty-first century.

  4. Supporting Distance Learners for Collaborative Problem Solving.

    ERIC Educational Resources Information Center

    Verdejo, M. F.; Barros, B.; Abad, M. T.

    This paper describes a computer-supported environment designed to facilitate distance learning through collaborative problem-solving. The goal is to encourage distance learning students to work together, in order to promote both learning of collaboration and learning through collaboration. Collaboration is defined as working together on a common…

  5. Developing Distributed Collaboration Systems at NASA: A Report from the Field

    NASA Technical Reports Server (NTRS)

    Becerra-Fernandez, Irma; Stewart, Helen; Knight, Chris; Norvig, Peter (Technical Monitor)

    2001-01-01

    Web-based collaborative systems have assumed a pivotal role in the information systems development arena. While business to customers (B-to-C) and business to business (B-to-B) electronic commerce systems, search engines, and chat sites are the focus of attention, web-based systems span the gamut of information systems that were traditionally confined to internal organizational client server networks. For example, the Domino Application Server allows Lotus Notes (trademarked) uses to build collaborative intranet applications and mySAP.com (trademarked) enables web portals and e-commerce applications for SAP users. This paper presents the experiences in the development of one such system: Postdoc, a government off-the-shelf web-based collaborative environment. Issues related to the design of web-based collaborative information systems, including lessons learned from the development and deployment of the system as well as measured performance, are presented in this paper. Finally, the limitations of the implementation approach as well as future plans are presented as well.

  6. From struggles to resource gains in interprofessional service networks: Key findings from a multiple case study.

    PubMed

    Toiviainen, Hanna; Kira, Mari

    2017-07-01

    In interprofessional service networks, employees cross professional boundaries to collaborate with colleagues and clients with expertise and values different from their own. It can be a struggle to adopt shared work practices and deal with "multivoicedness." At the same time, networks allow members to engage in meaningful service provision, gain a broader understanding of the service provided, and obtain social support. Intertwined network struggles and resource gains have received limited attention in the interprofessional care literature to date. The aim of the study was to investigate the learning potential of the co-existing struggles and resource gains. This article reports findings from two interprofessional networks. Interviews were conducted with 19 employees and thematically analysed. Three types of struggles and six types of resource gains of networking were identified. The struggles relate, first, to the assumptions of networking following similar practices to those in a home organisation; second, to the challenges of dealing with the multivoicedness of networking; and, third, to the experienced gap between the networking ideals and the reality of cooperation. At the same time, the network members experience gains in emotional resources (e.g., stronger sense of meaningfulness at work), cognitive resources (e.g., understanding the customer needs from alternative perspectives), and social resources (e.g., being able to rely on other professionals' competence). Learning potential emerged from the dynamics between coexisting struggles and resource gains.

  7. Collaborative Clustering for Sensor Networks

    NASA Technical Reports Server (NTRS)

    Wagstaff. Loro :/; Green Jillian; Lane, Terran

    2011-01-01

    Traditionally, nodes in a sensor network simply collect data and then pass it on to a centralized node that archives, distributes, and possibly analyzes the data. However, analysis at the individual nodes could enable faster detection of anomalies or other interesting events, as well as faster responses such as sending out alerts or increasing the data collection rate. There is an additional opportunity for increased performance if individual nodes can communicate directly with their neighbors. Previously, a method was developed by which machine learning classification algorithms could collaborate to achieve high performance autonomously (without requiring human intervention). This method worked for supervised learning algorithms, in which labeled data is used to train models. The learners collaborated by exchanging labels describing the data. The new advance enables clustering algorithms, which do not use labeled data, to also collaborate. This is achieved by defining a new language for collaboration that uses pair-wise constraints to encode useful information for other learners. These constraints specify that two items must, or cannot, be placed into the same cluster. Previous work has shown that clustering with these constraints (in isolation) already improves performance. In the problem formulation, each learner resides at a different node in the sensor network and makes observations (collects data) independently of the other learners. Each learner clusters its data and then selects a pair of items about which it is uncertain and uses them to query its neighbors. The resulting feedback (a must and cannot constraint from each neighbor) is combined by the learner into a consensus constraint, and it then reclusters its data while incorporating the new constraint. A strategy was also proposed for cleaning the resulting constraint sets, which may contain conflicting constraints; this improves performance significantly. This approach has been applied to collaborative clustering of seismic and infrasonic data collected by the Mount Erebus Volcano Observatory in Antarctica. Previous approaches to distributed clustering cannot readily be applied in a sensor network setting, because they assume that each node has the same view of the data set. A view is the set of features used to represent each object. When a single data set is partitioned across several computational nodes, distributed clustering works; all objects have the same view. But when the data is collected from different locations, using different sensors, a more flexible approach is needed. This approach instead operates in situations where the data collected at each node has a different view (e.g., seismic vs. infrasonic sensors), but they observe the same events. This enables them to exchange information about the likely cluster membership relations between objects, even if they do not use the same features to represent the objects.

  8. Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

    ERIC Educational Resources Information Center

    Samur, Yavuz

    2011-01-01

    In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

  9. A Collaboration Network Model Of Cytokine-Protein Network

    NASA Astrophysics Data System (ADS)

    Zou, Sheng-Rong; Zhou, Ta; Peng, Yu-Jing; Guo, Zhong-Wei; Gu, Chang-Gui; He, Da-Ren

    2008-03-01

    Complex networks provide us a new view for investigation of immune systems. We collect data through STRING database and present a network description with cooperation network model. The cytokine-protein network model we consider is constituted by two kinds of nodes, one is immune cytokine types which can be regarded as collaboration acts, the other one is protein type which can be regarded as collaboration actors. From act degree distribution that can be well described by typical SPL (shifted power law) functions [1], we find that HRAS, TNFRSF13C, S100A8, S100A1, MAPK8, S100A7, LIF, CCL4, CXCL13 are highly collaborated with other proteins. It reveals that these mediators are important in cytokine-protein network to regulate immune activity. Dyad in the collaboration networks can be defined as two proteins and they appear in one cytokine collaboration relationship. The dyad act degree distribution can also be well described by typical SPL functions. [1] Assortativity and act degree distribution of some collaboration networks, Hui Chang, Bei-Bei Su, Yue-Ping Zhou, Daren He, Physica A, 383 (2007) 687-702

  10. Understanding the parents of children with special needs: collaboration between health, social and education networks.

    PubMed

    Tétreault, S; Freeman, A; Carrière, M; Beaupré, P; Gascon, H; Marier Deschênes, P

    2014-11-01

    In 2003, Quebec's Ministry of Health and Social Services (MSSS) and the Ministry of Education, Recreation and Sports (MELS) concluded the Agreement for the complementarity of services between the health and social services network and the education network. The objectives of the current investigation were to evaluate the implementation of this Agreement and its impact upon renewal of practices and services, and to investigate the consequences for children with special needs and their families. The specific focus of this article is to describe parents' perspectives regarding the impact of this Agreement upon them and their children. Interviews were conducted with 56 parents of children with disabilities, social maladjustment or learning difficulties across the province of Quebec. Data were analysed using content analysis. Most parents were not directly aware of any contact between school staff and health or social professionals, although discussions might have been held without their knowledge. The intervention plans seemed to be the main vehicle through which some parents perceived collaboration to be occurring. For parents, the impact upon actual practices or collaborative work is either minimal or non-existent. School inclusion of children with special needs is a challenge for all societies. The Agreement illustrates the Quebec government's intent to promote an alliance between two complex networks and has the potential to greatly benefit children and their families. However, more concrete action is required in order to realize specific changes regarding work cohesion and service organization for these groups. © 2013 John Wiley & Sons Ltd.

  11. Outcomes from the GLEON fellowship program. Training graduate students in data driven network science.

    NASA Astrophysics Data System (ADS)

    Dugan, H.; Hanson, P. C.; Weathers, K. C.

    2016-12-01

    In the water sciences there is a massive need for graduate students who possess the analytical and technical skills to deal with large datasets and function in the new paradigm of open, collaborative -science. The Global Lake Ecological Observatory Network (GLEON) graduate fellowship program (GFP) was developed as an interdisciplinary training program to supplement the intensive disciplinary training of traditional graduate education. The primary goal of the GFP was to train a diverse cohort of graduate students in network science, open-web technologies, collaboration, and data analytics, and importantly to provide the opportunity to use these skills to conduct collaborative research resulting in publishable scientific products. The GFP is run as a series of three week-long workshops over two years that brings together a cohort of twelve students. In addition, fellows are expected to attend and contribute to at least one international GLEON all-hands' meeting. Here, we provide examples of training modules in the GFP (model building, data QA/QC, information management, bayesian modeling, open coding/version control, national data programs), as well as scientific outputs (manuscripts, software products, and new global datasets) produced by the fellows, as well as the process by which this team science was catalyzed. Data driven education that lets students apply learned skills to real research projects reinforces concepts, provides motivation, and can benefit their publication record. This program design is extendable to other institutions and networks.

  12. Examining the Emergence of Large-Scale Structures in Collaboration Networks: Methods in Sociological Analysis

    ERIC Educational Resources Information Center

    Ghosh, Jaideep; Kshitij, Avinash

    2017-01-01

    This article introduces a number of methods that can be useful for examining the emergence of large-scale structures in collaboration networks. The study contributes to sociological research by investigating how clusters of research collaborators evolve and sometimes percolate in a collaboration network. Typically, we find that in our networks,…

  13. A Learning Collaborative Approach to Improve Primary Care STI Screening.

    PubMed

    McKee, M Diane; Alderman, Elizabeth; York, Deborah V; Blank, Arthur E; Briggs, Rahil D; Hoidal, Kelsey E S; Kus, Christopher; Lechuga, Claudia; Mann, Marie; Meissner, Paul; Patel, Nisha; Racine, Andrew D

    2017-10-01

    The Bronx Ongoing Pediatric Screening (BOPS) project sought to improve screening for sexual activity and sexually transmitted infections (gonorrhea and chlamydia [GCC] and HIV) in a primary care network, employing a modified learning collaborative, real-time clinical data feedback to practices, improvement coaching, and a pay-for-quality monetary incentive. Outcomes are compared for 11 BOPS-participating sites and 10 non-participating sites. The quarterly median rate for documenting sexual activity status increased from 55% to 88% (BOPS sites) and from 13% to 74% (non-BOPS sites). GCC screening of sexually active youth increased at BOPS and non-BOPS sites. Screening at non-health care maintenance visits improved more at BOPS than non-BOPS sites. Data from nonparticipating sites suggests that introduction of an adolescent EMR template or other factors improved screening rates regardless of BOPS participation; BOPS activities appear to promote additional improvement of screening during non-health maintenance visits.

  14. Children's Specialized Hospital and GetWellNetwork Collaborate to Improve Patient Education and Outcomes Using an Innovative Approach.

    PubMed

    Kompany, Laura; Luis, Kiersten; Manganaro, Julie; Motacki, Kathleen; Mustacchio, Elaine; Provenzano, Donna

    2016-01-01

    Patient education in a pediatric setting is unique. There are different patient ages, degrees of learning, and diagnoses to take into account when educating children and their families. A new and innovative trend in practice called Interactive Patient Care (IPC) integrates technology into care processes to advance pediatric nursing education and patient and family satisfaction. Children's Specialized Hospital is the first pediatric rehabilitation hospital to develop and implement this type of program using an IPC platform from the GetWellNetwork. With the implementation of the GetWellNetwork, Children's Specialized Hospital has achieved positive results in patient satisfaction, health care utilization, quality, and safety measures.

  15. Citizen Science in Libraries: Results and Insights from a Unique NASA Collaboration

    NASA Astrophysics Data System (ADS)

    Janney, D. W.; Schwerin, T. G.; Riebeek Kohl, H.; Dusenbery, P.; LaConte, K.; Taylor, J.; Weaver, K. L. K.

    2017-12-01

    Libraries are local community centers and hubs for learning, with more and more libraries responding to the need to increase science literacy and support 21st century skills by adding STEM programs and resources for patrons of all ages. A collaboration has been developed between two NASA Science Mission Directorate projects - the NASA Earth Science Education Collaborative and NASA@ My Library - each bringing unique STEM assets and networks to support library staff and bring authentic STEM experiences and resources to learners in public library settings. The collaboration used Earth Day 2017 as a high profile event to engage and support 100 libraries across the U.S. (>50% serving rural communities), in developing locally-relevant programs and events that incorporated cloud observing and resources using NASA GLOBE Observer (GO) citizen science program. GO cloud observations are helping NASA scientists understand clouds from below (the ground) and above (from space). Clouds play an important role in transferring energy from the Sun to different parts of the Earth system. Because clouds can change rapidly, scientists need frequent observations from citizen scientists. Insights from the library focus groups and evaluation include promising practices, requested resources, programming ideas and approaches, particularly approaches to leveraging NASA subject matter experts and networks, to support local library programming.

  16. 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…

  17. Advanced Optical Burst Switched Network Concepts

    NASA Astrophysics Data System (ADS)

    Nejabati, Reza; Aracil, Javier; Castoldi, Piero; de Leenheer, Marc; Simeonidou, Dimitra; Valcarenghi, Luca; Zervas, Georgios; Wu, Jian

    In recent years, as the bandwidth and the speed of networks have increased significantly, a new generation of network-based applications using the concept of distributed computing and collaborative services is emerging (e.g., Grid computing applications). The use of the available fiber and DWDM infrastructure for these applications is a logical choice offering huge amounts of cheap bandwidth and ensuring global reach of computing resources [230]. Currently, there is a great deal of interest in deploying optical circuit (wavelength) switched network infrastructure for distributed computing applications that require long-lived wavelength paths and address the specific needs of a small number of well-known users. Typical users are particle physicists who, due to their international collaborations and experiments, generate enormous amounts of data (Petabytes per year). These users require a network infrastructures that can support processing and analysis of large datasets through globally distributed computing resources [230]. However, providing wavelength granularity bandwidth services is not an efficient and scalable solution for applications and services that address a wider base of user communities with different traffic profiles and connectivity requirements. Examples of such applications may be: scientific collaboration in smaller scale (e.g., bioinformatics, environmental research), distributed virtual laboratories (e.g., remote instrumentation), e-health, national security and defense, personalized learning environments and digital libraries, evolving broadband user services (i.e., high resolution home video editing, real-time rendering, high definition interactive TV). As a specific example, in e-health services and in particular mammography applications due to the size and quantity of images produced by remote mammography, stringent network requirements are necessary. Initial calculations have shown that for 100 patients to be screened remotely, the network would have to securely transport 1.2 GB of data every 30 s [230]. According to the above explanation it is clear that these types of applications need a new network infrastructure and transport technology that makes large amounts of bandwidth at subwavelength granularity, storage, computation, and visualization resources potentially available to a wide user base for specified time durations. As these types of collaborative and network-based applications evolve addressing a wide range and large number of users, it is infeasible to build dedicated networks for each application type or category. Consequently, there should be an adaptive network infrastructure able to support all application types, each with their own access, network, and resource usage patterns. This infrastructure should offer flexible and intelligent network elements and control mechanism able to deploy new applications quickly and efficiently.

  18. The 3 "C" Design Model for Networked Collaborative E-Learning: A Tool for Novice Designers

    ERIC Educational Resources Information Center

    Bird, Len

    2007-01-01

    This paper outlines a model for online course design aimed at the mainstream majority of university academics rather than at the early adopters of technology. It has been developed from work at Coventry Business School where tutors have been called upon to design online modules for the first time. Like many good tools, the model's key strength is…

  19. Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents

    ERIC Educational Resources Information Center

    El Mhouti, Abderrahim; Nasseh, Azeddine; Erradi, Mohamed; Vasquèz, José Marfa

    2017-01-01

    Today, the implication of Web 2.0 technologies in e-learning allows envisaging new teaching and learning forms, advocating an important place to the collaboration and social interaction. However, in e-learning systems, learn in a collaborative way is not always so easy because one of the difficulties when arranging e-learning courses can be that…

  20. E pluribus unum: the potential of collaborative learning to enhance Microbiology teaching in higher education.

    PubMed

    Rutherford, Stephen

    2015-12-01

    Collaborative learning, where students work together towards a shared understanding of a concept, is a well-established pedagogy, and one which has great potential for higher education (HE). Through discussion and challenging each other's ideas, learners gain a richer appreciation for a subject than with solitary study or didactic teaching methods. However, collaborative learning does require some scaffolding by the teacher in order to be successful. Collaborative learning can be augmented by the use of Web 2.0 collaborative technologies, such as wikis, blogs and social media. This article reviews some of the uses of collaborative learning strategies in Microbiology teaching in HE. Despite the great potential of collaborative learning, evidence of its use in Microbiology teaching is, to date, limited. But the potential for collaborative learning approaches to develop self-regulated, deep learners is considerable, and so collaborative learning should be considered strongly as a viable pedagogy for HE. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  1. CollaborationViz: Interactive Visual Exploration of Biomedical Research Collaboration Networks

    PubMed Central

    Bian, Jiang; Xie, Mengjun; Hudson, Teresa J.; Eswaran, Hari; Brochhausen, Mathias; Hanna, Josh; Hogan, William R.

    2014-01-01

    Social network analysis (SNA) helps us understand patterns of interaction between social entities. A number of SNA studies have shed light on the characteristics of research collaboration networks (RCNs). Especially, in the Clinical Translational Science Award (CTSA) community, SNA provides us a set of effective tools to quantitatively assess research collaborations and the impact of CTSA. However, descriptive network statistics are difficult for non-experts to understand. In this article, we present our experiences of building meaningful network visualizations to facilitate a series of visual analysis tasks. The basis of our design is multidimensional, visual aggregation of network dynamics. The resulting visualizations can help uncover hidden structures in the networks, elicit new observations of the network dynamics, compare different investigators and investigator groups, determine critical factors to the network evolution, and help direct further analyses. We applied our visualization techniques to explore the biomedical RCNs at the University of Arkansas for Medical Sciences – a CTSA institution. And, we created CollaborationViz, an open-source visual analytical tool to help network researchers and administration apprehend the network dynamics of research collaborations through interactive visualization. PMID:25405477

  2. Advancing Learner Autonomy in TEFL via Collaborative Learning

    ERIC Educational Resources Information Center

    Jacobs, George M.; Shan, Tan Hui

    2015-01-01

    The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…

  3. Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

    ERIC Educational Resources Information Center

    Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

    2016-01-01

    Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by…

  4. Application of a Novel Collaboration Engineering Method for Learning Design: A Case Study

    ERIC Educational Resources Information Center

    Cheng, Xusen; Li, Yuanyuan; Sun, Jianshan; Huang, Jianqing

    2016-01-01

    Collaborative case studies and computer-supported collaborative learning (CSCL) play an important role in the modern education environment. A number of researchers have given significant attention to learning design in order to improve the satisfaction of collaborative learning. Although collaboration engineering (CE) is a mature method widely…

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

    ERIC Educational Resources Information Center

    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…

  6. The management of advanced practitioner preparation: a work-based challenge.

    PubMed

    Livesley, Joan; Waters, Karen; Tarbuck, Paul

    2009-07-01

    This paper explores the collaborative development of a Master's level advanced practice programme in the context of the radical reform and remodelling of the UK's National Health Service. Some of the educational, managerial and practice challenges are discussed. Changes to education and training in response to key strategic reviews undertaken by the Greater Manchester Strategic Health Authority (North West of England) established a need to develop nurses and allied health care practitioners to advanced practitioner level. This paper considers how employers, commissioners and educationalists worked together to produce a Master's level programme to prepare nurses and other health care practitioners for sustainable advanced practice roles. Developing innovative and effective curricula to meet the needs of post graduate students from varied backgrounds preparing to practice in different contexts with different client groups is challenging. However, the development of individual learning pathways and work-based learning ensures that the student's work and intended advanced practice role remains at the centre of their learning. Analysis of each student's knowledge and skill deficits alongside an analysis of the organization's readiness to support them as qualified advanced practitioners (APs) is instrumental in ensuring that organizations are ready to support practitioners in new roles. Work-based learning and collaboration between students, employers and higher education institutions can be used to enable managers and students to unravel the network of factors which affect advanced practice in health and social care. Additionally, collaborative working can help to create opportunities to develop strategies that will facilitate change. Implications for nursing management Sustainable change concerned with the introduction of advanced practitioner roles present a real challenge for managers at a strategic and operational level. Commissioning flexible, collaborative and service-led educational programmes can assist in ensuring that change is sustainable and produce practitioners who are fit for practice, purpose and award.

  7. Networking of Bibliographical Information: Lessons learned for the Virtual Observatory

    NASA Astrophysics Data System (ADS)

    Genova, Françoise; Egret, Daniel

    Networking of bibliographic information is particularly remarkable in astronomy. On-line journals, the ADS bibliographic database, SIMBAD and NED are everyday tools for research, and provide easy navigation from one resource to another. Tables are published on line, in close collaboration with data centers. Recent new developments include the links between observatory archives and the ADS, as well as the large scale prototyping of object links between Astronomy and Astrophysics and SIMBAD, following those implemented a few years ago with New Astronomy and the International Bulletin of Variable stars . This networking has been made possible by close collaboration between the ADS, data centers such as the CDS and NED, and the journals, and this partnership being now extended to observatory archives. Simple, de facto exchange standards, like the bibcode to refer to a published paper, have been the key for building links and exchanging data. This partnership, in which practitioners from different disciplines agree to link their resources and to work together to define useful and usable standards, has produced a revolution in scientists' practice. It is an excellent model for the Virtual Observatory projects.

  8. Developing an Open Source, Reusable Platform for Distributed Collaborative Information Management in the Early Detection Research Network

    NASA Technical Reports Server (NTRS)

    Hart, Andrew F.; Verma, Rishi; Mattmann, Chris A.; Crichton, Daniel J.; Kelly, Sean; Kincaid, Heather; Hughes, Steven; Ramirez, Paul; Goodale, Cameron; Anton, Kristen; hide

    2012-01-01

    For the past decade, the NASA Jet Propulsion Laboratory, in collaboration with Dartmouth University has served as the center for informatics for the Early Detection Research Network (EDRN). The EDRN is a multi-institution research effort funded by the U.S. National Cancer Institute (NCI) and tasked with identifying and validating biomarkers for the early detection of cancer. As the distributed network has grown, increasingly formal processes have been developed for the acquisition, curation, storage, and dissemination of heterogeneous research information assets, and an informatics infrastructure has emerged. In this paper we discuss the evolution of EDRN informatics, its success as a mechanism for distributed information integration, and the potential sustainability and reuse benefits of emerging efforts to make the platform components themselves open source. We describe our experience transitioning a large closed-source software system to a community driven, open source project at the Apache Software Foundation, and point to lessons learned that will guide our present efforts to promote the reuse of the EDRN informatics infrastructure by a broader community.

  9. Academic Cross-Pollination: The Role of Disciplinary Affiliation in Research Collaboration

    PubMed Central

    Dhand, Amar; Luke, Douglas A.; Carothers, Bobbi J.; Evanoff, Bradley A.

    2016-01-01

    Academic collaboration is critical to knowledge production, especially as teams dominate scientific endeavors. Typical predictors of collaboration include individual characteristics such as academic rank or institution, and network characteristics such as a central position in a publication network. The role of disciplinary affiliation in the initiation of an academic collaboration between two investigators deserves more attention. Here, we examine the influence of disciplinary patterns on collaboration formation with control of known predictors using an inferential network model. The study group included all researchers in the Institute of Clinical and Translational Sciences (ICTS) at Washington University in St. Louis. Longitudinal data were collected on co-authorships in grants and publications before and after ICTS establishment. Exponential-family random graph models were used to build the network models. The results show that disciplinary affiliation independently predicted collaboration in grant and publication networks, particularly in the later years. Overall collaboration increased in the post-ICTS networks, with cross-discipline ties occurring more often than within-discipline ties in grants, but not publications. This research may inform better evaluation models of university-based collaboration, and offer a roadmap to improve cross-disciplinary collaboration with discipline-informed network interventions. PMID:26760302

  10. Visual social network analysis: effective approach to model complex human social, behaviour & culture.

    PubMed

    Ahram, Tareq Z; Karwowski, Waldemar

    2012-01-01

    The advent and adoption of internet-based social networking has significantly altered our daily lives. The educational community has taken notice of the positive aspects of social networking such as creation of blogs and to support groups of system designers going through the same challenges and difficulties. This paper introduces a social networking framework for collaborative education, design and modeling of the next generation of smarter products and services. Human behaviour modeling in social networking application aims to ensure that human considerations for learners and designers have a prominent place in the integrated design and development of sustainable, smarter products throughout the total system lifecycle. Social networks blend self-directed learning and prescribed, existing information. The self-directed element creates interest within a learner and the ability to access existing information facilitates its transfer, and eventual retention of knowledge acquired.

  11. Promoting Simulation Globally: Networking with Nursing Colleagues Across Five Continents.

    PubMed

    Alfes, Celeste M; Madigan, Elizabeth A

    Simulation education is gaining momentum internationally and may provide the opportunity to enhance clinical education while disseminating evidence-based practice standards for clinical simulation and learning. There is a need to develop a cohesive leadership group that fosters support, networking, and sharing of simulation resources globally. The Frances Payne Bolton School of Nursing at Case Western Reserve University has had the unique opportunity to establish academic exchange programs with schools of nursing across five continents. Although the joint and mutual simulation activities have been extensive, each international collaboration has also provided insight into the innovations developed by global partners.

  12. YouTube as a participatory culture.

    PubMed

    Chau, Clement

    2010-01-01

    There is an explosion of youth subscriptions to original content-media-sharing Web sites such as YouTube. These Web sites combine media production and distribution with social networking features, making them an ideal place to create, connect, collaborate, and circulate. By encouraging youth to become media creators and social networkers, new media platforms such as YouTube offer a participatory culture in which youth can develop, interact, and learn. As youth development researchers, we must be cognizant of this context and critically examine what this platform offers that might be unique to (or redundant of) typical adolescent experiences in other developmental contexts.

  13. Human factors for capacity building: lessons learned from the OpenMRS implementers network.

    PubMed

    Seebregts, C J; Mamlin, B W; Biondich, P G; Fraser, H S F; Wolfe, B A; Jazayeri, D; Miranda, J; Blaya, J; Sinha, C; Bailey, C T; Kanter, A S

    2010-01-01

    The overall objective of this project was to investigate ways to strengthen the OpenMRS community by (i) developing capacity and implementing a network focusing specifically on the needs of OpenMRS implementers, (ii) strengthening community-driven aspects of OpenMRS and providing a dedicated forum for implementation-specific issues, and; (iii) providing regional support for OpenMRS implementations as well as mentorship and training. The methods used included (i) face-to-face networking using meetings and workshops; (ii) online collaboration tools, peer support and mentorship programmes; (iii) capacity and community development programmes, and; (iv) community outreach programmes. The community-driven approach, combined with a few simple interventions, has been a key factor in the growth and success of the OpenMRS Implementers Network. It has contributed to implementations in at least twenty-three different countries using basic online tools; and provided mentorship and peer support through an annual meeting, workshops and an internship program. The OpenMRS Implementers Network has formed collaborations with several other open source networks and is evolving regional OpenMRS Centres of Excellence to provide localized support for OpenMRS development and implementation. These initiatives are increasing the range of functionality and sustainability of open source software in the health domain, resulting in improved adoption and enterprise-readiness. Social organization and capacity development activities are important in growing a successful community-driven open source software model.

  14. Online access and motivation of tutors of health professions higher education.

    PubMed

    Monaco, Federico; Sarli, Leopoldo; Guasconi, Massimo; Alfieri, Emanuela

    2016-11-22

    The case study of PUNTOZERO as an open web lab for activities, research and support to 5 Master's courses for the health professions is described. A virtual learning environment integrated in a much wider network including social networks and open resources was experimented on for five Master's Courses for the health professions at the University of Parma. A social learning approach might be applied by the engagement of motivated and skilled tutors. This is not only needed for the improvement and integration of the digital and collaborative dimension in higher education, but it aims to introduce issues and biases of emerging e-health and online networking dimensions for future healthcare professionals. Elements of e-readiness to train tutors and improve their digital skills and e-moderation approaches are evident. This emerged during an online and asynchronous interview with two tutors out of the four that were involved, by the use of a wiki where interviewer and informants could both read and add contents and comments.

  15. RELM: developing a serious game to teach evidence-based medicine in an academic health sciences setting.

    PubMed

    Gleason, Ann Whitney

    2015-01-01

    Gaming as a means of delivering online education continues to gain in popularity. Online games provide an engaging and enjoyable way of learning. Gaming is especially appropriate for case-based teaching, and provides a conducive environment for adult independent learning. With funding from the National Network of Libraries of Medicine, Pacific Northwest Region (NN/LM PNR), the University of Washington (UW) Health Sciences Library, and the UW School of Medicine are collaborating to create an interactive, self-paced online game that teaches players to employ the steps in practicing evidence-based medicine. The game encourages life-long learning and literacy skills and could be used for providing continuing medical education.

  16. Student Collaboration and Standards-Based Music Learning: A Literature Review

    ERIC Educational Resources Information Center

    Cangro, Richard

    2016-01-01

    This article is a review of relevant literature on collaborative, standards-based music learning. The review is organized as follows: (a) historical perspective, (b) collaborative music learning, (c) collaboration and creating, (d) collaboration and performing, (e) collaboration and responding, and (f) conclusions. In an effort to bridge the gap…

  17. Applying Adaptive Swarm Intelligence Technology with Structuration in Web-Based Collaborative Learning

    ERIC Educational Resources Information Center

    Huang, Yueh-Min; Liu, Chien-Hung

    2009-01-01

    One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…

  18. 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…

  19. Using a Game Environment to Foster Collaborative Learning: A Design-Based Study

    ERIC Educational Resources Information Center

    Hamalainen, Raija

    2011-01-01

    Designing collaborative three-dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the "design-based research" methodology are described; these have been used to support collaborative learning in the…

  20. Deriving Process-Driven Collaborative Editing Pattern from Collaborative Learning Flow Patterns

    ERIC Educational Resources Information Center

    Marjanovic, Olivera; Skaf-Molli, Hala; Molli, Pascal; Godart, Claude

    2007-01-01

    Collaborative Learning Flow Patterns (CLFPs) have recently emerged as a new method to formulate best practices in structuring the flow of activities within various collaborative learning scenarios. The term "learning flow" is used to describe coordination and sequencing of learning tasks. This paper adopts the existing concept of CLFP and argues…

  1. Structure and Evolution of Scientific Collaboration Networks in a Modern Research Collaboratory

    ERIC Educational Resources Information Center

    Pepe, Alberto

    2010-01-01

    This dissertation is a study of scientific collaboration at the Center for Embedded Networked Sensing (CENS), a modern, multi-disciplinary, distributed laboratory involved in sensor network research. By use of survey research and network analysis, this dissertation examines the collaborative ecology of CENS in terms of three networks of…

  2. An argument for mechanism-based statistical inference in cancer

    PubMed Central

    Ochs, Michael; Price, Nathan D.; Tomasetti, Cristian; Younes, Laurent

    2015-01-01

    Cancer is perhaps the prototypical systems disease, and as such has been the focus of extensive study in quantitative systems biology. However, translating these programs into personalized clinical care remains elusive and incomplete. In this perspective, we argue that realizing this agenda—in particular, predicting disease phenotypes, progression and treatment response for individuals—requires going well beyond standard computational and bioinformatics tools and algorithms. It entails designing global mathematical models over network-scale configurations of genomic states and molecular concentrations, and learning the model parameters from limited available samples of high-dimensional and integrative omics data. As such, any plausible design should accommodate: biological mechanism, necessary for both feasible learning and interpretable decision making; stochasticity, to deal with uncertainty and observed variation at many scales; and a capacity for statistical inference at the patient level. This program, which requires a close, sustained collaboration between mathematicians and biologists, is illustrated in several contexts, including learning bio-markers, metabolism, cell signaling, network inference and tumorigenesis. PMID:25381197

  3. Joint Segmentation of Multiple Thoracic Organs in CT Images with Two Collaborative Deep Architectures.

    PubMed

    Trullo, Roger; Petitjean, Caroline; Nie, Dong; Shen, Dinggang; Ruan, Su

    2017-09-01

    Computed Tomography (CT) is the standard imaging technique for radiotherapy planning. The delineation of Organs at Risk (OAR) in thoracic CT images is a necessary step before radiotherapy, for preventing irradiation of healthy organs. However, due to low contrast, multi-organ segmentation is a challenge. In this paper, we focus on developing a novel framework for automatic delineation of OARs. Different from previous works in OAR segmentation where each organ is segmented separately, we propose two collaborative deep architectures to jointly segment all organs, including esophagus, heart, aorta and trachea. Since most of the organ borders are ill-defined, we believe spatial relationships must be taken into account to overcome the lack of contrast. The aim of combining two networks is to learn anatomical constraints with the first network, which will be used in the second network, when each OAR is segmented in turn. Specifically, we use the first deep architecture, a deep SharpMask architecture, for providing an effective combination of low-level representations with deep high-level features, and then take into account the spatial relationships between organs by the use of Conditional Random Fields (CRF). Next, the second deep architecture is employed to refine the segmentation of each organ by using the maps obtained on the first deep architecture to learn anatomical constraints for guiding and refining the segmentations. Experimental results show superior performance on 30 CT scans, comparing with other state-of-the-art methods.

  4. Sustaining a Stakeholder-Scientists Partnership in Co-producing Locally Relevant Data, Methods, and Tools

    NASA Astrophysics Data System (ADS)

    Asefa, T.

    2017-12-01

    This case study presents the experiences of two of the most successful boundary organizations that are engaged in co-producing decision relevant climate information for water resources management. The Water Utilities Climate Alliance (www.wucaonline.org) is a coalition of 11 of the nation's largest water utilities with customers base over 50 million. Whereas Florida Water and Climate Alliance (www.floridaWCA.org) is a state level collaborative Learning network that is engaged in co-exploration and co-development of actionable climate science. Lesson learned from these two structurally different organizations will be shared.

  5. Online learning: the brave new world of massive open online courses and the role of the health librarian.

    PubMed

    Spring, Hannah

    2016-03-01

    In a wired, virtual and information rich society, MOOCs (Massive Open Online Courses) are leading us into a brave new world in which their key role is to support lifelong networked learning. This feature looks at the broad role of MOOCs and considers them within the context of health, and health librarianship. In particular, it provides examples of where health librarians have developed MOOCs and what opportunities there are in the future for health librarians to collaborate in the development and delivery of health MOOCs. H.S. © 2016 Health Libraries Group.

  6. Building Research Collaboration Networks--An Interpersonal Perspective for Research Capacity Building

    ERIC Educational Resources Information Center

    Huang, Jun Song

    2014-01-01

    While collaboration is increasingly recognized to be important for research, researchers' collaboration networks are still not adequately recognized as a form of research capacity in the literature. Research is a knowledge creation activity and interpersonal research collaboration networks are important for knowledge cross-fertilization and…

  7. Are Online Learners Frustrated with Collaborative Learning Experiences?

    ERIC Educational Resources Information Center

    Capdeferro, Neus; Romero, Margarida

    2012-01-01

    Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…

  8. Online Collaborative Learning: Theory and Practice

    ERIC Educational Resources Information Center

    Roberts, Tim, Ed.

    2004-01-01

    "Online Collaborative Learning: Theory and Practice" provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both…

  9. Value Co-creation and Co-innovation: Linking Networked Organisations and Customer Communities

    NASA Astrophysics Data System (ADS)

    Romero, David; Molina, Arturo

    Strategic networks such as Collaborative Networked Organisations (CNOs) and Virtual Customer Communities (VCCs) show a high potential as drivers of value co-creation and collaborative innovation in today’s Networking Era. Both look at the network structures as a source of jointly value creation and open innovation through access to new skills, knowledge, markets and technologies by sharing risk and integrating complementary competencies. This collaborative endeavour has proven to be able to enhance the adaptability and flexibility of CNOs and VCCs value creating systems in order to react in response to external drivers such as collaborative (business) opportunities. This paper presents a reference framework for creating interface networks, also known as ‘experience-centric networks’, as enablers for linking networked organisations and customer communities in order to support the establishment of user-driven and collaborative innovation networks.

  10. Finding disturbances in on-farm biogas production.

    PubMed

    Antonio, Pereira-Querol Marco; Laura, Seppänen

    2012-01-01

    When implementing innovations, disturbances are very likely to take place. Disturbances are undesirable because they can lead to unwanted outcomes, such as economic losses and work overload to workers. However, they can be powerful opportunities for learning and re-designing innovations. Here, we will present activity theoretical tools for analyzing disturbances in a way that they could be used as learning opportunities. We illustrate the proposed tools by analyzing a disturbance that took place during the implementation of a project of biogas production. By interpreting the disturbance process with a network of activity systems, we found that on-farm disturbances were formed as ruptures, innovations and asynchronies originated in other activity systems. This finding suggests that disturbances are outcomes of the functioning of networks, rather than simple results of failure of individuals or technical devices. The proposed tools could be used in interventions to help practitioners and ergonomists to recognize the systemic and networked nature of problems, and therefore, realize that they may require the collaboration of actors from different activities. In this sense, disturbances may be turned into opportunities for learning and developing innovations. We conclude by discussing how the method could be used in ergonomic design and intervention.

  11. The Effects of Different Computer-Supported Collaboration Scripts on Students' Learning Processes and Outcome in a Simulation-Based Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Wieland, Kristina

    2010-01-01

    Students benefit from collaborative learning activities, but they do not automatically reach desired learning outcomes when working together (Fischer, Kollar, Mandl, & Haake, 2007; King, 2007). Learners need instructional support to increase the quality of collaborative processes and individual learning outcomes. The core challenge is to find…

  12. 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.

  13. A neural network-based exploratory learning and motor planning system for co-robots

    PubMed Central

    Galbraith, Byron V.; Guenther, Frank H.; Versace, Massimiliano

    2015-01-01

    Collaborative robots, or co-robots, are semi-autonomous robotic agents designed to work alongside humans in shared workspaces. To be effective, co-robots require the ability to respond and adapt to dynamic scenarios encountered in natural environments. One way to achieve this is through exploratory learning, or “learning by doing,” an unsupervised method in which co-robots are able to build an internal model for motor planning and coordination based on real-time sensory inputs. In this paper, we present an adaptive neural network-based system for co-robot control that employs exploratory learning to achieve the coordinated motor planning needed to navigate toward, reach for, and grasp distant objects. To validate this system we used the 11-degrees-of-freedom RoPro Calliope mobile robot. Through motor babbling of its wheels and arm, the Calliope learned how to relate visual and proprioceptive information to achieve hand-eye-body coordination. By continually evaluating sensory inputs and externally provided goal directives, the Calliope was then able to autonomously select the appropriate wheel and joint velocities needed to perform its assigned task, such as following a moving target or retrieving an indicated object. PMID:26257640

  14. A neural network-based exploratory learning and motor planning system for co-robots.

    PubMed

    Galbraith, Byron V; Guenther, Frank H; Versace, Massimiliano

    2015-01-01

    Collaborative robots, or co-robots, are semi-autonomous robotic agents designed to work alongside humans in shared workspaces. To be effective, co-robots require the ability to respond and adapt to dynamic scenarios encountered in natural environments. One way to achieve this is through exploratory learning, or "learning by doing," an unsupervised method in which co-robots are able to build an internal model for motor planning and coordination based on real-time sensory inputs. In this paper, we present an adaptive neural network-based system for co-robot control that employs exploratory learning to achieve the coordinated motor planning needed to navigate toward, reach for, and grasp distant objects. To validate this system we used the 11-degrees-of-freedom RoPro Calliope mobile robot. Through motor babbling of its wheels and arm, the Calliope learned how to relate visual and proprioceptive information to achieve hand-eye-body coordination. By continually evaluating sensory inputs and externally provided goal directives, the Calliope was then able to autonomously select the appropriate wheel and joint velocities needed to perform its assigned task, such as following a moving target or retrieving an indicated object.

  15. Service collaboration and hospital cost performance: direct and moderating effects.

    PubMed

    Proenca, E Jose; Rosko, Michael D; Dismuke, Clara E

    2005-12-01

    Growing reliance on service provision through systems and networks creates the need to better understand the nature of the relationship between service collaboration and hospital performance and the conditions that affect this relationship. We examine 1) the effects of service provision through health systems and health networks on hospital cost performance and 2) the moderating effects of market conditions and service differentiation on the collaboration-cost relationship. We used moderated regression analysis to test the direct and moderating effects. Data on 1368 private hospitals came from the 1998 AHA Annual Survey, Medicare Cost Reports, and Solucient. Service collaboration was measured as the proportion of hospital services provided at the system level and at the network level. Market conditions were measured by the levels of managed care penetration and competition in the hospital's market. The proportion of hospital services provided at the system level had a negative relationship with hospital cost. The relationship was curvilinear for network use. Degree of managed care penetration moderated the relationship between network-based collaboration and hospital cost. The benefits of service collaboration through systems and networks, as measured by reduced cost, depend on degree of collaboration rather than mere membership. In loosely structured collaborations such as networks, costs reduce initially but increase later as the extent of collaboration increases. The effect of network-based collaboration is also tempered by managed care penetration. These effects are not seen in more tightly integrated forms such as systems.

  16. Collaborative learning of clinical skills in health professions education: the why, how, when and for whom.

    PubMed

    Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

    2016-01-01

    This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Collaborative learning of clinical skills may influence learning positively according to the non-medical literature. Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition, scaffolding and cognitive co-construction are outweighed by reductions in hands-on experience and time on task. Collaborative learning of clinical skills has demonstrated promising results in the simulated setting. However, further research into how collaborative learning of clinical skills may work in clinical settings, as well as into the role of social dynamics between learners, is required. © 2015 John Wiley & Sons Ltd.

  17. 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…

  18. Using Ensemble Decisions and Active Selection to Improve Low-Cost Labeling for Multi-View Data

    NASA Technical Reports Server (NTRS)

    Rebbapragada, Umaa; Wagstaff, Kiri L.

    2011-01-01

    This paper seeks to improve low-cost labeling in terms of training set reliability (the fraction of correctly labeled training items) and test set performance for multi-view learning methods. Co-training is a popular multiview learning method that combines high-confidence example selection with low-cost (self) labeling. However, co-training with certain base learning algorithms significantly reduces training set reliability, causing an associated drop in prediction accuracy. We propose the use of ensemble labeling to improve reliability in such cases. We also discuss and show promising results on combining low-cost ensemble labeling with active (low-confidence) example selection. We unify these example selection and labeling strategies under collaborative learning, a family of techniques for multi-view learning that we are developing for distributed, sensor-network environments.

  19. Collaborative learning: A next step in the training of peer support providers.

    PubMed

    Cronise, Rita

    2016-09-01

    This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  20. Do adaptive comanagement processes lead to adaptive comanagement outcomes? A multicase study of long-term outcomes associated with the national riparian service team's place-based riparian assistance

    Treesearch

    Jill A. Smedstad; Hannah Gosnell

    2013-01-01

    Adaptive comanagement (ACM) is a novel approach to environmental governance that combines the dynamic learning features of adaptive management with the linking and network features of collaborative management. There is growing interest in the potential for ACM to resolve conflicts around natural resource management and contribute to greater social and ecological...

  1. Emergency department knowledge management in the age of Web 2.0: evaluation of a new concept.

    PubMed

    Dinh, Michael; Tan, Timothy; Bein, Kendall; Hayman, Jon; Wong, Yuk Kuen; Dinh, David

    2011-02-01

    The objective of the present study was to describe the implementation of an organizational learning model and evaluate the effectiveness and usability of an application used to facilitate it in an ED setting. This was an implementation case study and technology evaluation. The organizational learning model was implemented using an online Web 2.0 collaborative learning application developed by the investigating team. Online use was tracked over a 9-month period. At the end of the study period, a usability assessment was conducted as well as a semistructured interview of participants to assess perceptions of usefulness and effect on learning capacity in the ED. Over a period of 9 months, a total of 54 individual sites from 74 eligible staff members were created within a specific web domain. There were 251 registered users including users outside the ED, who accessed learning materials within these sites 7494 times. The majority of staff members interviewed agreed or strongly agreed that the collaborative learning application had improved learning capacity within this ED (88%, 95% CI 74-94%). We demonstrate the implementation of an organizational learning model based on independent online sites networking together within an organization. This appears to be both usable and acceptable to staff members working in a large ED as a means of knowledge management. © 2011 The Authors. EMA © 2011 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

  2. 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…

  3. A Delphi Study on Collaborative Learning in Distance Education: The Faculty Perspective

    ERIC Educational Resources Information Center

    O'Neill, Susan; Scott, Murray; Conboy, Kieran

    2011-01-01

    This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes…

  4. Examining the Role of Collaborative Learning in a Public Speaking Course

    ERIC Educational Resources Information Center

    Liao, Hsiang-Ann

    2014-01-01

    Collaborative learning has been found to benefit students in various disciplines. Moreover, in the science, technology, engineering, and mathematics literature, it was noted that minority students benefited the most from collaborative learning. Studies on the effects of collaborative learning in communication are limited. As a result, I examined…

  5. When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

    ERIC Educational Resources Information Center

    Rozenszayn, Ronit; Assaraf, Orit Ben-Zvi

    2011-01-01

    This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the…

  6. Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network

    PubMed Central

    Gießler, Paul; Ohnesorge-Radtke, Ursula; Spreckelsen, Cord

    2015-01-01

    Background The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM’s semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. Objective The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. Methods In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. Results The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. Conclusions It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively. PMID:27731860

  7. Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network.

    PubMed

    Tix, Nadine; Gießler, Paul; Ohnesorge-Radtke, Ursula; Spreckelsen, Cord

    2015-11-11

    The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM's semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively.

  8. Learning Without Boundaries: A NASA - National Guard Bureau Distance Learning Partnership

    NASA Technical Reports Server (NTRS)

    Anderson, Susan H.; Chilelli, Christopher J.; Picard, Stephan

    2003-01-01

    With a variety of high-quality live interactive educational programs originating at the Johnson Space Center in Houston, Texas and other space and research centers, the US space agency NASA (National Aeronautics and Space Administration) has a proud track record of connecting with students throughout the world and stimulating their creativity and collaborative skills by teaching them underlying scientific and technological underpinnings of space exploration. However, NASA desires to expand its outreach capability for this type of interactive instruction. In early 2002, NASA and the National Guard Bureau -- using the Guard's nationwide system of state-ofthe-art classrooms and high bandwidth network -- began a collaboration to extend the reach of NASA content and educational programs to more of America's young people. Already, hundreds of elementary, middle, and high school students have visited Guard e-Learning facilities and participated in interactive NASA learning events. Topics have included experimental flight, satellite imagery-interpretation, and Mars exploration. Through this partnership, NASA and the National Guard are enabling local school systems throughout the United States (and, increasingly, the world) to use the excitement of space flight to encourage their students to become passionate about the possibility of one day serving as scientists, mathematicians, technologists, and engineers. At the 54th International Astronautical Conference MAJ Stephan Picard, the guiding visionary behind the Guard's partnership with NASA, and Chris Chilelli, an educator and senior instructional designer at NASA, will share with attendees background on NASA's educational products and the National Guard's distributed learning network; will discuss the unique opportunity this partnership already has provided students and teachers throughout the United States; will offer insights into the formation by government entities of e-Learning partnerships with one another; and will suggest a possible future for the NASA - National Guard Bureau partnership, one potentially to include live multi-party interaction of hundreds of students in several countries with astronauts, scientists, engineers and designers. To inspire the next generation of explorers as only NASA can!

  9. Designing a CTSA‐Based Social Network Intervention to Foster Cross‐Disciplinary Team Science

    PubMed Central

    McCarty, Christopher; Conlon, Michael; Nelson, David R.

    2015-01-01

    Abstract This paper explores the application of network intervention strategies to the problem of assembling cross‐disciplinary scientific teams in academic institutions. In a project supported by the University of Florida (UF) Clinical and Translational Science Institute, we used VIVO, a semantic‐web research networking system, to extract the social network of scientific collaborations on publications and awarded grants across all UF colleges and departments. Drawing on the notion of network interventions, we designed an alteration program to add specific edges to the collaboration network, that is, to create specific collaborations between previously unconnected investigators. The missing collaborative links were identified by a number of network criteria to enhance desirable structural properties of individual positions or the network as a whole. We subsequently implemented an online survey (N = 103) that introduced the potential collaborators to each other through their VIVO profiles, and investigated their attitudes toward starting a project together. We discuss the design of the intervention program, the network criteria adopted, and preliminary survey results. The results provide insight into the feasibility of intervention programs on scientific collaboration networks, as well as suggestions on the implementation of such programs to assemble cross‐disciplinary scientific teams in CTSA institutions. PMID:25788258

  10. A convolutional neural network neutrino event classifier

    DOE PAGES

    Aurisano, A.; Radovic, A.; Rocco, D.; ...

    2016-09-01

    Here, convolutional neural networks (CNNs) have been widely applied in the computer vision community to solve complex problems in image recognition and analysis. We describe an application of the CNN technology to the problem of identifying particle interactions in sampling calorimeters used commonly in high energy physics and high energy neutrino physics in particular. Following a discussion of the core concepts of CNNs and recent innovations in CNN architectures related to the field of deep learning, we outline a specific application to the NOvA neutrino detector. This algorithm, CVN (Convolutional Visual Network) identifies neutrino interactions based on their topology withoutmore » the need for detailed reconstruction and outperforms algorithms currently in use by the NOvA collaboration.« less

  11. A convolutional neural network neutrino event classifier

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

    Aurisano, A.; Radovic, A.; Rocco, D.

    Here, convolutional neural networks (CNNs) have been widely applied in the computer vision community to solve complex problems in image recognition and analysis. We describe an application of the CNN technology to the problem of identifying particle interactions in sampling calorimeters used commonly in high energy physics and high energy neutrino physics in particular. Following a discussion of the core concepts of CNNs and recent innovations in CNN architectures related to the field of deep learning, we outline a specific application to the NOvA neutrino detector. This algorithm, CVN (Convolutional Visual Network) identifies neutrino interactions based on their topology withoutmore » the need for detailed reconstruction and outperforms algorithms currently in use by the NOvA collaboration.« less

  12. Identifying emerging research collaborations and networks: method development.

    PubMed

    Dozier, Ann M; Martina, Camille A; O'Dell, Nicole L; Fogg, Thomas T; Lurie, Stephen J; Rubinstein, Eric P; Pearson, Thomas A

    2014-03-01

    Clinical and translational research is a multidisciplinary, collaborative team process. To evaluate this process, we developed a method to document emerging research networks and collaborations in our medical center to describe their productivity and viability over time. Using an e-mail survey, sent to 1,620 clinical and basic science full- and part-time faculty members, respondents identified their research collaborators. Initial analyses, using Pajek software, assessed the feasibility of using social network analysis (SNA) methods with these data. Nearly 400 respondents identified 1,594 collaborators across 28 medical center departments resulting in 309 networks with 5 or more collaborators. This low-burden approach yielded a rich data set useful for evaluation using SNA to: (a) assess networks at several levels of the organization, including intrapersonal (individuals), interpersonal (social), organizational/institutional leadership (tenure and promotion), and physical/environmental (spatial proximity) and (b) link with other data to assess the evolution of these networks.

  13. Occupational therapy students in the process of interprofessional collaborative learning: a grounded theory study.

    PubMed

    Howell, Dana

    2009-01-01

    The purpose of this grounded theory study was to generate a theory of the interprofessional collaborative learning process of occupational therapy (OT) students who were engaged in a collaborative learning experience with students from other allied health disciplines. Data consisted of semi-structured interviews with nine OT students from four different interprofessional collaborative learning experiences at three universities. The emergent theory explained OT students' need to build a culture of mutual respect among disciplines in order to facilitate interprofessional collaborative learning. Occupational therapy students went through a progression of learned skills that included learning how to represent the profession of OT, hold their weight within a team situation, solve problems collaboratively, work as a team, and ultimately, to work in an actual team in practice. This learning process occurred simultaneously as students also learned course content. The students had to contend with barriers and facilitators that influenced their participation and the success of their collaboration. Understanding the interprofessional learning process of OT students will help allied health faculty to design more effective, inclusive interprofessional courses.

  14. Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

    NASA Astrophysics Data System (ADS)

    Ochsner, Karl

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it appeared that science content was gained from this project. Students felt motivated to learn and had positive experience. Students also felt that the repetition of production and watching their movies helped them remember science. Students also perceived that creating the didactic digital movie helped them use collaboration, communication, problem solving and critical thinking skills throughout their production.

  15. A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals

    ERIC Educational Resources Information Center

    Brandler, Brian J.; Peynircioglu, Zehra F.

    2015-01-01

    Collaboration is essential in learning ensemble music. It is unclear, however, whether an individual benefits more from collaborative or individual rehearsal in the initial stages of such learning. In nonmusical domains, the effect of collaboration has been mixed, sometimes enhancing and sometimes inhibiting an individual's learning process. In…

  16. Investigating Technical and Pedagogical Usability Issues of Collaborative Learning with Wikis

    ERIC Educational Resources Information Center

    Hadjerrouit, Said

    2012-01-01

    Wikis have been recently promoted as tools that foster collaborative learning. However, there has been little research devoted to the criteria that are suitable to address issues pertinent to collaborative learning. This paper proposes a set of criteria to explore technical and pedagogical usability issues of collaborative learning with wikis. The…

  17. When Is It Better to Learn Together? Insights from Research on Collaborative Learning

    ERIC Educational Resources Information Center

    Nokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya

    2015-01-01

    Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to…

  18. Creativity and Collaborative Learning: The Practical Guide to Empowering Students, Teachers, and Families. Second Edition.

    ERIC Educational Resources Information Center

    Thousand, Jacqueline S., Ed.; Villa, Richard A., Ed.; Nevin, Ann I., Ed.

    These 24 papers explain how using the collaborative learning model can help teachers address classroom challenges. Section 1, "Toward Creativity and Collaborative Learning in the 21st Century," begins with "Toward Whole Schools: Building a Movement for Creativity and Collaborative Learning in the 21st Century" (J. Michael…

  19. Process and data fragmentation-oriented enterprise network integration with collaboration modelling and collaboration agents

    NASA Astrophysics Data System (ADS)

    Li, Qing; Wang, Ze-yuan; Cao, Zhi-chao; Du, Rui-yang; Luo, Hao

    2015-08-01

    With the process of globalisation and the development of management models and information technology, enterprise cooperation and collaboration has developed from intra-enterprise integration, outsourcing and inter-enterprise integration, and supply chain management, to virtual enterprises and enterprise networks. Some midfielder enterprises begin to serve for different supply chains. Therefore, they combine related supply chains into a complex enterprise network. The main challenges for enterprise network's integration and collaboration are business process and data fragmentation beyond organisational boundaries. This paper reviews the requirements of enterprise network's integration and collaboration, as well as the development of new information technologies. Based on service-oriented architecture (SOA), collaboration modelling and collaboration agents are introduced to solve problems of collaborative management for service convergence under the condition of process and data fragmentation. A model-driven methodology is developed to design and deploy the integrating framework. An industrial experiment is designed and implemented to illustrate the usage of developed technologies in this paper.

  20. Collaborative Chronic Care Networks (C3Ns) to transform chronic illness care.

    PubMed

    Margolis, Peter A; Peterson, Laura E; Seid, Michael

    2013-06-01

    Despite significant gains by pediatric collaborative improvement networks, the overall US system of chronic illness care does not work well. A new paradigm is needed: a Collaborative Chronic Care Network (C3N). A C3N is a network-based production system that harnesses the collective intelligence of patients, clinicians, and researchers and distributes the production of knowledge, information, and know-how over large groups of people, dramatically accelerating the discovery process. A C3N is a platform of "operating systems" on which interconnected processes and interventions are designed, tested, and implemented. The social operating system is facilitated by community building, engaging all stakeholders and their expertise, and providing multiple ways to participate. Standard progress measures and a robust information technology infrastructure enable the technical operating system to reduce unwanted variation and adopt advances more rapidly. A structured approach to innovation design provides a scientific operating system or "laboratory" for what works and how to make it work. Data support testing and research on multiple levels: comparative effectiveness research for populations, evaluating care delivery processes at the care center level, and N-of-1 trials and other methods to select the best treatment of individual patient circumstances. Methods to reduce transactional costs to participate include a Federated IRB Model in which centers rely on a protocol approved at 1 central institutional review board and a "commons framework" for organizational copyright and intellectual property concerns. A fully realized C3N represents a discontinuous leap to a self-developing learning health system capable of producing a qualitatively different approach to improving health.

  1. Case study on perspicacity of collaborative learning experiences

    NASA Astrophysics Data System (ADS)

    Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

    2017-12-01

    In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

  2. 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.

  3. Enhancing an International Perspective in Public Health Teaching through Formalized University Partnerships.

    PubMed

    Brzoska, Patrick; Akgün, Seval; Antia, Bassey E; Thankappan, K R; Nayar, Kesavan Rajasekharan; Razum, Oliver

    2017-01-01

    Teaching in the field of public health needs to employ a global perspective to account for the fact that public health problems and solutions have global determinants and implications as well. International university partnerships can promote such a perspective through the strengthening of cooperation, exchange, and communication between academic institutions across national boundaries. As an example for such an academic network in the field of public health, we introduce the International Public Health Partnership-a collaboration between a university in Germany and universities in India, Turkey, and Nigeria. Formed in 2005, it facilitated the exchange of information, fostered discussion about the transferability of public health concepts, contributed to the structural development of the universities involved, and promoted an intercultural dialog through a combination of local and distance learning activities. Although well accepted by students and staff, different obstacles were encountered; these included limited external funding, scarce own financial, time and personnel resources, and diverging regulations and structures of degree programs at the partnership sites. In the present article, we share several lessons that we learned during our joint collaboration and provide recommendations for other universities that are involved in partnerships with institutions of higher education or are interested to initiate such collaborations.

  4. eLearning, knowledge brokering, and nursing: strengthening collaborative practice in long-term care.

    PubMed

    Halabisky, Brenda; Humbert, Jennie; Stodel, Emma J; MacDonald, Colla J; Chambers, Larry W; Doucette, Suzanne; Dalziel, William B; Conklin, James

    2010-01-01

    Interprofessional collaboration is vital to the delivery of quality care in long-term care settings; however, caregivers in long-term care face barriers to participating in training programs to improve collaborative practices. Consequently, eLearning can be used to create an environment that combines convenient, individual learning with collaborative experiential learning. Findings of this study revealed that learners enjoyed the flexibility of the Working Together learning resource. They acquired new knowledge and skills that they were able to use in their practice setting to achieve higher levels of collaborative practice. Nurses were identified as team leaders because of their pivotal role in the long-term care home and collaboration with all patient care providers. Nurses are ideal as knowledge brokers for the collaborative practice team. Quantitative findings showed no change in learner's attitudes regarding collaborative practice; however, interviews provided examples of positive changes experienced. Face-to-face collaboration was found to be a challenge, and changes to organizations, systems, and technology need to be made to facilitate this process. The Working Together learning resource is an important first step toward strengthening collaboration in long-term care, and the pilot implementation provides insights that further our understanding of both interprofessional collaboration and effective eLearning.

  5. 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…

  6. Social Collaborative Filtering by Trust.

    PubMed

    Yang, Bo; Lei, Yu; Liu, Jiming; Li, Wenjie

    2017-08-01

    Recommender systems are used to accurately and actively provide users with potentially interesting information or services. Collaborative filtering is a widely adopted approach to recommendation, but sparse data and cold-start users are often barriers to providing high quality recommendations. To address such issues, we propose a novel method that works to improve the performance of collaborative filtering recommendations by integrating sparse rating data given by users and sparse social trust network among these same users. This is a model-based method that adopts matrix factorization technique that maps users into low-dimensional latent feature spaces in terms of their trust relationship, and aims to more accurately reflect the users reciprocal influence on the formation of their own opinions and to learn better preferential patterns of users for high-quality recommendations. We use four large-scale datasets to show that the proposed method performs much better, especially for cold start users, than state-of-the-art recommendation algorithms for social collaborative filtering based on trust.

  7. The Social Network Classroom

    NASA Astrophysics Data System (ADS)

    Bunus, Peter

    Online social networking is an important part in the everyday life of college students. Despite the increasing popularity of online social networking among students and faculty members, its educational benefits are largely untested. This paper presents our experience in using social networking applications and video content distribution websites as a complement of traditional classroom education. In particular, the solution has been based on effective adaptation, extension and integration of Facebook, Twitter, Blogger YouTube and iTunes services for delivering educational material to students on mobile platforms like iPods and 3 rd generation mobile phones. The goals of the proposed educational platform, described in this paper, are to make the learning experience more engaging, to encourage collaborative work and knowledge sharing among students, and to provide an interactive platform for the educators to reach students and deliver lecture material in a totally new way.

  8. ESIP Federation: A Case Study on Enabling Collaboration Infrastructure to Support Earth Science Informatics Communities

    NASA Astrophysics Data System (ADS)

    Robinson, E.; Meyer, C. B.; Benedict, K. K.

    2013-12-01

    A critical part of effective Earth science data and information system interoperability involves collaboration across geographically and temporally distributed communities. The Federation of Earth Science Information Partners (ESIP) is a broad-based, distributed community of science, data and information technology practitioners from across science domains, economic sectors and the data lifecycle. ESIP's open, participatory structure provides a melting pot for coordinating around common areas of interest, experimenting on innovative ideas and capturing and finding best practices and lessons learned from across the network. Since much of ESIP's work is distributed, the Foundation for Earth Science was established as a non-profit home for its supportive collaboration infrastructure. The infrastructure leverages the Internet and recent advances in collaboration web services. ESIP provides neutral space for self-governed groups to emerge around common Earth science data and information issues, ebbing and flowing as the need for them arises. As a group emerges, the Foundation quickly equips the virtual workgroup with a set of ';commodity services'. These services include: web meeting technology (Webex), a wiki and an email listserv. WebEx allows the group to work synchronously, dynamically viewing and discussing shared information in real time. The wiki is the group's primary workspace and over time creates organizational memory. The listserv provides an inclusive way to email the group and archive all messages for future reference. These three services lower the startup barrier for collaboration and enable automatic content preservation to allow for future work. While many of ESIP's consensus-building activities are discussion-based, the Foundation supports an ESIP testbed environment for exploring and evaluating prototype standards, services, protocols, and best practices. After community review of testbed proposals, the Foundation provides small seed funding and a toolbox of collaborative development resources including Amazon Web Services to quickly spin-up the testbed instance and a GitHub account for maintaining testbed project code enabling reuse. Recently, the Foundation supported development of the ESIP Commons (http://commons.esipfed.org), a Drupal-based knowledge repository for non-traditional publications to preserve community products and outcomes like white papers, posters and proceedings. The ESIP Commons adds additional structured metadata, provides attribution to contributors and allows those unfamiliar with ESIP a straightforward way to find information. The success of ESIP Federation activities is difficult to measure. The ESIP Commons is a step toward quantifying sponsor return on investment and is one dataset used in network map analysis of the ESIP community network, another success metric. Over the last 15 years, ESIP has continually grown and attracted experts in the Earth science data and informatics field becoming a primary locus of research and development on the application and evolution of Earth science data standards and conventions. As funding agencies push toward a more collaborative approach, the lessons learned from ESIP and the collaboration services themselves are a crucial component of supporting science research.

  9. A Framework for Implementing Virtual Collaborative Networks - Case Study on Automobile Components Production Industry

    NASA Astrophysics Data System (ADS)

    Parvinnia, Elham; Khayami, Raouf; Ziarati, Koorush

    Virtual collaborative networks are composed of small companies which take most advantage from the market opportunity and are able to compete with large companies. So some frameworks have been introduced for implementing this type of collaboration; although none of them has been standardized completely. In this paper we specify some instances that need to be standardized for implementing virtual enterprises. Then, a framework is suggested for implementing virtual collaborative networks. Finally, based on that suggestion, as a case study, we design a virtual collaborative network in automobile components production industry.

  10. How does network structure affect partnerships for promoting physical activity? Evidence from Brazil and Colombia.

    PubMed

    Parra, Diana C; Dauti, Marsela; Harris, Jenine K; Reyes, Lissette; Malta, Deborah C; Brownson, Ross C; Quintero, Mario A; Pratt, Michael

    2011-11-01

    The objective of this study was to describe the network structure and factors associated with collaboration in two networks that promote physical activity (PA) in Brazil and Colombia. Organizations that focus on studying and promoting PA in Brazil (35) and Colombia (53) were identified using a modified one-step reputational snowball sampling process. Participants completed an on-line survey between December 2008 and March 2009 for the Brazil network, and between April and June 2009 for the Colombia network. Network stochastic modeling was used to investigate the likelihood of reported inter-organizational collaboration. While structural features of networks were significant predictors of collaboration within each network, the coefficients and other network characteristics differed. Brazil's PA network was decentralized with a larger number of shared partnerships. Colombia's PA network was centralized and collaboration was influenced by perceived importance of peer organizations. On average, organizations in the PA network of Colombia reported facing more barriers (1.5 vs. 2.5 barriers) for collaboration. Future studies should focus on how these different network structures affect the implementation and uptake of evidence-based PA interventions. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. Learning Motivation and Retention Effects of Pair Programming in Data Structures Courses

    ERIC Educational Resources Information Center

    Yang, Ya-Fei; Lee, Chien-I; Chang, Chih-Kai

    2016-01-01

    Collaborative learning is an activity in which two or more students learn something together. Many studies have found that collaborative learning improve students' memory retention and motivation to learn. Peer Instruction (PI) is one of the most successful evidence-based collaborative learning methods. This article investigates issues of student…

  12. Stress in Japanese Learners Engaged in Online Collaborative Learning in English

    ERIC Educational Resources Information Center

    Jung, Insung; Kudo, Masayuki; Choi, Sook-Kyoung

    2012-01-01

    Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university…

  13. Combining Collaborative Learning with Learning Management Systems in Teaching Programming Language

    ERIC Educational Resources Information Center

    Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

    2006-01-01

    The development of collaborative studies in learning has led to a renewed interest in the field of web-based education. In this experimental study, a highly interactive and collaborative teaching environment was created using Moodle, a learning management system with two types of Collaborative Tools (CTs): Standard CT and Advanced CT to create a…

  14. Taking an Instrumental Genesis Lens: New Insights into Collaborative Mobile Learning

    ERIC Educational Resources Information Center

    Cerratto Pargman, Teresa; Nouri, Jalal; Milrad, Marcelo

    2018-01-01

    In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the…

  15. TELMA: Technology-enhanced learning environment for minimally invasive surgery.

    PubMed

    Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

    2013-06-01

    Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

  16. The Climate Change Education Partnership Alliance: Building a Network for Effective Collaboration and Impact (Invited)

    NASA Astrophysics Data System (ADS)

    Scowcroft, G.

    2013-12-01

    The mission of the Climate Change Education Partnership Alliance (The Alliance), funded by the National Science Foundation (NSF), is to advance exemplary climate change education through research and innovative partnerships. Through six unique regional projects, The Alliance is reaching wide and diverse audiences across the U.S., while linking groups and institutions that might not otherwise be connected by a common focus on climate change education. The goals for The Alliance include building collaborations between projects and institutions, sharing effective practices, and leveraging resources to create a community in which the whole is greater than the sum of its parts. To foster these goals, NSF has funded a central hub, the Alliance Office. Currently, the Alliance Office is building the infrastructure necessary to support activities and communication between the projects. Successful networks need objectives for their interactions and a common vision held by the partners. In the first national meeting of The Alliance members, held in June 2013, the foundation was laid to begin this work. The Alliance now has a common mission and vision to guide the next four years of activities. An initial 'mapping' of the network has identified the scope and diversity of the network, how members are connected, current boundaries of the network, network strengths and weaknesses, and network needs. This information will serve as a baseline as the network develops. The Alliance has also identified the need for key 'working groups' which provide an opportunity for members to work across the projects on common goals. As The Alliance evolves, building blocks identified by the field of network science will be used to forge a strong and successful collaborative enterprise. Infrastructure is being established to support widespread engagement; social ties are being fostered through face-to-face meetings and monthly teleconferences; time is provided to build and share knowledge; the sharing of new and diverse perspectives is encouraged; and resources will be leveraged across and beyond the projects. This presentation will provide an overview of The Alliance activities, lessons learned thus far, and plans for the future.

  17. Network effects on scientific collaborations.

    PubMed

    Uddin, Shahadat; Hossain, Liaquat; Rasmussen, Kim

    2013-01-01

    The analysis of co-authorship network aims at exploring the impact of network structure on the outcome of scientific collaborations and research publications. However, little is known about what network properties are associated with authors who have increased number of joint publications and are being cited highly. Measures of social network analysis, for example network centrality and tie strength, have been utilized extensively in current co-authorship literature to explore different behavioural patterns of co-authorship networks. Using three SNA measures (i.e., degree centrality, closeness centrality and betweenness centrality), we explore scientific collaboration networks to understand factors influencing performance (i.e., citation count) and formation (tie strength between authors) of such networks. A citation count is the number of times an article is cited by other articles. We use co-authorship dataset of the research field of 'steel structure' for the year 2005 to 2009. To measure the strength of scientific collaboration between two authors, we consider the number of articles co-authored by them. In this study, we examine how citation count of a scientific publication is influenced by different centrality measures of its co-author(s) in a co-authorship network. We further analyze the impact of the network positions of authors on the strength of their scientific collaborations. We use both correlation and regression methods for data analysis leading to statistical validation. We identify that citation count of a research article is positively correlated with the degree centrality and betweenness centrality values of its co-author(s). Also, we reveal that degree centrality and betweenness centrality values of authors in a co-authorship network are positively correlated with the strength of their scientific collaborations. Authors' network positions in co-authorship networks influence the performance (i.e., citation count) and formation (i.e., tie strength) of scientific collaborations.

  18. Implications of network structure on public health collaboratives.

    PubMed

    Retrum, Jessica H; Chapman, Carrie L; Varda, Danielle M

    2013-10-01

    Interorganizational collaboration is an essential function of public health agencies. These partnerships form social networks that involve diverse types of partners and varying levels of interaction. Such collaborations are widely accepted and encouraged, yet very little comparative research exists on how public health partnerships develop and evolve, specifically in terms of how subsequent network structures are linked to outcomes. A systems science approach, that is, one that considers the interdependencies and nested features of networks, provides the appropriate methods to examine the complex nature of these networks. Applying Mays and Scutchfields's categorization of "structural signatures" (breadth, density, and centralization), this research examines how network structure influences the outcomes of public health collaboratives. Secondary data from the Program to Analyze, Record, and Track Networks to Enhance Relationships (www.partnertool.net) data set are analyzed. This data set consists of dyadic (N = 12,355), organizational (N = 2,486), and whole network (N = 99) data from public health collaborations around the United States. Network data are used to calculate structural signatures and weighted least squares regression is used to examine how network structures can predict selected intermediary outcomes (resource contributions, overall value and trust rankings, and outcomes) in public health collaboratives. Our findings suggest that network structure may have an influence on collaborative-related outcomes. The structural signature that had the most significant relationship to outcomes was density, with higher density indicating more positive outcomes. Also significant was the finding that more breadth creates new challenges such as difficulty in reaching consensus and creating ties with other members. However, assumptions that these structural components lead to improved outcomes for public health collaboratives may be slightly premature. Implications of these findings for research and practice are discussed.

  19. The pediatric heart network: meeting the challenges to multicenter studies in pediatric heart disease

    PubMed Central

    Burns, Kristin M.; Pemberton, Victoria L.; Pearson, Gail D.

    2017-01-01

    Purpose of review Because of the relatively small numbers of pediatric patients with congenital heart disease cared for in any individual center, there is a significant need for multicenter clinical studies to validate new medical or surgical therapies. The Pediatric Heart Network (PHN), with 15 years of experience in multicenter clinical research, has tackled numerous challenges when conducting multicenter studies. Recent findings This review describes the challenges encountered and the strategies employed to conduct high-quality, collaborative research in pediatric cardiovascular disease. Summary Sharing lessons learned from the PHN can provide guidance to investigators interested in conducting pediatric multicenter studies. PMID:26196261

  20. Three Philosophical Pillars That Support Collaborative Learning.

    ERIC Educational Resources Information Center

    Maltese, Ralph

    1991-01-01

    Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

Some links on this page may take you to non-federal websites. Their policies may differ from this site.
Top