Journal articles on the topic 'Shared and creative problem solving'
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Angelianawati, Luh. "INDIVIDUAL PROBLEM SOLVING SHARED READING TO DEVELOP STUDENTS’ READING COMPREHENSION." Jurnal Dinamika Pendidikan 9, no. 2 (March 17, 2017): 109. http://dx.doi.org/10.33541/jdp.v9i2.343.
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ABSTRACTTeaching English as a Foreign Language is challenged to find strategies which develop student-centered learning and be able to cultivate students’ language competence and performance effectively. Shared reading is affirmed as one of effective strategies to develop student-centered learning. The strategy is recognized as a creative and exciting model for active learning by doing a group or student-sharing. It makes students learn how making connections, predicting, asking questions, understanding new vocabulary, and making inferences. The main purpose of applying this strategy is to make the students have knowledge of vocabulary and concepts of print and literature reading, as well as use the language through collaborative reading experience. In implementing this strategy, the level of education in which the strategy is implemented should be considered. The way how this strategy may be utilized in the classroom is presented in this article.Keywords: shared reading, teaching strategy, student centered learningABSTRAKPengajaran Bahasa Inggris sebagai Bahasa Asing ditantang untuk menemukan strategi yang mampu mengembangkan pembelajaran yang berpusat pada siswa dan mampu menumbuhkan kemampuan berbahasa dan kinerja siswa secara efektif. Membaca bersama diakui sebagai salah satu strategi yang efektif untuk mengembangkan pembelajaran yang berpusat pada siswa. Strategi ini diakui sebagai model pembelajaran aktif yang kreatif dan menarik dengan cara belajar bersama kelompok. Hal tersebut membuat siswa belajar bagaimana menghubungkan informasi, memprediksi, mengajukan pertanyaan, memahami kosa kata baru, dan membuat kesimpulan. Tujuan utama dari penerapan strategi ini adalah untuk membuat siswa memiliki pengetahuan kosa kata dan konsep tentang bacaannya, serta menggunakan bahasa melalui pengalaman membaca kolaboratif. Dalam menerapkan strategi ini, tingkat pendidikan di mana strategi ini dilaksanakan harus dipertimbangkan. Cara bagaimana strategi ini dapat dilakukan di dalam kelas disajikan dalam artikel ini.Kata kunci: membaca bersama, strategi pengajaran, pembelajaran berpusat pada siswa
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Larkin, Teresa L. "The Creative Project: Design, Implementation, and Assessment." International Journal of Engineering Pedagogy (iJEP) 6, no. 1 (February 22, 2016): 72. http://dx.doi.org/10.3991/ijep.v6i1.5387.
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One of the primary objectives in most STEM classrooms is to provide educational experiences that will build and enhance students’ ability to think critically and to solve a wide set of different types of problems. To be competitive in the increasingly global society of the twenty-first century, scientists and engineers must often be able to innovate and “think outside the box” when solving a problem or designing a new tool or product. Within a typical STEM classroom, however, assignments often focus primarily on solving textbook-type problems that allow little room for innovation and creative thinking. While these textbook-type problems help students develop their critical thinking skills, they do little for helping them learn to think creatively and innovatively. There is a need for pedagogical activities that include a creative component that would all students to become creative and innovative thinkers. The objective of this paper is to showcase some examples of assessment activities that can be used to facilitate the creative component of student learning in a physics course. The course is entitled Changing Views of the Universe and is often taken by students to satisfy the university’s general education requirements towards graduation. The activities assessed in the course include reading quizzes, free-writing assignments, a short paper activity, a creative project, and a final exam. Emphasis will be placed on the design, implementation and assessment of the creative project activity which was first piloted in spring 2014. A discussion related to student perceptions of the activity will be included. In addition, a summary of some of the lessons learned during the implementation phase will be shared.
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Stadler, Raphaela, and Simone Fullagar. "Appreciating formal and informal knowledge transfer practices within creative festival organizations." Journal of Knowledge Management 20, no. 1 (February 8, 2016): 146–61. http://dx.doi.org/10.1108/jkm-11-2014-0484.
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Purpose – Problem-solving approaches to research have dominated the not-for-profit festival management field. Little attention has been paid to how festival organizations successfully create cultures where knowledge transfer is practised within the high intensity of a festival life cycle. Drawing upon insights from social practice theory and appreciative inquiry (AI), the purpose of this paper is to offer a different conceptual approach to understanding how knowledge transfer “works” as an organizational practice to produce a collaborative festival culture. Design/methodology/approach – This paper draws upon an ethnographic case study with the highly acclaimed Queensland Music Festival organization in Australia. The research questions and methods were framed around an appreciative approach that identified formal and informal practices that " worked " rather than a conventional problem-focused analysis. Findings – This research focused on appreciating the cultural context that shaped the interrelationships between formal and informal knowledge transfer practices that enabled trust and collaboration. A range of knowledge transfer practices was identified that contributed to the creation of a shared festival ethos and the on-going sustainability of the festival vision. Practical implications – The not-for-profit sector brings numerous challenges for festival organizations, and there is a need to appreciate how collaborative and creative knowledge transfer can occur formally and informally. Festival organizers can benefit from understanding the relational and practice dimensions of knowledge management as they are performed within specific organizational contexts. Originality/value – An appreciative understanding of knowledge transfer practices has not yet been applied to not-for-profit festival organizations, where problem-solving approaches dominate the field.
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Diani, Rahma, Hesti Herliantari, Irwandani Irwandani, Antomi Saregar, and Rofiqul Umam. "Search, Solve, Create, and Share (SSCS) Learning Model: The Impact on the Students’ Creative Problem-Solving Ability on the Concept of Substance Pressure." Jurnal Penelitian Fisika dan Aplikasinya (JPFA) 9, no. 1 (June 30, 2019): 65. http://dx.doi.org/10.26740/jpfa.v9n1.p65-77.
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This study aimed to determine the effectiveness of the Search, Solve, Create, and Share (SSCS) learning model and its impact on the students’ creative problem-solving ability. The study was conducted on eighth-grade students of Junior High School 24 (SMPN 24) Bandar Lampung, Indonesia, on the Substances Pressure subject matter. This is quasi-experimental with non-equivalent control group design. The independent sample t-test showed that the SSCS model influences the students’ creative problem-solving ability, of which the experimental class is higher than the control class. Furthermore, the results of the effect size obtained the d value of 2.39, indicating the SSCS learning model is effective for the students' creative problem-solving ability which belongs to the high category.
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Rauniar, Rupak, Greg Rawski, and Jeramy Meacham. "Collective Ambition, Creative Chaos, Information Redundancy, and Shared Knowledge in Integrated Product Development – Case Study." Journal of Information & Knowledge Management 06, no. 02 (June 2007): 79–89. http://dx.doi.org/10.1142/s0219649207001664.
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The use of cross-functional teams in integrated product development (IPD) has become a common practice in industry. Despite an extant body of literature on the importance of knowledge management in cross-functional team execution, the drivers of knowledge sharing in cross-functional teams in IPD projects have not been adequately addressed. Knowledge sharing among the IPD team members help in complex problem solving and decision-making during the course of the concurrent project environment. In this article we present findings on knowledge sharing in IPD projects from our interviews with project executives from four diverse companies. Based on social cognitive and information processing theories, the current case study proposes a theoretical framework on some of the important determinants of shared knowledge. An understanding of such determinants can help managers in IPD to promote information and knowledge sharing which may lead to superior IPD project performance.
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Reiter-Palmon, Roni, and Salvatore Leone. "Facilitating creativity in interdisciplinary design teams using cognitive processes: A review." Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 233, no. 2 (January 22, 2018): 385–94. http://dx.doi.org/10.1177/0954406217753236.
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Interdisciplinary, or cross-functional, teams have become quite common for engineering and design. Many of today’s scientific breakthroughs occur in interdisciplinary teams, as the increasingly complex problems facing society often cannot be addressed by single disciplines alone. However, fostering creative and productive collaboration in interdisciplinary teams is no easy challenge. First, leading creative teamwork is difficult by itself. Second, many of the factors that impede teams and teamwork in general are exacerbated in interdisciplinary teams as a result of differences between team members. In this paper, we will review the team creativity psychology and management literature, and discuss how cognitive processes that facilitate creativity can be used by engineering and design teams. Specifically, past research has shown problem construction that allows teams to develop a structure to guide solving ambiguous problems. Further, problem construction allows teams to develop a shared understanding of the problem which aids in later processes. While there is significant research on idea generation, results suggest that teams may not be better at this than individuals. In this review, we discuss how idea generation in teams can mitigate some of the issues that lead to this effect. Finally, team research has only recently began to determine what factors influence idea evaluation and selection for implementation.
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Gross, Jörg, and Carsten K. W. De Dreu. "Individual solutions to shared problems create a modern tragedy of the commons." Science Advances 5, no. 4 (April 2019): eaau7296. http://dx.doi.org/10.1126/sciadv.aau7296.
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Alone and together, climatic changes, population growth, and economic scarcity create shared problems that can be tackled effectively through cooperation and coordination. Perhaps because cooperation is fragile and easily breaks down, societies also provide individual solutions to shared problems, such as privatized healthcare or retirement planning. But how does the availability of individual solutions affect free-riding and the efficient creation of public goods? We confronted groups of individuals with a shared problem that could be solved either individually or collectively. Across different cost-benefit ratios of individually versus collectively solving the shared problem, individuals display a remarkable tendency toward group-independent, individual solutions. This “individualism” leads to inefficient resource allocations and coordination failure. Introducing peer punishment further results in wasteful punishment feuds between “individualists” and “collectivists.” In the presence of individual solutions to shared problems, groups struggle to balance self-reliance and collective efficiency, leading to a “modern tragedy of the commons.”
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Edwards, Brent. "The Thinking of Students: Have You Lost Your Marbles? Three Creative Problem-Solving Approaches." Mathematics Teaching in the Middle School 11, no. 1 (August 2005): 18–21. http://dx.doi.org/10.5951/mtms.11.1.0018.
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As an eighth-grade mathematics teacher, I have come to value the process of communicating about mathematics. I have learned that it is vital for students to explain and describe their work, not just simply submit their solutions. I use several methods to encourage my students to share their problem-solving processes, such as asking them to show their work on the board for the class, write essays, and answer a simple question like “How did you arrive at your answer?” Of these tasks, writing takes the most time and effort, but the results can be extraordinary. The formal essay requires students to organize their thoughts, prepare a logical sequence, and explicitly communicate the details of their work. This “thinking about thinking” translates to an improved problem-solving ability and greater conceptual understanding.
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Ko, Yunjeong, Sinjeong Kim, and Sejung Lim. "On Developing Convergence Subject for Digital Literacy and That Effect." Korean Association of General Education 15, no. 3 (June 30, 2021): 51–61. http://dx.doi.org/10.46392/kjge.2021.15.3.51.
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As it enters into a hyper connected society, we are requesting a new technological convergence. Also, these days are a convergent society based on IoT, AI in earnest. We need to build up ‘digital literacy’, that is the ability to critically watch digital information to choice the correct and right information in the flood of information in these days.<br/>This paper is for sharing our research process and conclusion about the convergence subject for cultivating a digital literacy. The subject “Comprehension of digital literacy” is made for fostering students who to be great talents can be critical, integrating, problem-solving, creative. This subject was managed by three professors who are consist of a humanities major, a social science major, an engineering major. For this, Three teachers shared AI knowledge based on expert knowledges per major, and based on this, this subject was developed for cultivating students who get a critical comprehension about digital information and a creative solve-problems with digital tools. This subject consists of four parts; in the first part, students have recognized the necessity of digital literacy and main conception of digital literacy. In the second part, students have recognized ethical manner and ethical mind as digital literacy. Next, they have learned various tools of digital and could use those tools. Lastly, students have fulfilled a critical project with digital tools.<br/>The survey at the end of this class shows positive effects of our subject to students getting abilities in many domains: solving problem, thinking integrated, creating knowledge, digital ethics, team teaching, self-efficacy. This integrating subject is judged that cultivating student of various major to get basic knowledge of digital literacy by changing of existing cognition and this is can be leading case jumping over academic boundary.
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Brown, Susannah. "Creativity, Social Justice and Human Rights within Adult Education." International Journal of Adult Vocational Education and Technology 6, no. 2 (April 2015): 1–12. http://dx.doi.org/10.4018/ijavet.2015040101.
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In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations (1992) which emphasizes importance of women's roles and creativity in the process of forming a global community. Foundational theories (Gardner, 1999; Greene, 1995; Knowles, 1975; Lawrence, 2005; & Vygotsky, 1978) are connected to support this philosophical approach to adult learning. Creative application examples are shared featuring changes in women's education and subsequently their lives such as, a project guided by artist, Vic Muniz (Walker, Jardim, Harley, & Muniz, 2010) and an arts-based education program that changed the lives of incarcerated women in one female correctional facility (Mullen, 1999). The goal of this paper is to provide examples of how creativity and arts-based learning can be integrated within adult education promoting social justice and human rights.
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Chaurasia, Sushil S., Natashaa Kaul, Babita Yadav, and Dhirendra Shukla. "Open innovation for sustainability through creating shared value-role of knowledge management system, openness and organizational structure." Journal of Knowledge Management 24, no. 10 (September 15, 2020): 2491–511. http://dx.doi.org/10.1108/jkm-04-2020-0319.
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Purpose This paper aims to identify the prominent themes of open innovation for sustainability (OIS) and establish their inter-relationships. Moreover, it examines the importance of success factors (i.e. knowledge management system, openness and organizational structure) and their configuration for co-creating shared value for OIS in manufacturing micro small and medium enterprises. Design/methodology/approach The first stage of investigation determines the relationship between concepts using the bibliometric technique. The second stage examines predictors (e.g. knowledge management system, openness and organizational structure) that contribute to the desired outcomes (creation of shared value in OIS) through necessary condition analysis. Findings The investigation demonstrates that all three conditions are necessary for (at different levels) creating shared values for OIS. More specifically, the investigation shows that the different levels of creation of shared value outcomes do require organizations to configure organizational interventions at different levels of the knowledge management system, openness and organizational structure. Practical implications To use the concept of open innovation (OI), organizations need to expand their view beyond their existing resource pool and business environment, to include their partners and stakeholders for more inclusivity. Such creation of shared value for OI does require active participation, interaction and collaboration with both manufacturer, retailers and other stakeholders, for developing an insight in creating value for sustainability problem-solving context. Originality/value The investigation advances the existing body of knowledge that propagates the significance of knowledge management system, openness and organizational structure as the antecedent to increase the creation of shared value for sustainability by organizations. The investigation advances the existing body of knowledge that propagates the significance of knowledge management system, openness and organizational structure as an antecedent to increase the creation of shared value for sustainability by organizations.
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Claudia, Cacia, and Lucia Aiello. "SHARED VALUE, CROWDSOURCING AND FIRM PERFORMANCE." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 10, no. 4 (November 30, 2014): 2063–81. http://dx.doi.org/10.24297/ijmit.v10i4.631.
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The crisis currently affecting the firms, joined to the technological development and more intense global competition have transformed the current competitive environment for most firms. Firms competitive advantage is now more dependent on continuous knowledge development and enhancement, so knowledge becomes a central theme in strategic management. Furthermore, the competitiveness of a company and the health of the communities around it are closely intertwined. The business needs a successful community, both to create demand for its products and to provide critical assets and a supportive environment and, also, community needs successful businesses to provide wealth creation opportunities. This scenario calls for a broader definition of business success which includes customer engagement methods and shifts the central goal of companies into creating shared value. This aim becomes more influential especially for those companies who operate in a new market space through electronic means that enable electronic marketing relationships from the perspective of non-conventional marketing and social-media marketing. Social Media (SM) and ICT enable the interactionwith the market that allows spreading development burden amongst companies and individuals. Firms increasingly have needs of gathering ideas for innovations and providing solutions to existing problems and/or for maintaining the competitive advantage. More and more companies apply the wisdom of crowds to certain tasks and challenges, making the crowdsourcing a recognized mechanism for problem-solving. While both phenomena are not new, their overlapping requires considerable attention in practice, related to the crowdsourcing opportunities and benefits that have been enabled by new web 2.0 technologies. Crowdsourcing presents a number of potential applications, open to future developments and seem to provide new channels and ways to enable this in practice and to create new shared value and firm value. Based on theoretical conceptualization, combined with empirical evidence, we develop an analysis framework for approaching crowdsourcing in a SME context. In particular, we aim to highlight the influence of customer-social engagement through new technologies on shared value creation and stress the role of crowdsourcing process in knowledge-building process. Finally, authors analyze if those instances are able to contribute to build and develop the firms performance.
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Sasaki, H., S. Yamamoto, A. Agchbayar, and Ν. Nkhbayasgalan. "Extracting Problem Linkages to Improve Knowledge Exchange between Science and Technology Domains using an Attention-based Language Model." Engineering, Technology & Applied Science Research 10, no. 4 (August 16, 2020): 5903–13. http://dx.doi.org/10.48084/etasr.3598.
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Science and technology activities can be considered problem-solving activities, and scientific papers and patent publications can be viewed as providing explicit knowledge gained from the problem-solving of academia and industry respectively. However, even in the same field, the approach to the same problem is not consistent between a paper and the patented technology. The creation of information silos in science and technology generates inefficiency in human intellectual production. Therefore, this study examines whether insights from technical problems can be shared with academics to solve scientific problems. We propose a concept to link the problems between these two domains using a linguistic approach for knowledge discovery that connects science and technology. We extracted scientific papers from the Association for Computational Linguistics dataset, and patent literature from the Derwent Innovation platform. From these, pairs of problem defining sentences were identified and extracted using an attention-based language model. For example, we were able to extract examples of issues that do not necessarily arise from scientific papers, such as annotation difficulties in the analysis of social network data, but can be hinted at by patented techniques prior to the paper. These results suggest that scientific problems and industrial solutions can provide mutual insight. This knowledge discovery approach is recommended not only for benefiting corporate activities but also for grasping research trends.
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de Bruin, Leon R. "Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study." Journal of Research in Music Education 65, no. 4 (November 17, 2017): 483–507. http://dx.doi.org/10.1177/0022429417744348.
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The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.
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Reddy, Peter, and Vanessa Parson. "Student Response to a Pub Quiz Style First Year Psychology Assessment." Psychology Learning & Teaching 6, no. 2 (September 2007): 154–59. http://dx.doi.org/10.2304/plat.2007.6.2.154.
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The deterioration in staff-student ratios in UK higher education has had a disproportionate impact on assessment and feedback, meaning that contemporary students may have fewer assessments and much less feedback than a generation ago (Gibbs, 2006). Early use of a quiz assessment may offer a blend of social benefits (social comparison, shared problem solving leading to engagement, belonging and continuation), academic benefits (early formative assessment, immediate feedback) and administrative benefits (on-the-spot verbal marking and feedback to 230 students simultaneously). This study sought student views on the acceptability and contribution to learning of the quiz. Social benefits were apparent but difficulties in creating questions to elicit deeper reasoning and problem solving are discussed and the quiz had limited pedagogic value in the eyes of participants. The use of assertion-reason questions are considered as a way of taking the table quiz to a higher level and extending its pedagogic value.
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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (March 7, 2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.
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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of instructional practices that foster the mathematical creativity of students were categorized under two main factors including: 1) discipline-specific instructional practices and 2) general instructional practices. The discipline-specific instructional practices were problem-solving, problem-posing, open-ended questions, multiple solution tasks, tasks with more than one correct answer, modeling/model-eliciting activities, technology integration, extendable tasks, and emphasizing abstractness of mathematics. The general instructional practices were providing students with ample time to think creatively about real-world related mathematical problems in a judgment free and collaborative classroom environment so that they take risks to share their mathematical ideas and use informal words. Integrating all of these instructional practices into mathematics classrooms can provide opportunities for students to discover their potential creative abilities in mathematics.
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Pan, Denise, and Zaana Howard. "Reorganizing a Technical Services Division Using Collaborative Evidence Based Information Practice at Auraria Library." Evidence Based Library and Information Practice 4, no. 4 (December 14, 2009): 88. http://dx.doi.org/10.18438/b8pw4f.
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Objective - The objective of this article is to demonstrate the efficacy of collaborative Evidence Based Information Practice (EBIP).
Methods - Application of theoretical frameworks of shared leadership, appreciative inquiry, and knowledge creation to propose an organisational effectiveness model.
Results - The Auraria Library case study demonstrates the introduction of a collaborative EBIP culture – reorganizing personnel, reassigning responsibilities, and measuring outcomes – successfully within a technical services division. By doing so, participants are encouraged and empowered to identify problems and create solutions amidst a dynamically changing electronic resources environment.
Conclusions - Auraria Library’s technical services department created a collaborative EBIP environment by flattening workplace hierarchies, distributing problem solving and encouraging reflective dialogue. Embracing the collective knowledge and experiences of Technical Services staff members enables them to be valued and respected leaders and followers.
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Fleischmann, Carolin, Laura-Christiane Folter, and Jolanta Aritz. "The Impact of Perceived Foreign Language Proficiency on Hybrid Team Culture." International Journal of Business Communication 57, no. 4 (May 26, 2017): 497–516. http://dx.doi.org/10.1177/2329488417710440.
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This study examines the impact of perceived foreign language proficiency on hybrid culture building in multicultural teams. Hybrid culture includes a mutually shared set of norms, communication patterns, problem-solving approaches, and synergistic task coordination that result from the diverse cultural backgrounds of the team members. Language is the main vehicle for communication and plays a major role in social interaction and therefore hybrid culture building. We argue that the level of perceived language proficiency of multicultural team members influences hybrid culture building; consequently, adequate language skills lead not only to an efficient task solution but are also an important factor in creating interpersonal relationships and building a shared culture. Our empirical analysis supports the positive influence of language proficiency in hybrid teams; however, foreign language proficiency is more influential on cognitively oriented areas of multicultural teamwork than on affective ones.
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Koppman, Sharon, and Amar Gupta. "Navigating the mutual knowledge problem: a comparative case study of distributed work." Information Technology & People 27, no. 1 (February 25, 2014): 83–105. http://dx.doi.org/10.1108/itp-12-2012-0153.
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Purpose – The purpose of this paper is to show how workers successfully address constraints posed by distributed work – specifically, the lack of cognitive common ground or “mutual knowledge” – through emergent practices. Design/methodology/approach – The authors draw on archival and interview data collected over a ten-month period, from two matched product development teams, one working side-by-side in the USA and the other distributed between the USA and India. Findings – The paper illustrates how distributed team members compensate for the difficulties presented by the lack of mutual knowledge by modifying their use of knowledge management systems and communication technologies to coordinate work, and using temporal and task-based differences to facilitate problem solving. Research limitations/implications – This study answers calls to examine how distributed teams actually work. By emphasizing the creation of new practices over knowledge transfer and employees’ perspectives over managers, the paper adds to current understandings of how aspects of the mutual knowledge problem can be alleviated. Since emergent practices are not dependent on shared values or identities, they can coordinate action without compromising the distinct perspectives of workers or constraining the diversity that inspires innovation. In addition, the attention to problem solving in distributed teams – particularly tacit knowledge recombination – extends a literature primarily focussed on communication and coordination processes. Originality/value – In this paper, the authors shift the focus from managerial and organizational policies to the emergent practices of workers themselves, by showing how the authors successfully coordinate and innovate in a changing organizational context.
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Osadchyi, Viacheslav, Iryna Serdiuk, Dmytro Likhachov, and Vladyslav Piatnychenko. "Development of the Personal Site of a Modern Scientist." Ukrainian Journal of Educational Studies and Information Technology 6, no. 1 (March 31, 2018): 49–68. http://dx.doi.org/10.32919/uesit.2018.01.05.
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The article is devoted to the actual and practically important problem for modern science - to provide free access to the scientific creative heritage of the scientist. After all, the weight of the scientist in the professional community, his influence on the events occurring in his chosen field of science, today largely depends on how fully, constructively and organically presented the results of his research on the Internet. The central element of a visiting card of a modern scientist is a link to a personal website. Keeping your own site allows you to create an electronic library of scientific and methodological developments, share your thoughts, finds. In addition, the creation and maintenance of their site contributes to replenishing the portfolio of achievements of the scientist. The authors proceed from the basic provision that the personal page as a form of information provision in the scientific community gives scientists and specialists new opportunities for solving scientific and practical problems. The materials of the scientist, presented on the site, allow to show the level of erudition in the branches of science and culture, help to achieve public recognition.
The article analyzes the scientific and special literature on web programming, examines the requirements for the creation of sites, developed a personal site of a scientist, written recommendations on its use.
The developed personal site of a modern scientist is a significant source of biographical and bibliographic information, gives an opportunity to present to the international scientific community information about their activities and ideas in the form of published and unpublished scientific works, which enables the scientist to solve the issues of creating their own image in the scientific space.
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Guritno, Purnaning Dhyah, Haryono Suyono, and Sunarjo Sunarjo. "Competency Model of Social Entrepreneurs." International Journal of Research in Business and Social Science (2147-4478) 8, no. 3 (May 10, 2019): 94–110. http://dx.doi.org/10.20525/ijrbs.v8i3.256.
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Social entrepreneurship is a potential alternative to address social problems but social business still needs to be strengthened to provide far-reaching impact. One strategy to flourish is benchmarking against successful social enterpreneurs because previous studies show that entrepreneur’s competence is a determinant of small-medium business performance and growth. Social entrepreneur competencies which drive social business success and how these competencies are developed, unfortunately have not clear yet. This study aims to build a competency model for social entrepreneurs and to find out pattern (in method, period, sources) for developing competencies by studying successful Indonesian social entrepreneurs. The reports on social entrepreneur competency model presented in this paper. This research adopt qualitative approach using multiple case study design. Data collected by indepth interviewing 29 informants, studying documents and conducting field observation in eight cities. Results show that successful social entrepreneurs have shared competencies which indicate existence of social entrepreneur competency model. The result of this study complements empirical studies in social entrepreneurs’ competencies by showing competencies that drive success of social business i.e: Achievement orientation, Persistence, Initiative, Courage to take opportunities, Networking, Influencing others, Team leadership, Developing others, Teamwork-Colaboration, Orientation to help and serve others, Mission orientation, Affiliate interest, Creative problem solving. The finding has direct implication on social entrepreneur education and development programs included method, materials, design and sources of development because the competencies determine the success constitute mostly of attitudes, motives and traits instead of knowledge and skills.
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Kondo, Shinko. "Musical communication in scaffolding young learners’ expressive agency." Research Studies in Music Education 42, no. 3 (March 27, 2019): 293–309. http://dx.doi.org/10.1177/1321103x18821198.
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In a qualitative study of the nature of musical communication during scaffolding music learning, the most important themes to emerge reflected the role of musical communication in blossoming young learners’ expressive agency. The study focused on two different groups of young piano learners (aged 4–9) during collaborative (listening, creating, and performing) problem-solving experiences. Working as a teacher-researcher in the context of my own studio piano classes, I documented verbal and nonverbal interactions that occurred during the lessons. Data were collected primarily through video observation, field notes and a reflective journal. Analysis included the construction of narrative vignettes from these data. Analysis revealed that the children’s music learning was a creative process of transformation, as they negotiated and renegotiated their own meaning and that of others through musical communication. Possessing their own communicative musicality, learners exhibited ability to share a range of musical understanding and sensitivities through both sound and physical motion. Findings suggest that children’s music learning is not only located in individual minds but is anchored in a communicative landscape and when learners are engaged in musical scaffolding their expressive agency is enabled.
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Imlafihasna, Imlafihasna. "Poetry Writing Learning Contextual Learning Through Application Model (Contektual Teaching And Learning) Share Class Ix Student Smp Negeri 1 Painan South Coastal District." Jurnal Ilmiah Pendidikan Scholastic 1, no. 2 (October 27, 2018): 159–66. http://dx.doi.org/10.36057/jips.v1i2.258.
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In the literary learning activities will be realized concretely through the reading and understanding of poetry, novels, short stories, romances, and drama text. The activities of understanding a literary work should be done in earnest so as to train and develop the sensitivity of the mind. While learning Indonesian language directed to improve the ability of students in communicating both orally and in writing and can foster an appreciation of a work of Indonesian literature.
Learning poetry writing will also be able to develop the ability of students of class IX SMP Negeri 1 Painan using Contextual Model (contektual teanching and learning). With the development of contextual model (contexual teanching and learning), it is expected that the students will be more active and creative in learning Indonesian language especially in writing poetry lesson, and improving the quality of students' learning in terms of finding, finding and solving problems in learning. By actively and creatively breeding in searching for sources and in discussions as problem-solving efforts, students will really understand the learning materials. By mastering the learning materials, it allows them to get the optimal value and in turn the index of his presentation will increase.
The change is one of them by using contextual model (contektual teanching and learning) as an effort to improve the ability to write poetry. Contextual modeling (contextual teanching and learning) is a system that stimulates the brain to construct patterns that embody meaning or a learning system that matches the brain that produces meaning by linking the academic content to the context of the student's daily life. In order to optimize the learning of the Indonesian language especially for the subject of writing poetry, it is necessary to conduct a classroom action research on "Poetry Writing Learning Through Application of Contextual Learning Model (Contextual Teaching And Learning) for Class IX Students of SMP Negeri 1 Painan Pesisir Selatan Regency".
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Starichenko, B. E. "Ensuring readiness for teachers to forming at school future specialists of digital economy on the base of the concept of open educational resources." Informatics and education, no. 10 (December 22, 2019): 55–61. http://dx.doi.org/10.32517/0234-0453-2019-34-10-55-61.
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The article discusses the need to attract school teachers of mathematics and computer science to implement the program “Personnel of the digital economy”. The problem is the steady reduction in recent years in the share of school graduates who choose the exam in specialized mathematics, which does not allow them to continue their studies at universities to acquire IT specialties. This casts doubt on the achievement of the indicators of the program “Development of the Digital Economy of the Russian Federation” in part of staffing of digitalization. To implement the plans, it is necessary to solve the problem of creating the appropriate professional focus of schoolchildren. This, in turn, requires bringing the system of training and retraining of teachers of mathematics and computer science at universities in line with the provisions of the Program in a meaningful, methodological and technological aspects.The article discusses the substantive aspect of the problem and offers some options for solving it: career guidance work with schoolchildren, conducting elective courses on the study of modern IT technologies, programming, robotics, encouraging the design activities of IT-oriented schoolchildren, etc.It is proposed to use open educational resources (OER), issued with free licenses such as Creative Commons, as a methodological and technological basis for training. The advantages of OER in connection with the solution of the problem are discussed. It is proposed to use a cloud-based LMS such as Google Classroom (Google Suite for Education) as a hosting platform.It is concluded that the involvement of school teachers in the preparation of potential (future) cadres of the digital economy is possible on the basis of the approaches proposed in the article.
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Katz, Rebecca. "Cluster Management℠." AACN Advanced Critical Care 3, no. 4 (November 1, 1992): 743–48. http://dx.doi.org/10.4037/15597768-1992-4002.
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Cluster management℠ is a management model that fosters decentralization of management, develops leadership potential of staff, and creates ownership of unit-based goals. Unlike shared governance models, there is no formal structure created by committees and it is less threatening for managers. There are two parts to the cluster management℠ model. One is the formation of cluster groups, consisting of all staff and facilitated by a cluster leader. The cluster groups function for communication and problem-solving. The second part of the cluster management℠ model is the creation of task forces. These task forces are designed to work on short-term goals, usually in response to solving one of the unit’s goals. Sometimes the task forces are used for quality improvement or system problems. Clusters are groups of not more than five or six staff members, facilitated by a cluster leader. A cluster is made up of individuals who work the same shift. For example, people with job titles who work days would be in a cluster. There would be registered nurses, licensed practical nurses, nursing assistants, and unit clerks in the cluster. The cluster leader is chosen by the manager based on certain criteria and is trained for this specialized role. The concept of cluster management℠, criteria for choosing leaders, training for leaders, using cluster groups to solve quality improvement issues, and the learning process necessary for manager support are described
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Loewen, A. Craig. "Creative Problem Solving." Teaching Children Mathematics 2, no. 2 (October 1995): 96–99. http://dx.doi.org/10.5951/tcm.2.2.0096.
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Hare, A. Paul, and David Naveh. "Creative Problem Solving." Small Group Behavior 16, no. 2 (May 1985): 123–38. http://dx.doi.org/10.1177/104649648501600201.
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Lumsdaine, E., and M. Lumsdaine. "Creative problem solving." IEEE Potentials 13, no. 5 (1995): 4–9. http://dx.doi.org/10.1109/45.464655.
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Nezhyva, Olga. "SMART-EDUCATION IN TODAY'S EDUCATIONAL SPACE." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 37–40. http://dx.doi.org/10.36550/2415-7988-2021-1-194-37-40.
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The article considers Smart-education and its basic principles. The author presents that Smart-education is a learning process which uses technological innovations and Internet resources. After all, it gives students the opportunity to acquire professional competencies based on a systematic multidimensional vision and study of disciplines, taking into account their multifaceted nature and continuous updating of content. The article shows the concept of Smart-education, which reflects the creation of an intellectual environment, continuous development of competencies of participants in the educational process, including formal and informal learning activities based on the latest technologies. Thus, the introduction of Smart-technologies in education will lead to the transition from the old system of reproductive knowledge to a new, creative form of learning using innovative methods, and will provide the necessary knowledge and skills that will not be necessary for students in the future. In the article, the author notes that education, which is based on three educational activities, ie arithmetic, reading, writing, moves to education that improves such seven skills as: creativity and innovation; communication; intercultural understanding; cooperation and leadership; ICT literacy; career and life skills, critical thinking and problem solving. These are the seven skills that Smart-education in the 21st century will incorporate. At the same time Smart-education implies that the teacher must use technological innovations and Internet resources. Thus, smart education provides new opportunities for teachers, namely to share experiences and ideas, do more research, save time, and so on. As a result, in Smart-education the teacher is the person who is represented on the Internet through: distance learning, presentation of courses; conducting video lectures; consultancy; checking tasks; conducting face-to-face and correspondence seminars and web conferences. Smart education also has certain tasks, namely the development and implementation of electronic textbooks; strengthening education in the field of ethics of using ICT to solve ICT-related social problems; creating a basis for educational services; etc.
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Cobham, Rhonda. "‘A Wha Kind a Pen Dis?’: The Function of Ritual Frameworks in Sistren's Bellywoman Bangarang." Theatre Research International 15, no. 3 (1990): 233–49. http://dx.doi.org/10.1017/s0307883300009706.
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The Sistren Theatre Collective came together in 1977 as the result of an initiative of the ruling People's National Party in Jamaica. As part of an extensive special employment programme in the 1970s, the Jamaican Government had created opportunities for women to receive basic job training. One group of women who had been involved in a training programme as Basic School aides decided to put on a play for Workers' Week. Through the good offices of the recently established Women's Bureau, the group was able to work on this project with Honor Ford-Smith who was a tutor at the Jamaica National School of Drama at the time. Their collaborative effort resulted in the creation of a sketch, Downpression Get a Blow (1977), based on the women's domestic and political experiences. In the months and years that followed, the group went from strength to strength, creating plays from their shared experiences; working with other groups to use dramatic scenarios as a way of problem-solving and ultimately establishing a permanent company with its own research unit, community workshops and silkscreen printing activities. At the time of writing in 1989, ten of the original thirteen members are still with the group and two new members have been added. Another ten to twelve women and men are employed by the collective as resource and support staff.
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An, Min, and Hesham S. Ahmad. "Knowledge Management in Construction Projects." International Journal of Information Technology Project Management 1, no. 2 (April 2010): 16–42. http://dx.doi.org/10.4018/jitpm.2010040102.
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Knowledge is now becoming the most valuable asset of the construction organisations to gain competitive advantages by improving quality while reducing cost and time of work completion in projects. Knowledge Management (KM) is the most effective way to deal with the intellectual capital of the organisations through facilitating the capturing and sharing of existing knowledge and creating new innovative knowledge. The most useful knowledge in construction projects is tacit knowledge since it includes the people ideas, perceptions and experiences that can be shared and re-used to improve experiences and enhance abilities of employees for problem-solving and decision-making. Many of methods have been adopted to deal with knowledge in the construction organisations, but they are still far from enough, particularly in dealing with tacit knowledge gained from construction projects. This paper presents a methodology for dealing with tacit knowledge efficiently and effectively in construction projects. A case study has been conducted to evaluate the proposed KM method and to test its importance and usefulness in the construction industry.
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Chahine, Iman Chafik, Norman Robinson, and Kimbeni Mansion. "USING ROBOTICS AND ENGINEERING DESIGN INQUIRIES TO OPTIMIZE MATHEMATICS LEARNING FOR MIDDLE LEVEL TEACHERS: A CASE STUDY." Journal on Mathematics Education 11, no. 2 (April 24, 2020): 319–32. http://dx.doi.org/10.22342/jme.11.2.11099.319-332.
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This exploratory case study reports findings on 20 middle-level science and mathematics teachers’ perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura’s Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking.
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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.
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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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Chapman, Roger J., and Philip J. Smith. "Asynchronous Communications to Support Distributed Work in the National Airspace System." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 1 (September 2002): 41–45. http://dx.doi.org/10.1177/154193120204600109.
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This research involved the evaluation of a multimodal asynchronous communications tool to support collaborative analysis of post-operations in the National Airspace System (NAS). Collaborating authors have been shown to provide different feedback with asynchronous speech based communications compared to text. Voice synchronized with pointing in asynchronous annotation systems has been found to be more efficient in scheduling tasks, than voice-only, or text only communication. This research investigated how synchronized voice and pointing annotation over asynchronously shared slide shows composed of post operations graphical and tabular data differs in its effect compared to text based annotation, as collections of flights ranked low by standard performance metrics are discussed by FAA (Federal Aviation Administration) and airline representatives. The results showed the combined problem solving and message creation time was shorter when working in the voice and pointing mode than the text based mode, without having an effect on the number and type of ideas generated for improving performance. In both modes the system was also considered useful and usable to both dispatchers and traffic managers.
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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.
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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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Krishnaswami, Ravi. "Playing Songwriter." Journal of Sound and Music in Games 1, no. 2 (2020): 68–83. http://dx.doi.org/10.1525/jsmg.2020.1.2.68.
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Video game developers go to great lengths to build worlds that are detailed, immersive, and believable. In addition to non-diegetic score to support the player's journey, in-world music is sometimes created for the radios, performance spaces, and streets that the player will encounter. This essay attempts to explore the collaborative decision-making process that shaped songs for two recent games, Dishonored 2 and Wolfenstein: The New Order. As the lead composer on both projects, I provide a firsthand account of how the songs were conceived, how they were deployed within and beyond the game, and the unexpected cultural relevance they had beyond their function within the gameworld. In contrasting these projects, I reveal how songs can map musical attributes to narrative aspects of a game's world, often on multiple levels simultaneously. Some connections are primary motivations while others happen as part of the creative problem-solving that is inevitably part of the songwriting process. Finally, in reflecting on my experience as a practitioner, I use auto-ethnography to explore how I experienced a delightful blurriness of identity while “playing” a songwriter in an imagined world.
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Stanojević Gocić, Maja, and Goran Petković. "PROJECT-BASED LEARNING OBJECTIVES AND CHALLANGES." Knowledge International Journal 28, no. 3 (December 10, 2018): 803–7. http://dx.doi.org/10.35120/kij2803803m.
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The utilization of new and modern technology tools has changed the ways of learning and obtaining knowledge. Project-based learning (PBL) is a type of learning that encourages students to apply their knowledge for solving interdisciplinary problems. It is used as an approach to build students’ thinking competencies, as well as communication and collaboration skills. In addition, it can help teachers to create flexible teaching and learning environment based on applying technological tools for presenting materials, assessing quality of students’ project work, planning and managing project tasks, activities, and deadlines. Content development tools and assessment tools are beneficial for students and should be used in an effective manner. On the other side, time management tools can help teachers to design and plan the successful execution of project activities, or efficient use of classroom time. Collaboration tools enable teachers to be close to students throughout the project, and enable students to collaborate with each other in the same organization and beyond, with professionals and experts from the field of task management. Different types of content can be used for transferring and acquiring knowledge, such as interactive presentations, movies, spreadsheets, diagrams and social media. PBL web platforms can be used to publish and share materials with students, and help them to improve their capacities in solving problems and facing challenges. Teachers can define multi-step projects and teach students how to use project management tools, including strategies and standards. Students learn how to assess the quality of their work from their projects. Students’ projects and working on project tasks are presented, discussed and elaborated after their successful completion. Feedbacks can help both students and teachers to improve their future activities and the quality of their work, as well as their way of thinking about the problem. Public presentation of students’ work can demonstrate what students know and what they can do. Past project-based learning performances can help teachers to mange project activities, design and plan project tasks, and assess students’ attainments. Project-based learning allows students to develop creative freedom and innovative way of solving problems. Furthermore, students learn how to become effective team members and leaders that can complete complex project tasks. According to the results of this study, students are satisfied with project-based learning activities, and project-based tasks that can be integrated in study programmes.
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Armistead, L. Pend, and John K. Burton. "Creative Computer Problem Solving." Computers in the Schools 4, no. 3-4 (August 9, 1988): 47–54. http://dx.doi.org/10.1300/j025v04n03_07.
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Lakey, Jo. "Purposeful, Creative Problem Solving." Gifted Education International 25, no. 1 (January 2009): 60–70. http://dx.doi.org/10.1177/026142940902500109.
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LeBlanc, Steven E., and H. Scott Fogler. "Interactive creative problem solving." Computer Applications in Engineering Education 4, no. 1 (1996): 35–39. http://dx.doi.org/10.1002/(sici)1099-0542(1996)4:1<35::aid-cae4>3.0.co;2-5.
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Wilson, Hope E. "Creative Problem Solving Kit." Journal for the Education of the Gifted 31, no. 1 (September 2007): 110–16. http://dx.doi.org/10.4219/jeg-2007-515.
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Wilson, Peter. "Simplex Creative Problem Solving." Creativity and Innovation Management 6, no. 3 (September 1997): 161–67. http://dx.doi.org/10.1111/1467-8691.00064.
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Mckelvie, S. "536 NEGOTIATING INDIVIDUALLY TAILORED URGENT CARE PLANS FOR OLDER PEOPLE IN AMBULATORY EMERGENCY CARE." Age and Ageing 50, Supplement_2 (June 2021): ii1—ii4. http://dx.doi.org/10.1093/ageing/afab117.13.
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Abstract Introduction Ambulatory emergency care (AEC) provides hospital-equivalent medical care in out-of-hospital settings for acutely unwell complex older patients. This ethnography aimed to understand the cognitive work of the senior clinicians in the AEC environment. Methods Three AEC sites were purposively sampled to recruit twelve clinicians with backgrounds in Geriatrics, General Practice, Emergency and Acute Medicine. This qualitative investigation used focused ethnography within a case study approach to understand the decision-making processes in the context of the AEC environment. Participant-observation during an AEC shift was complemented by informant interviews. A framework approach to thematic analysis used a priori and data derived codes to develop explanatory themes. Ethnographic principles of constant comparison and cognitive task analysis were used to evaluate the clinicians’ decision-making processes for index patient cases. Results This ethnographic case study showed that AEC clinicians tailored their management plans to the individual patient based on their clinical assessment and needs, using creative problem solving and reflexivity. The AEC clinicians personalised their interventions based on the patient assessment, the patients’ wishes and disease severity. The individual tailoring of the AEC plan was negotiated with the patient, their next-of-kin and the multidisciplinary team (MDT). The discussions with patient and families allowed discussion of the differing priorities and facilitated compromise. AEC plans were also negotiated with the MDT to build a shared understanding of the patients’ needs. The MDT also provided cognitive and emotional support by challenging and validating the senior decision-makers clinical plans. Conclusion This tailored approach allowed the flexible delivery of AEC to meet the patients’ needs. It is hoped that by characterising the work of AEC clinician that this study will aid the development of medical training curricula, interdisciplinary working and health service design. Further research is needed on team-based decision-making for individually tailored care in urgent care settings.
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Cheruvelil, Kendra Spence, Angela De Palma-Dow, and Karl A. Smith. "Strategies to Promote Effective Student Research Teams in Undergraduate Biology Labs." American Biology Teacher 82, no. 1 (January 1, 2020): 18–27. http://dx.doi.org/10.1525/abt.2020.82.1.18.
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Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We increased student learning and satisfaction when working in research teams by (1) including in the syllabus a teamwork learning objective “to practice effective teamwork and team management, including modeling behaviors of inclusion and ethics, and using leadership skills to foster problem solving, team communication, conflict management, consensus building, and idea generation”; and (2) designing and implementing exercises that teach students the value of working in a team and how to be part of an effective student team (e.g., developing shared expectations, creating norms of behavior and team culture, and building awareness of the importance of team conflict and likely student responses to such conflict). We also used individual and team reflections on team functioning, following formal online team assessment. This article presents details about our curricular innovations as well as pretest and posttest data demonstrating student attitudes and beliefs regarding teamwork. We experienced improved student satisfaction and success in introductory biology lab courses, as well as reduced instructor guesswork and stress regarding student teams.
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Dubrovsky, David I. "On the development of Russian civilization. Patriotism and liberalism." Civilization studies review 3, no. 1 (2021): 232–40. http://dx.doi.org/10.21146/2713-1483-2021-3-1-232-240.
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Some topical issues of the development of the Russian civilization is discussed in the article. The author emphasizes the inconsistency of the positions of those authors who deny the originality of Russian civilization, argue about the “under-civilization” of Russia and argue that Western civilization should serve as a model for it. This position is shared by a number of our domestic philosophers and cultural figures. Among them a prominent role plays A.V. Rubtsov. In his numerous publications, he sees in the “political infantilism” of voters “a regression of Russian public consciousness”, and explains this with the concept of “narcissism” proposed by him. In contrast to Rubtsovʼs destructive position, the author defends the patriotic position, which presupposes a constructive approach to solving the fundamental problems of the development of Russian civilization. The ideals of service and devotion to the Motherland have always occupied a high place in Russian culture and social activities. The patriotism of the Soviet people was one of the decisive factors in the Victory in the Great Patriotic War. This kind of deep value structure of social consciousness is ineradicable, it still exists in one degree or another in the popular consciousness and serves as an important factor in creative activity. The paramount importance of the sustainable development of Russia in the context of the growing global crisis of earthly civilization is emphasized. This question should take an important place in the development of the project of Russian civilizational development.
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Vyshkivska, Vanda. "FUTURE SPECIALISTS` PROFESSIONAL COMPETENCE DEVELOPMENT BY MEANS OF PEDAGOGICAL DESIGNING OF THE CULTURAL AND EDUCATIONAL SURROUNDING OF HIGHER EDUCATIONAL ESTABLISHMENTS." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 172–80. http://dx.doi.org/10.33989/2226-4051.2018.17.176297.
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The article dwells on the problem of theoretical elaboration and implementation of competency-based approach in education as one of the conditions of modern higher school development and a way to eliminate contradictions between education results and labour market demands to graduates` level of preparation. The concept of key competences, possession of which can assist personal success in different life spheres is concretized.Differences between competency-oriented and traditional education are defined; it is stressed out that within competency-oriented education students should not only get knowledge but also use them for solving social and professional problems often characterized by indefinite factors, lack of data; the necessity of re-orientation to research and practice-oriented students` educational activity is proved.The article justifies the necessity of the cultural and educational surrounding creation (surrounding, that allows a student to realize the responsibility for the choice of content and forms of activities) as a requirement to satisfy the students` need to develop professional competence. The article stresses out the peculiarity of lecturer`s role in the cultural and educational surrounding of a higher educational establishment, having possibilities to satisfy students` need in the development of professional competence by providing them a choice of content and form of an individual organization of educational process and provision of appropriate tools. It is stated, that with the aid of the cultural and educational surrounding, a positive value orientation of learning is made and positive behavior experience is shared.
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Barrett, Deirdre. "Dreams and creative problem-solving." Annals of the New York Academy of Sciences 1406, no. 1 (June 22, 2017): 64–67. http://dx.doi.org/10.1111/nyas.13412.
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Proctor, Tony. "Computers and Creative Problem Solving." Management Research News 16, no. 9/10 (September 1993): 21–26. http://dx.doi.org/10.1108/eb028331.
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GURMIŃSKA, Katarzyna. "BARRIERS TO CREATIVE PROBLEM SOLVING." Nowoczesne Systemy Zarządzania 10, no. 1 (December 18, 2015): 207–17. http://dx.doi.org/10.37055/nsz/129360.
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Głównym celem tego artykułu jest opisanie oraz diagnoza barier i trudności w twórczym rozwiązywaniu problemów. W pracy indywidualnej pojawiają się różne bariery, takie jak: brak wiary we własne możliwości, nastawienie wobec rozwiązywania problemów oraz trudności związane z motywacją i zaangażowaniem.
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Tremblay, Dominique, Nassera Touati, Susan Usher, and Johanne Cournoyer. "Encouraging teamwork and innovative practices by creating proximity: A qualitative study of continuous improvements in the Quebec Cancer Network." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e13509-e13509. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e13509.
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e13509 Background: Quality cancer care relies on each profession keeping up with advances and best practices and spreading these across a complex multi-team system1. It requires enabling multiple providers and people living with cancer to bridge the distance between them and complement each other's contributions. The proximity framework2 provides a valuable way to understand conditions that increase the likelihood of knowledge sharing, innovation and collaboration. Methods: A qualitative study design of the Quebec Cancer Network was undertaken, with data collected from interviews with policymakers, managers, providers and users (N=22), observation of national and local level meetings (N=28) and document review. Interpretive Description using content analysis sought to identify actions that created proximity dimensions and the perceived influence these had on the development and spread of new approaches. Results: Deliberate actions taken within the network created different dimensions of proximity that impacted teamwork. Prescriptions from network leadership – including consistent promotion of the National cancer plan, patient participation in governance structures, shared quality indicators, and establishment of multidisciplinary committees at local level, created cognitive proximity: a shared mental model emphasizing patient-centred care and organizational proximity: shared standards across the network. Support for professional communities of practice created relational and institutional proximity, increasing trust and knowledge sharing. Local committees enhanced relational and cognitive proximity as providers came to appreciate and optimize each other's contribution to care. Conclusions: The combination of proximity dimensions created through communities of practice and prescriptions from the national level help develop and spread improvements that are tailored to - and take advantage of - networked team-based cancer care delivery. This reflects a balanced proximity where communities of practice pursue new knowledge and innovative practices that can be introduced in local committees to see how it fits with other contributions to solving a problem, thereby promoting recognition of interdependency within and between teams. Synergy between actions is essential to enhancing proximity. The proximity framework offers a complementary perspective to better understand opportunities for improving models of care. References: 1Weaver, S. J., et al. (2018). Unpacking care coordination through a multiteam system lens. Medical care, 56(3), 247-259. et al. Unpacking Care Coordination Through a Multiteam System Lens. Medical Care. 2018;56(3):247-59. 2Knoben, J., & Oerlemans, L. A. (2006). Proximity and inter‐organizational collaboration: A literature review. I nternational Journal of management reviews, 8(2), 71-89.