Добірка наукової літератури з теми "Reciprocal learning insights"

Purpose – The purpose of this paper is to explore the beliefs held by managers about their roles as facilitators of learning with their employees in a public utilities organisation. Design/methodology/approach – The research was based on Ellinger and Bostrom’s (2002) study on managers’ beliefs on their role as facilitators of learning in learning-orientated firms. Abductive research logic was used in a small sample in depth qualitative study using critical incident interviews. Findings – Managers in the study conveyed strong self-efficacy and outcome beliefs confirming the central role in workplace learning of line managers who adopt a coaching approach. Key new insights were also found in managers’ beliefs on acting as role models within the organisation and their beliefs on the need to manage skills-related organisational risk. Research limitations/implications – A key limitation of the research is inherent in the use of critical incident technique, as it provides information on the nature of “atypical events” as opposed to more gradual, tacit and typically ongoing learning at work. Practical implications – The managers’ belief map derived from the data provides a context-specific “target of change” with which to challenge the wider organisation regarding learning facilitation. The research also shows how industry-specific contexts may provide specific pathways for developing managers in their role as facilitators of learning. Originality/value – The value of the research is twofold: first, providing further validation of the findings from Ellinger and Bostrom’s (2002) research on managers’ beliefs on the effective facilitation of workplace learning; second, additional insights on managerial beliefs regarding role modelling and succession planning are identified, and the implications for management development are discussed.

This study aims to explore the relationship between newcomers’ use of enterprise social media (ESM) and their thriving at work. Adopting the conception of swift guanxi, we propose a model to examine how newcomers’ work-related use of ESM influences their thriving at work through promoting swift guanxi (i.e., mutual understanding, reciprocal favors, and relationship harmony) between newcomers and veterans. A valid sample consisted of 77 new employee-veteran dyads in a large telecom company was used in Smart-PLS to test our research model. The results show that newcomers’ work-related use of ESM positively affects mutual understanding, reciprocal favor, and relationship harmony. Reciprocal favor and relationship harmony exert positive effects on learning and vitality. However, mutual understanding only has a positive effect on learning. Furthermore, swift guanxi mediates the relationships between newcomers’ work-related ESM usage and the two dimensions of thriving. The findings provide new insights for organizations to better manage the use of ESM to improve newcomers’ thriving at work.

The need for advanced automation and artificial intelligence (AI) in various fields, including text classification, has dramatically increased in the last decade, leaving us critically dependent on their performance and reliability. Yet, as we increasingly rely more on AI applications, their algorithms are becoming more nuanced, more complex, and less understandable precisely at a time we need to understand them better and trust them to perform as expected. Text classification in the medical and cybersecurity domains is a good example of a task where we may wish to keep the human in the loop. Human experts lack the capacity to deal with the high volume and velocity of data that needs to be classified, and ML techniques are often unexplainable and lack the ability to capture the required context needed to make the right decision and take action. We propose a new abstract configuration of Human-Machine Learning (HML) that focuses on reciprocal learning, where the human and the AI are collaborating partners. We employ design-science research (DSR) to learn and design an application of the HML configuration, which incorporates software to support combining human and artificial intelligences. We define the HML configuration by its conceptual components and their function. We then describe the development of a system called Fusion that supports human-machine reciprocal learning. Using two case studies of text classification from the cyber domain, we evaluate Fusion and the proposed HML approach, demonstrating benefits and challenges. Our results show a clear ability of domain experts to improve the ML classification performance over time, while both human and machine, collaboratively, develop their conceptualization, i.e., their knowledge of classification. We generalize our insights from the DSR process as actionable principles for researchers and designers of 'human in the learning loop' systems. We conclude the paper by discussing HML configurations and the challenge of capturing and representing knowledge gained jointly by human and machine, an area we feel has great potential.

Lithuanian schools face the challenge of low learning achievement. International and national studies show that the results of Lithuanian school students are not tantamount. There are significant differences among different groups: between boys and girls, between students from different social–economic–cultural backgrounds, different types of localities (cities, towns or rural areas), as well as learners of different languages (Lithuanian, Russian, Polish) (Lithuania. National and Regional Education 2019. Student Achievement Gap). It is clear that the spectrum of factors influencing achievement is wide-ranging, from decisions made by students themselves, the teachers, or the schools, to the ones made in the wider settings or (context) or by municipalities. They all demand scientific discussion, but in this article we focus on the organisation of the teaching/learning process in the neurodidactic context.The work is based on theoretical insights, the core of which is neuroactivation in the learning process as one of the fundamental elements of good teaching and successful learning. In striving for quick, yet not always successful, learning achievement, we do not engage students in an in-depth learning process. Therefore, we fail to arouse interest in the subject taught; the students’ acquired knowledge is not preserved for long and is not used when necessary. By focusing on the teaching/learning process, we can lay the foundations for positive change at the neural level.Searching for the causes of low learning achievement and ways to overcome them, it is important to refer to the findings of contemporary studies concerning the connections between teaching and learning processes with the neuro-structure of children’s brains. A reciprocal connection was identified when learning changes the architecture (structure) of the brain, which in turn affects learning and attaches particular importance to the teacher’s work. It is its nature that can influence how the neuro-structure of the student’s brain changes at the cellular level. Therefore, it is important to consider aspects related to the student’s brain activity in the teaching process, namely excitation, awareness, memory and information transfer. In this respect, it makes sense to continue the research and to conceptually discuss the educational dimension and teaching/learning strategies when working with low achievers.

It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in, were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.

The 22-nominations matrix is proposed for classifying approaches to educational processes management. The matrix is developed based on conceptual insights in the learning, management and system-oriented analysis theories, which have been embodied in a sequential procedure, which, in turn, implies defining two dual and reciprocal factors (namely, «foundations» and «criteria »), classification of systems in general, identifying attributes and features of control (management) systems, ways to form management impact, changes in behavior of appropriately organized education systems, type and orientation of management.

There is growing interest in the contributions of neuroscience to educational practice; however, to date, neuroscience seems to have had little impact on education. Nonetheless, neuroscience has potential value for education on several fronts, as illustrated by the articles in this Special Topic. These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development. These articles further show that, ideally, research efforts in neuroscience and education should be reciprocal. Specifically, education should encourage psychology and neuroscience to develop learning theories that are relevant in the real world and further improve our understanding of how specific instructional practices affect learning and achievement; in turn, psychology and neuroscience can provide insights into underlying neural and cognitive mechanisms of learning, with the overall goal to maximize human potential and learning for all.

Agroecology represents a holistic approach in the transition to food system sustainability, integrating different dimensions, including knowledge creation, practices redefinition and social mobilisation. This study aims to explore the processes underlying the implementation of the agroecological approach and its transformative potential, focusing on the learning processes that lead to the development of new, shared systems of knowledge, values and beliefs, and to the growth of reflexivity and agency. It aims at deepening the understanding of these processes by analysing the reintroduction of agrobiodiversity in crop/food systems, considering this as a founding element of the agroecological model. Three initiatives located in Italy are investigated to that end. The study analyses role, mechanisms and potential of co-learning processes that develop within the multi-actor networks involved, uncovering enabling and hindering factors. It focuses on the role, reciprocal articulation and cumulative effects of three elements: actors involved and ways of interacting, types of knowledge mobilised and facilitation actions carried out. The findings highlight that the factors ensuring effectiveness of mutual learning, such as modes of actor interaction and, particularly, facilitation, are crucial. At the same time, the mechanisms that intervene seem increasingly complex, showing the need for deeper research and adequate forms of support.

Recent developments in contemporary theology and theological ethics have directed academic attention to the interrelationships of theological claims, on the one hand, and core community-forming practices, on the other. This article considers the value for theology of attending to practice at the boundaries, the margins, or, as we prefer to express it, the threshold of a community’s institutional or liturgical life. We argue that marginal or threshold practices can offer insights into processes of theological change – and into the mediation between, and reciprocal influence of, ‘church’ and ‘world’. Our discussion focuses on an example from contemporary British Quakerism. ‘Threshing meetings’ are occasions at which an issue can be ‘threshed out’ as part of a collective process of decision-making. Drawing on a 2015 small-scale study (using a survey and focus group) of British Quaker attitudes to and experiences of threshing meetings, set in the wider context of Quaker tradition, we interpret these meetings as a space for working through – in context and over time – tensions within Quaker theology, practice and self-understandings, particularly those that emerge within, and in relation to, core practices of Quaker decision-making.

Il tema della formazione a una “postura interculturale” fin dai servizi per la prima infanzia è al centro della riflessione contemporanea su come sostenere gli educatori impegnati in contesti educativi multiculturali. Cambiare prospettiva, decentrarsi, provare a vedere i fenomeni educativi da un altro punto di vista, vedere altrimenti sono competenze oggi necessarie per garantire la qualità del lavoro educativo in contesti educativi complessi e multiculturali. Come formare gli educatori che già lavorano nei servizi per l’infanzia a una cultura pedagogica aperta al dialogo interculturale e capace di cogliere nello spiazzamento culturale un’occasione di formazione e di allenamento al pensiero critico-riflessivo?A partire dai dati emersi da una ricerca sulla formazione degli educatori che ha coinvolto alcune educatriciin Italia e negli Stati Uniti, l’articolo propone una riflessione su come i processi di dialogo, confronto e scambio interculturale, mediati da video, possano essere dispositivi interessanti per promuovere lo sviluppo di una postura e non solo di strumenti per l’azione educativa in contesti multiculturali.

Poverty and other human development issues remain a large global problem requiring a solution. The long-term effectiveness of international development projects aiming to address the issues is difficult to achieve. Even for projects that are successful in their implementation phase. One important criterion of long-term project success is sustainability which can provide long-term benefits to society. Microfinance potentially provides enduring solutions for poverty alleviation by providing permanent access to microcredit for the poor, yet it also faces challenges in its sustainability. Further, the complex characteristics of international development projects and their sustainability have created the need for a comprehensive and complex approach to projects. This study involved a post-project sustainability analysis of an international development project (microfinance/revolving loan fund) using a complex systems approach. The analysis resulted in the provision of a sustainability evaluation framework for an international development project and its application in a microfinance project; understanding the sustainability of microfinance projects through a complex systems approach; and exploration of factors that can influence the sustainability of microfinance projects. This study used both qualitative and quantitative approaches with case study design in a microfinance (Revolving Loan Fund) project in Central Java Province, Indonesia. Data were collected through interviews, observation, document review, focus group discussions (FGDs) and a survey. The data collection was conducted in the province from October 2019 to December 2020. SPSS and NVivo software was used to analyse the data. The results of the analysis are as follows. First, a framework to evaluate the sustainability of an international development project is proposed. The framework’s application shows that a complex systems approach is applicable to post-project sustainability evaluation. Moreover, the case study showed that the project is sustainable. The study has implications for project sustainability and microfinance. First, the framework provides more comprehensive information about the sustainability of a project. Second, microfinance programmes can be sustainable without subsidies and can achieve financial and social goals. Second, the results revealed that some issues arose in response to the closure of the project, and actions were taken to cope with those issues. These are related to project governance, accountability, capital and profitability, competition and empowerment. The analysis also showed that the move towards a sustainable project presents characteristics of complex systems, including interconnectedness, adaptive capacity, feedback, self-organisation and emergence (IAFSE). Further, this study’s findings have implications for microfinance sustainability management and programme design. First, they demonstrate the importance of effective stakeholder management, leadership and a network-based governance system. Second, they identify the importance of including flexibility in programme design; planning by the governing body, accountability and control mechanisms after project completion; equipping the community with knowledge and skills; and recruiting the right people. Third, an exploration of factors that may influence the sustainability of microfinance projects showed that project-based microfinance (RLF) sustainability is influenced by local project characteristics, community support and project management. This implies that project implementation and its sustainability are concomitant. Further, project implementation that considers the local community and is supported by project management may play an essential role in the project’s sustainability.
Thesis (Ph.D.) -- University of Adelaide, Business School, 2022

This chapter explores university civic engagement efforts that emphasize a Latinx community-academic praxis and centers social justice, equity, reciprocity, and the importance of Latinx voices in creating a more just world. Tracing alternative histories and critical approaches to civic engagement and service-learning, we outline how students and scholars of color have insisted that their communities are multifaceted, capable of knowledge production, teachers in their own right, and deserving of having their collective memories and lived experiences taken seriously within the walls of the ivory tower. Our acknowledgment of the work of Latinx social movements, as well as critical engagement with several academic traditions, such as Latina/o critical theory, critical race theory, and Chicana feminism, demonstrate how knowledge creation can be in service to community empowerment. This approach emphasizes some of the epistemological ways in which traditional civic engagement models and community-based learning in higher education can be decentered, challenged, and reimagined. These insights are highlighted through examples of how scholar-activists, who have developed higher educational courses and community-based research projects, engage not only students as partners in knowledge production but also creatively cultivate ways in which Latinx communities can play a reciprocal role in the construction of knowledge.

This chapter introduces the migration of a Web-based cognitive tool (CT) for the generation of procedural knowledge about mathematical fractions from a desktop version to a mobile version. It aims to provide insight into the potential of human-computer interaction in mobile learning environments to encourage reciprocal tutoring and foster collaborative learning. A collaborative mobile learning environment is designed using a design-based research approach. A Web-based CT for learning the concept of fraction equivalence is improved and modified to suit the environment as applied to a mobile technology supported classroom. This chapter first delineates the theoretical design approach and empirical design methodology that underlie the migration exercise, and then discusses the architectural design of artifacts and the pedagogical design of learning activities to shed light on the development and application of mobile technology in a classroom learning environment.

This chapter introduces a simple, intuitive approach to the assessment of probabilistic inferences. The Shannon information metrics are translated to the probability domain. The translation shows that the negative logarithmic score and the geometric mean are equivalent measures of the accuracy of a probabilistic inference. The geometric mean of forecasted probabilities is thus a measure of forecast accuracy and represents the central tendency of the forecasts. The reciprocal of the geometric mean is referred to as the perplexity and defines the number of independent choices needed to resolve the uncertainty. The assessment method introduced in this chapter is intended to reduce the ‘qualitative’ perplexity relative to the potpourri of scoring rules currently used to evaluate machine learning and other probabilistic algorithms. Utilization of this assessment will provide insight into designing algorithms with reduced the ‘quantitative’ perplexity and thus improved the accuracy of probabilistic forecasts. The translation of information metrics to the probability domain is incorporating the generalized entropy functions developed Rényi and Tsallis. Both generalizations translate to the weighted generalized mean. The generalized mean of probabilistic forecasts forms a spectrum of performance metrics referred to as a Risk Profile. The arithmetic mean is used to measure the decisiveness, while the –2/3 mean is used to measure the robustness.

Abstract This paper demonstrates a novel approach to tracking greenhouse gas emissions of artificial lift equipment, to support data and data driven decision making in delivering a circular carbon economy. Leveraging the outcome of insights and new datasets through implementing nybl's proprietary novel "Science-Based Artificial Intelligence" to Electrical Submersible Pump (ESP) Lift.ai to wells in the context of Environmental Sustainability and Governance (ESG) in real-world applications. Identifying opportunities to integrate advanced data analytics, Machine Learning (ML) and Artificial intelligence (AI) to improve operational efficiency, production, transparency and reducing downtime, and environmental and social impacts of ESPs, which can also be applied to other rotating, reciprocal and cavitational equipment in the future. Utilizing these techniques in a novel approach will increase transparency and allow active, rather than reactive, ESG efforts and enable data-driven decision-making in this space with limited additional Remote Telemetry Units (RTUs) associated costs - with further opportunities for sites where additional RTU related investments are warranted to drive increased insight.

The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.