Dr Michael Hogan, School of Psychology, NUI Galway presented this seminar "Collective Intelligence - Problems and Possibilities" as part of the Break the Barrier Seminar Series at the Whitaker Institute on 28th November 2011.
This document discusses transfer learning and its application to software engineering problems. It begins by introducing the concept of transfer learning, which aims to apply lessons learned from one domain to a new related domain. The document then provides examples ("war stories") of attempts to reuse models between different projects for effort and defect estimation. It advocates for smarter, automatic approaches to transfer like clustering data and selecting only the most relevant examples. The key points are that data may not divide neatly along existing dimensions, and locality is based on combinations of attributes rather than single attributes. Learning models locally from similar clusters can produce more accurate predictions than global models learned from all data.
The influence of Group Decision Making on Architecture Design DecisionsHenry Muccini
Group Decision Making influcencs Architecture Design Decisions. This presentation, given as a keynote at the MARCH 2019 workshop (https://is.ieis.tue.nl/research/bpm/MARCH/index.php/keynote/), tries to identifies GDM factors that influence architecture design decisions.
Dr. Jeanne Moriarty, St. James' Hospital Dublin, presented "The Story from St. James'" at Simulation in Irish Medical Education: Where Are We, and Where Are We Going? held at NUI Galway on the 2nd July 2012.
2012.02.18 Reducing Human Error in Healthcare - Getting Doctors to Swallow th...NUI Galway
Dr Paul O'Connor, Whitaker Institute, NUI Galway presented this seminar "Reducing Human Error in Healthcare - Getting Doctors to Swallow the Blue Pill" as part of the NUI Galway Research Office Lunchtime Seminar Series on 18th January 2012.
2013.11.14 Big Data Workshop Michael BrowneNUI Galway
Michael Browne from the Irish Centre for High End Computing presented this overview of Big Data and Computer Architecture during the Big Data Workshop hosted by the Social Sciences Computing Hub at the Whitaker Institute on the 14th November 2013
2013.11.14 Big Data Workshop Adam Ralph - 2nd set of slidesNUI Galway
Adam Ralph from the Irish Centre for High End Computing presented this Introduction to Basic R during the Big Data Workshop hosted by the Social Sciences Computing Hub at the Whitaker Institute on the 14th November 2013
2011.02.04 The Awestruck Effect: Transformational Leadership and Followers’ E...NUI Galway
Professor Martin Kilduff, Judge Business School, University of Cambridge, UK presented this seminar "The Awestruck Effect: Transformational Leadership and Followers’ Emotion Suppression" at the Whitaker Institute on 4th February 2011.
This document discusses transfer learning and its application to software engineering problems. It begins by introducing the concept of transfer learning, which aims to apply lessons learned from one domain to a new related domain. The document then provides examples ("war stories") of attempts to reuse models between different projects for effort and defect estimation. It advocates for smarter, automatic approaches to transfer like clustering data and selecting only the most relevant examples. The key points are that data may not divide neatly along existing dimensions, and locality is based on combinations of attributes rather than single attributes. Learning models locally from similar clusters can produce more accurate predictions than global models learned from all data.
The influence of Group Decision Making on Architecture Design DecisionsHenry Muccini
Group Decision Making influcencs Architecture Design Decisions. This presentation, given as a keynote at the MARCH 2019 workshop (https://is.ieis.tue.nl/research/bpm/MARCH/index.php/keynote/), tries to identifies GDM factors that influence architecture design decisions.
Dr. Jeanne Moriarty, St. James' Hospital Dublin, presented "The Story from St. James'" at Simulation in Irish Medical Education: Where Are We, and Where Are We Going? held at NUI Galway on the 2nd July 2012.
2012.02.18 Reducing Human Error in Healthcare - Getting Doctors to Swallow th...NUI Galway
Dr Paul O'Connor, Whitaker Institute, NUI Galway presented this seminar "Reducing Human Error in Healthcare - Getting Doctors to Swallow the Blue Pill" as part of the NUI Galway Research Office Lunchtime Seminar Series on 18th January 2012.
2013.11.14 Big Data Workshop Michael BrowneNUI Galway
Michael Browne from the Irish Centre for High End Computing presented this overview of Big Data and Computer Architecture during the Big Data Workshop hosted by the Social Sciences Computing Hub at the Whitaker Institute on the 14th November 2013
2013.11.14 Big Data Workshop Adam Ralph - 2nd set of slidesNUI Galway
Adam Ralph from the Irish Centre for High End Computing presented this Introduction to Basic R during the Big Data Workshop hosted by the Social Sciences Computing Hub at the Whitaker Institute on the 14th November 2013
2011.02.04 The Awestruck Effect: Transformational Leadership and Followers’ E...NUI Galway
Professor Martin Kilduff, Judge Business School, University of Cambridge, UK presented this seminar "The Awestruck Effect: Transformational Leadership and Followers’ Emotion Suppression" at the Whitaker Institute on 4th February 2011.
2012.06.12 Research on Academic Entrepreneurship: Lessons Learnt Part 2NUI Galway
This document summarizes a presentation on academic entrepreneurship research in the U.S. and Europe. It discusses key findings from quantitative and qualitative studies on university technology transfer. Some findings include that organizational factors help explain differences in university performance, and that incentives for faculty involvement are important. It also outlines remaining questions and an agenda for additional research on the institutions and agents involved in academic entrepreneurship.
2012.09.05 The Management of Human Resources and the Governance of EmploymentNUI Galway
This document discusses the governance of employment and human resource management. It argues that while HRM focuses on managing people within organizations, governance looks at the wider social context and actors involved in governing work. Governance recognizes the complexity, distributed nature, dynamism and contingency of the social, economic and political factors influencing work. The governance of employment involves many actors like government, employers, unions, training providers operating through hierarchies, markets and networks to shape labor markets, vocational education and training policy. The document examines reforms to vocational training policy and institutions over time in the UK and Ireland as an example of the challenges of establishing stable governance arrangements.
2012.06.13 Economic Growth and Academic Entrepreneurship: Lessons and Implica...NUI Galway
Professor Donald Siegel, University at Albany, State University of New York, presented the second keynote address "Economic Growth and Academic Entrepreneurship: Lessons and Implications for Industry, Academia and Policymakers" at the IntertradeIreland All-Island Innovation Programme annual conference 2012, Exploiting Industry and University Research, Development and Innovation: Why it Matters held at National University of Ireland, Galway, 12 - 13 June 2012. Part 1
2013.11.14 Big Data Workshop Bruno Voisin NUI Galway
Bruno Voisin from the Irish Centre for High End Computing presented this Introduction to Data Analytics Techniques and their Implementation in R during the Big Data Workshop hosted by the Social Sciences Computing Hub at the Whitaker Institute on the 14th November 2013
2012.08.23 Scandinavian Insights on International Entrepreneurship and Innova...NUI Galway
Professor Svante Andersson, Halmstad University, Sweden presented this seminar as part of a session on Scandinavian Insights on International Entrepreneurship and Innovation at the Whitaker Institute on the 23rd August 2012.
2016.05.05 collective intelligence – an innovative research approach to promo...NUI Galway
Dr. Patricia McHugh, Dr. Veronica McCauley & Dr. Kevin Davison presented this seminar on Collective Intelligence - An Innovative Research Approach to Promoting Ocean Literacies in Ireland under the Sea Change project. They spoke on behalf of the Social Innovation, Participation and Policy Cluster (SIPPs) as part of the Whitaker Institute's Ideas Forum on 5th May 2016.
2012.02.08 An Insider's Guide to Getting Published in International JournalsNUI Galway
Professor Thomas Garavan, Kemmy Business School, University of Limerick presented this seminar "An Insider's Guide to Getting Published in International Journals" as part of the Whitaker Institute Seminar Series at the Whitaker Institute on 8th February 2012.
Professor Martin Kilduff, Judge Business School, University of Cambridge, UK presented this seminar "Publishing in Top Journals: A guide for the perplexed" at the Whitaker Institute on 3rd February 2011.
2012.06.15 Marie Curie Programme FP7 Information SessionNUI Galway
Dr. Jennifer Brennan, National Contact Point for Marie Curie, Irish Universities Association presented this seminar "FP7 Information Session: Marie Curie Programme" at the Whitaker Institute on 15th June 2012.
2012.06.13 Open Innovation: The Legal Implications part 2NUI Galway
Patricia McGovern, Head of the Intellectual Property Department, DFMG Solicitors, presented "Open Innovation: The Legal Implications" at the IntertradeIreland All-Island Innovation Programme annual conference 2012, Exploiting Industry and University Research, Development and Innovation: Why it Matters held at National University of Ireland, Galway, 12 - 13 June 2012. Part 2
Dr Jimmy Huang, Warwick Business School, University of Warwick, UK presented this seminar "Bring Knowledge to Life: A Case Study of National palace Museum, Taipei" at the Whitaker Institute on 15th April 2011.
Professor Michael Rowlinson, Queen Mary, University of London, UK presented this seminar "Where Next for the ABS Guide" as part of the Whitaker Institute Seminar Series at the Whitaker Institute on 1st February 2012.
2012.06.20 International and Collaborative ResearchNUI Galway
Professor Chris Brewster, Henley Business School, University of Reading, UK presented this seminar "International and Collaborative Research" at the Whitaker Institute on 20th June 2012.
2012.08.23 An ethnography of innovation processes in the food industryNUI Galway
Dr. Thomas Hoholm, BI Norwegian Business School presented this seminar, "The Contrary Forces of Innovation: An ethnography of innovation processes in the food industry", as part of a session on Scandinavian Insights on International Entrepreneurship and Innovation at the Whitaker Institute on the 23rd August 2012.
2012.07.02 the story from the asset centreNUI Galway
Dr. John McAdoo, ASSET Centre, UCC, presented "The Story from the ASSET Centre" at Simulation in Irish Medical Education: Where Are We, and Where Are We Going? held at NUI Galway on the 2nd July 2012.
2013.04.17 The usefulness of a national wellbeing index for Public PolicyNUI Galway
Professor Liam Delaney, University of Stirling, UK presented this seminar "The usefulness of a national wellbeing index for Public Policy" as part of the Visiting Fellows Seminar Series at the Whitaker Institute on 17th April 2013.
2011.11.21 Market Opportunities - Made or Found?NUI Galway
Dr Natasha Evers, Marketing Discipline, NUI Galway presented this seminar "Market Opportunities - Made or Found? Some Perspectives on Opportunity Recognition and Exploitation in University Spin-Outs" as part of the Break the Barrier Seminar Series at the Whitaker Institute on 21st November 2011.
2015.11.03 HGV road user charging policy in EuropeNUI Galway
Slides from the presentation by Dr Amaya Vega and Dr. Natasha Evers, SEMRU, Whitaker Institute given at THE NATIONAL SUSTAINABILITY SUMMIT 2015 held at the AVIVA Stadium on 3rd November 2015.
2011.06.23 How to Value Software in a BusinessNUI Galway
This document discusses methods for valuing software and similar intangible assets. It begins by explaining that software value is traditionally based on development costs but should also account for future income potential. The document then provides models and examples for calculating software value based on estimated future sales and maintenance income discounted to present value. It stresses that software value depends on assumptions about market size, penetration, pricing, and maintenance over the product lifetime. The goal is to help various stakeholders make informed decisions by understanding a software product's true economic worth.
This document discusses structured dialogic design (SDD) as a methodology for facilitating large group collaboration and decision making around complex problems. It outlines some key challenges with large group work, including complexity, lack of shared understanding, and limited cognitive abilities. SDD provides a structured process and graphic tools to help large groups unpack complexity, build shared understanding, and make informed decisions through techniques like clustering observations, identifying influence relationships, and developing action plans. The document includes examples of SDD being used to address barriers to public participation in broadband access.
Involving stakeholders in Learning analytics design is a hard task that requires a clear strategy that otherwise creates a problem with low adoption, disengagement with the tools and unclear expectations. Including teachers, learners, developers and other stakeholders as collaborators in design (Co-design) bring promising benefits in democratizing, aligning and acknowledging stakeholders’ expectations.
The document discusses patterns for promoting individual and collective creativity in socio-technical systems. It outlines different types of knowledge and the importance of social factors in technology design. Some proposed patterns are described, including "Reality Check", "Who Speaks for Wolf?", and "Greater Gathering" which aim to balance diversity and shared identity in groups over time.
2012.06.12 Research on Academic Entrepreneurship: Lessons Learnt Part 2NUI Galway
This document summarizes a presentation on academic entrepreneurship research in the U.S. and Europe. It discusses key findings from quantitative and qualitative studies on university technology transfer. Some findings include that organizational factors help explain differences in university performance, and that incentives for faculty involvement are important. It also outlines remaining questions and an agenda for additional research on the institutions and agents involved in academic entrepreneurship.
2012.09.05 The Management of Human Resources and the Governance of EmploymentNUI Galway
This document discusses the governance of employment and human resource management. It argues that while HRM focuses on managing people within organizations, governance looks at the wider social context and actors involved in governing work. Governance recognizes the complexity, distributed nature, dynamism and contingency of the social, economic and political factors influencing work. The governance of employment involves many actors like government, employers, unions, training providers operating through hierarchies, markets and networks to shape labor markets, vocational education and training policy. The document examines reforms to vocational training policy and institutions over time in the UK and Ireland as an example of the challenges of establishing stable governance arrangements.
2012.06.13 Economic Growth and Academic Entrepreneurship: Lessons and Implica...NUI Galway
Professor Donald Siegel, University at Albany, State University of New York, presented the second keynote address "Economic Growth and Academic Entrepreneurship: Lessons and Implications for Industry, Academia and Policymakers" at the IntertradeIreland All-Island Innovation Programme annual conference 2012, Exploiting Industry and University Research, Development and Innovation: Why it Matters held at National University of Ireland, Galway, 12 - 13 June 2012. Part 1
2013.11.14 Big Data Workshop Bruno Voisin NUI Galway
Bruno Voisin from the Irish Centre for High End Computing presented this Introduction to Data Analytics Techniques and their Implementation in R during the Big Data Workshop hosted by the Social Sciences Computing Hub at the Whitaker Institute on the 14th November 2013
2012.08.23 Scandinavian Insights on International Entrepreneurship and Innova...NUI Galway
Professor Svante Andersson, Halmstad University, Sweden presented this seminar as part of a session on Scandinavian Insights on International Entrepreneurship and Innovation at the Whitaker Institute on the 23rd August 2012.
2016.05.05 collective intelligence – an innovative research approach to promo...NUI Galway
Dr. Patricia McHugh, Dr. Veronica McCauley & Dr. Kevin Davison presented this seminar on Collective Intelligence - An Innovative Research Approach to Promoting Ocean Literacies in Ireland under the Sea Change project. They spoke on behalf of the Social Innovation, Participation and Policy Cluster (SIPPs) as part of the Whitaker Institute's Ideas Forum on 5th May 2016.
2012.02.08 An Insider's Guide to Getting Published in International JournalsNUI Galway
Professor Thomas Garavan, Kemmy Business School, University of Limerick presented this seminar "An Insider's Guide to Getting Published in International Journals" as part of the Whitaker Institute Seminar Series at the Whitaker Institute on 8th February 2012.
Professor Martin Kilduff, Judge Business School, University of Cambridge, UK presented this seminar "Publishing in Top Journals: A guide for the perplexed" at the Whitaker Institute on 3rd February 2011.
2012.06.15 Marie Curie Programme FP7 Information SessionNUI Galway
Dr. Jennifer Brennan, National Contact Point for Marie Curie, Irish Universities Association presented this seminar "FP7 Information Session: Marie Curie Programme" at the Whitaker Institute on 15th June 2012.
2012.06.13 Open Innovation: The Legal Implications part 2NUI Galway
Patricia McGovern, Head of the Intellectual Property Department, DFMG Solicitors, presented "Open Innovation: The Legal Implications" at the IntertradeIreland All-Island Innovation Programme annual conference 2012, Exploiting Industry and University Research, Development and Innovation: Why it Matters held at National University of Ireland, Galway, 12 - 13 June 2012. Part 2
Dr Jimmy Huang, Warwick Business School, University of Warwick, UK presented this seminar "Bring Knowledge to Life: A Case Study of National palace Museum, Taipei" at the Whitaker Institute on 15th April 2011.
Professor Michael Rowlinson, Queen Mary, University of London, UK presented this seminar "Where Next for the ABS Guide" as part of the Whitaker Institute Seminar Series at the Whitaker Institute on 1st February 2012.
2012.06.20 International and Collaborative ResearchNUI Galway
Professor Chris Brewster, Henley Business School, University of Reading, UK presented this seminar "International and Collaborative Research" at the Whitaker Institute on 20th June 2012.
2012.08.23 An ethnography of innovation processes in the food industryNUI Galway
Dr. Thomas Hoholm, BI Norwegian Business School presented this seminar, "The Contrary Forces of Innovation: An ethnography of innovation processes in the food industry", as part of a session on Scandinavian Insights on International Entrepreneurship and Innovation at the Whitaker Institute on the 23rd August 2012.
2012.07.02 the story from the asset centreNUI Galway
Dr. John McAdoo, ASSET Centre, UCC, presented "The Story from the ASSET Centre" at Simulation in Irish Medical Education: Where Are We, and Where Are We Going? held at NUI Galway on the 2nd July 2012.
2013.04.17 The usefulness of a national wellbeing index for Public PolicyNUI Galway
Professor Liam Delaney, University of Stirling, UK presented this seminar "The usefulness of a national wellbeing index for Public Policy" as part of the Visiting Fellows Seminar Series at the Whitaker Institute on 17th April 2013.
2011.11.21 Market Opportunities - Made or Found?NUI Galway
Dr Natasha Evers, Marketing Discipline, NUI Galway presented this seminar "Market Opportunities - Made or Found? Some Perspectives on Opportunity Recognition and Exploitation in University Spin-Outs" as part of the Break the Barrier Seminar Series at the Whitaker Institute on 21st November 2011.
2015.11.03 HGV road user charging policy in EuropeNUI Galway
Slides from the presentation by Dr Amaya Vega and Dr. Natasha Evers, SEMRU, Whitaker Institute given at THE NATIONAL SUSTAINABILITY SUMMIT 2015 held at the AVIVA Stadium on 3rd November 2015.
2011.06.23 How to Value Software in a BusinessNUI Galway
This document discusses methods for valuing software and similar intangible assets. It begins by explaining that software value is traditionally based on development costs but should also account for future income potential. The document then provides models and examples for calculating software value based on estimated future sales and maintenance income discounted to present value. It stresses that software value depends on assumptions about market size, penetration, pricing, and maintenance over the product lifetime. The goal is to help various stakeholders make informed decisions by understanding a software product's true economic worth.
This document discusses structured dialogic design (SDD) as a methodology for facilitating large group collaboration and decision making around complex problems. It outlines some key challenges with large group work, including complexity, lack of shared understanding, and limited cognitive abilities. SDD provides a structured process and graphic tools to help large groups unpack complexity, build shared understanding, and make informed decisions through techniques like clustering observations, identifying influence relationships, and developing action plans. The document includes examples of SDD being used to address barriers to public participation in broadband access.
Involving stakeholders in Learning analytics design is a hard task that requires a clear strategy that otherwise creates a problem with low adoption, disengagement with the tools and unclear expectations. Including teachers, learners, developers and other stakeholders as collaborators in design (Co-design) bring promising benefits in democratizing, aligning and acknowledging stakeholders’ expectations.
The document discusses patterns for promoting individual and collective creativity in socio-technical systems. It outlines different types of knowledge and the importance of social factors in technology design. Some proposed patterns are described, including "Reality Check", "Who Speaks for Wolf?", and "Greater Gathering" which aim to balance diversity and shared identity in groups over time.
Integrating Technology, Higher-Order Thinking, and Student-Centered LearningDoug Adams
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
Why do startups avoid difficult problems?Joni Salminen
CITE: "Salminen, J. (2013) Why avoid difficult problems? Exploring the avoidance behavior within startup motive. Proceedings of LCBR European Marketing Conference, August 15–16, 2013, Frankfurt."
Download paper: http://jonisalminen.com/wp-content/uploads/2018/08/why-founders-avoid-difficult-problems.pdf
Explainable AI is not yet Understandable AIepsilon_tud
Keynote of Dr. Nava Tintarev at RCIS'2020. Decision-making at individual, business, and societal levels is influenced by online content. Filtering and ranking algorithms such as those used in recommender systems are used to support these decisions. However, it is often not clear to a user whether the advice given is suitable to be followed, e.g., whether it is correct, whether the right information was taken into account, or if the user’s best interests were taken into consideration. In other words, there is a large mismatch between the representation of the advice by the system versus the representation assumed by its users. This talk addresses why we (might) want to develop advice-giving systems that can explain themselves, and how we can assess whether we are successful in this endeavor. This talk will also describe some of the state-of-the-art in explanations in a number of domains (music, tweets, and news articles) that help link the mental models of systems and people. However, it is not enough to generate rich and complex explanations; more is required in order to understand and be understood. This entails among other factors decisions around which information to select to show to people, and how to present that information, often depending on the target users and contextual factors
Anticipating The Challenges To The Vision Of A Bottom Up Democracy June09Gayle Underwood
The Webscope wiki technology was employed by an international team of practitioners of the science of Structured Dialogic Design (SDD), who worked together from eight different countries located around the world towards discovering the roadblocks facing President Barack Obama in realizing his vision of a bottom-up democracy for the people of the United States of America
On the Social Dimensions of Architectural Decisions Henry Muccini
An architecture is recognised to be the output of a (group) design decision process. This process typically involves multiple stakeholders composed into a group with a socio-technical connotation.
From a group decision making perspective, the various stakeholders involved in a design decision process analyze a given problem, propose alternate solutions, indicate their preferred alternative, and arrive at a consensus on the best possible solution. From an organisational and social perspective, the various stakeholders involved in a decision process form an organisational social structure (OSS).
These structures have a significant impact on project success.
In this work, we explore the overlaps and interconnections between group decision-making dynamics and the corresponding social and organisational dimensions, in
the context of architectural knowledge management. We use a meta-model to illustrate these overlaps and interconnections.
The document discusses using free web-based resources to extend learning through online courses and activities. It provides guidance on creating effective discussion questions and forums at different levels of Bloom's Taxonomy, and outlines best practices for planning and facilitating web-based learning activities, including ensuring curriculum alignment and developing students' skills in information analysis. The agenda also covers creating and managing online forums as well as tips for implementing virtual learning experiences.
Social machines: theory design and incentivesElena Simperl
Social machines utilize human and technological components to solve problems at a scale not possible by either alone. This document provides an overview of social machines and citizen science projects, which are a type of social machine. It discusses key aspects of designing social machines and citizen science projects, including how to structure tasks, engage contributors, validate responses, and foster online communities. The goal is to better understand what makes social machines and citizen science initiatives successful.
A Process For Solving Ill-Structured Problem Supported By Ontology And Softwa...Joshua Gorinson
This document presents a process for solving ill-structured problems supported by ontology and software tools. It begins with an introduction and literature review on problem solving and the differences between well-structured and ill-structured problems. It then discusses how ill-structured problems can be solved in groups, highlighting the need for tools to facilitate collaboration and organization of ideas. The document proposes a process using ontology and software tools to support group work in solving ill-structured problems and describes preliminary experiments showing the feasibility of the approach.
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"CITE
This panel discussed learning analytics and learning sciences. Janice Gobert discussed problems with standardized tests and how interactive labs have assessment potential but challenges. Chris Dede discussed his research on immersive learning using virtual reality and challenges assessing open-ended environments. Taylor Martin discussed how microgenetic research and learning analytics can improve data collection and analysis. Carolyn Rose discussed using conversational data and a new theoretical framework analyzing social processes and distances. The panel addressed if these methods lead to improved standardized test scores, with Janice and Chris noting validity issues with standardized tests and that these methods improve deeper learning over rote memorization.
This document discusses the importance of questioning as a means of cross-border communication and collaboration. It presents three techniques for working with questions - creative questioning, map of questions, and positional questioning - which can help groups clarify interests, discuss differences, and self-organize. The document argues that the ability to raise and discuss meaningful questions should become a core modern skill, but it is currently lacking in education. It proposes integrating questioning techniques into project-based learning to help develop this skill.
Modeling Framework to Support Evidence-Based DecisionsAlbert Simard
Describes a framework for modelling in a regulatory environment founded on sound scientific and knowledge management concepts. It includes 1) demand (isue-driven) and supply (model driven) approaches to modelling, 2) balancing modeler, manager, and user perspectives, 3) documentation to demonstrate due diligence, and a 700-term glossary.
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
17Week SevenGroup Communication Leadership, Proble.docxfelicidaddinwoodie
17
Week: Seven
Group Communication: Leadership, Problem-Solving, Power, Knowledge (“Rich Subject Matter”)
Objectives: Students will identify forms of power and communication at work (knowledge). They will also develop strategies to overcome abusive forms of power (skills). They will reflect on their own uses of power in the classroom (dispositions). Students will appreciate the relationship between leadership styles, power and the culture of schools.
Key Concepts: theories of leadership as style (authoritarian, democratic, laissez-faire, contingency, person and task-oriented); as trait; as orientation (task vs. people), as contingency, transformational or charismatic, and as facilitation. Power (legitimate, coercive, reward, expert, referent, information, charismatic, traditional, legal-rational), discursive closure, communicative ethics, coordinated management of meaning.
Discussion: Speaking Up/Keeping Quiet. Balancing participation in groups can involve stifling some members and urging others to speak up when they would prefer to be silent. Explore the ethical justification for these actions by answering the following questions. 1.) Are there any circumstances when it is legitimate to place quiet group members in the position of speaking up when they would prefer to remain silent? When does it become reasonable to urge group members to participate? Do discouraging talkative members ever violate the principles of free speech, or the group norms of respect and inclusiveness or tolerance? Describe when it is and is not appropriate to limit a member’s contribution. How do these questions relate to the topic of critical public spheres? And how do they relate to the school culture?
On-line Activities: Trace sites that refer to “critical public spheres” or “public spheres” based on the principle of the “ideal speech situation.” Take a look at a problem solving video at: http://www.pctc.k12.oh.us/hs/icostein/Video/Problem_solving_Final.wmv.
Assignment(s) for Week Seven: Describe how legitimate, coercive, reward, expert, referent information power can be used ethically and unethically in your workplace (classroom, staff room, school, district). What distinguishes ethical from unethical behavior? Or, consider the behaviors of someone in a position of authority in your school, on the Board, or in the school district (do not identity them by name). Comment on their leadership style as a function of the kind of power they exercise.
Readings: Adler, Chapter 9, Solving Problems in Groups and Chapter 14, Persuasive Speaking
Introduction to Module Seven:The study of group interactions and eventually, the organization of schools would be incomplete without some consideration of the role of leadership, power, and knowledge as they impact on the way decisions are made and finally, how these elements contribute to the formation of school cultures. And of course, the role of leadership raises issues of power and ethical or unethical forms o ...
Relationships and virtual collaboration designDavid Friedman
How thinking concretely about and supporting 1-to-1 relationships within a collaboration can make it much more effective. Was the basis of a discussion at the Radical Real Time online Unconference on June 5, 2010
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
This document discusses challenges and opportunities for supporting guided discovery-based learning with informational learning management systems. It outlines different theoretical perspectives on curricular design from disciplines like learning sciences, educational psychology, and information science. It then discusses the Constructionism framework and Globaloria game design program as an intervention that aligns with perspectives favoring student-centered, active, self-directed learning starting with open-ended problems. Research on Globaloria indicates it increases student motivation and understanding of skills like collaboration and problem-solving. However, the document notes collaboration and information-seeking in Globaloria are under-structured, and more scaffolding could help support guided inquiry and knowledge building among students.
Vincenzo MacCarrone, Explaining the trajectory of collective bargaining in Ir...NUI Galway
Vincenzo MacCarrone, UCD, Explaining the trajectory of collective bargaining in Ireland: 2000-2017 presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Tom Turner, Tipping the scales for labour in Ireland? NUI Galway
Dr Tom Turner, University of Limerick, Tipping the scales for labour in Ireland? Collective bargaining and the industrial relations amendment) act 2015 presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Tom McDonnell, Medium-term trends in the Irish labour market and possibilitie...NUI Galway
The document summarizes medium-term trends in Ireland's labor market from 1998-2017. It finds that while employment doubled over this period, the employment rate remains below other Northern European countries. There was a shift away from industry and agriculture towards healthcare and education. Female labor force participation lags the EU average, and regional employment growth has not significantly favored Dublin. Wage and productivity growth in Ireland has also been comparatively weak. Key barriers to employment include the high cost of childcare and lack of an industrial policy following industry declines. Volatility in employment may be difficult to avoid in small open economies.
Stephen Byrne, A non-employment index for IrelandNUI Galway
Stephen Byrne, Central Bank of Ireland, A non-employment index for Ireland presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Sorcha Foster, The risk of automation of work in IrelandNUI Galway
Sorcha Foster, Oxford University, The risk of automation of work in Ireland – both sides of the border presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Sinead Pembroke, Living with uncertainty: The social implications of precario...NUI Galway
Dr Sinéad Pembroke, TASC, Living with uncertainty: The social implications of precarious work presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Paul MacFlynn, A low skills equilibrium in Northern IrelandNUI Galway
Paul Mac Flynn, NERI, A low skills equilibrium in Northern Ireland presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Nuala Whelan, The role of labour market activation in building a healthy work...NUI Galway
Dr Nuala Whelan, Maynooth University & Ballymun Job Club, The role of labour market activation in building a healthy workforce: Enhancing well-being for the long-term unemployed through positive psychological interventions presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Michéal Collins, and Dr Michelle Maher, Auto enrolmentNUI Galway
Dr Michéal Collins, UCD and Dr Michelle Maher, Maynooth University, Auto enrolment: into what, for whom and how much? presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Michael Taft, SIPTU, A new enterprise model: The long march through the market economy presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Luke Rehill, Patterns of firm-level productivity in IrelandNUI Galway
The document summarizes results from an analysis of firm-level productivity in Ireland between 2006-2014 using a multi-factor productivity model. Key findings include: productivity growth has declined since the 1990s both in Ireland and globally; a small number of large firms account for most value added and employment; foreign-owned firms have significantly higher productivity and wages than domestic firms; and productivity dispersion between the most and least productive firms has widened over time. The analysis finds potential for improving efficiency of resource allocation across firms.
Lucy Pyne, Evidence from the Social Inclusion and Community Activation ProgrammeNUI Galway
Ms Lucy Pyne, Pobal, Evidence from the Social Inclusion and Community Activation Programme (SICAP) presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Lisa Wilson, The gendered nature of job quality and job insecurityNUI Galway
Dr Lisa Wilson, NERI, The gendered nature of job quality and job insecurity presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Karina Doorley, axation, labour force participation and gender equality in Ir...NUI Galway
The document summarizes a presentation on taxation, work and gender equality in Ireland. It finds that Ireland's partial individualization of the income tax system in 2000 increased the employment rate of married women by 5-6 percentage points and their weekly work hours by 2 hours on average. It also reduced the weekly hours of unpaid childcare performed by married women with children by 3 hours. The policy achieved its goal of increasing incentives for spouses, especially women, to join the labor force. Further individualization may be considered but must account for distributional impacts and ways to address fixed costs of work.
Jason Loughrey, Household income volatility in IrelandNUI Galway
Dr Jason Loughrey, Teagasc, Household income volatility in Ireland presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Ivan Privalko, What do Workers get from Mobility?NUI Galway
Voluntary job mobility, such as quits and promotions, is assumed to lead to improved wages and working conditions. However, studies have found mixed and inconsistent results regarding the effects of different types of voluntary mobility on objective and subjective work outcomes. This document analyzes data from the British Household Panel Survey to compare the effects of internal voluntary mobility (promotions), external voluntary mobility (quits), and involuntary mobility (demotions, layoffs) on subjective satisfaction and objective pay. It finds that external voluntary mobility most increases subjective satisfaction, while internal voluntary mobility provides the largest objective pay benefits. Voluntary mobility within versus between employers leads to different work rewards.
Helen Johnston, Labour market transitions: barriers and enablersNUI Galway
Dr Helen Johnston, NESC, Labour market transitions: barriers and enablers presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Gail Irvine, Carnegie UK Trust, Fulfilling work in Ireland presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Frank Walsh, Assessing competing explanations for the decline in trade union ...NUI Galway
Dr Frank Walsh, UCD, Assessing competing explanations for the decline in trade union density in Ireland presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Eamon Murphy, An overview of labour market participation in Ireland over the ...NUI Galway
Eamon Murphy, Social Justice Ireland, An overview of labour market participation in Ireland over the last two decades presented at the 6th Annual NERI Labour Market Conference in association with the Whitaker Institute, NUI Galway, 22nd May, 2018.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2011.11.28 Collective Intelligence - Problems and Possibilities
1. 15/03/2012
1
Collective Intelligence –
problems and possibilities
Michael Hogan
National University of Ireland, Galway
Table 1. Heuristic Maneuvers and their Reasoning Disadvantages
Developmental automaticity, heuristics, and intelligence
Name Cognitive Maneuver Disadvantage/Risk
Satisficing
Given an option that is good
and
enough decide in favor of that
Good enough may not be
best
y=1181.04+-191.576*log10(x)+eps
Distincts Targets
2400
2000
1600
1200
800
400
temporizing
enough, option
Affect Take an initial stance in support
of or in opposition to a given
choice consistent with one’s
initial affective response to that
choice
Feelings may mislead
Simulation Estimate the likelihood of a
given outcome based on one’s
ease in imagining that outcome
Over-estimation of one’s
chance of success or
likelihood of failure
Availability Base the estimate of the
likelihood of a future event on
the vividness or ease of
recalling a similar past event
Mistaken estimations of
the chances of events
turning out in the future
as they are remembered
2. 15/03/2012
2
Developmental automaticity
IT, Information System,
and Semantic Web supports
Lanier argues:
1)The algorithm-driven direction of Web 2.0 is
disempowering individuals and reducing the creativity
of people online
2)The social-semantic web is distorting human
relationships and distancing people from true intimacy.
Lanier does not address social problem solving, or the
pragmatic web. The pragmatic web uses the knowledge
within the social network to facilitate problem solving.
However,
• Collective intelligence within the pragmatic web can never
be an exclusively algorithm-driven process; cultivating critical
thinking, systems thinking, and computational thinking skills
within individuals is important.
• Technology can support the development of these thinking
skills and facilitate collective intelligence and collective action
• The social psychology of collective action presents other
real challenges (or problems) that require higher-order social-emotional
intelligence
3. 15/03/2012
3
John N. Warfield (1925-2009)
Warfield, past president of the society
for systems science, developed
Interactive Management
Relevant Books
• 1976. Societal Systems: Planning, Policy, and Complexity. New York: Wiley Interscience.
• 1990. A S Science of fG Generic Design: Managing Complexity C through Systems S
Design. Ames,
IA: Iowa State University Press 1994.
• 1994. A Handbook of Interactive Management. With Roxana Cárdenas, Ames, IA: Iowa
State University Press 1994.
• 2002. Understanding Complexity: Thought and Behavior. AJAR Publishing Company, Palm
Harbor, FL.
• 2003. The Mathematics of Structure. AJAR Publishing Company, Palm Harbor, FL.
• 2006. An introduction to systems science. Singapore: World Scientific.
People use different mental models to
describe the same problematic situation.
Hofstadter’s integration of Gödel's
Incompleteness Theorem, the music
of Bach, and the art of Escher
Kurt Fischer (Harvard):
People integrate at different
levels of complexity
4. 15/03/2012
4
Mathematical models can capture significant complexity
but less often facilitate the resolution of social problems.
Jay Forrester’s
World Model.
Forrester’s original World Model (1973) included 58 elements, 81 pair relations, and complex mathematical interdependencies.
1. The model is quantitative, but includes many unstated qualitative assumptions.
2. The model is not the product of consensus and it is not presented in a way that can be readily understood by the public.
3. Many solutions can be generated depending on what assumptions are entered in a particular computer run.
4. Any decisions and solutions anticipated as a consequence of belief in the validity of the model would involve many individuals,
groups, and organizations to implement solutions.
When a group works to resolve a shared problem they need to
build consensus models that facilitate collective action
Tools
Words Graphics Mathematics
Mathematics of
logic and structure:
eg., formal logic,
graph theory, matrices
Mathematics of content:
e.g., differential equations,
integral equations
used to describe
phenomena in physics,
chemistry, biology,
psychology, sociology.
5. 15/03/2012
5
What is Interactive Management?
• Integrated design process
• Based in the theory of systems design
• Specifically developed for dealing with complex
issues
• Goals are to help participants:
– Develop understanding of the issues they face
– Establish collective basis for thinking and working
cooperatively
– Produce framework for effective action.
Essential Components of
IM Process
1. Participants
2. Facilitation Team
3. Group Methodologies
4. Software Support
5. Productive Workshop Space
2 1
3
4 5
6. 15/03/2012
6
Group Methodologies
1. Generating ideas
2. Categorizing
3. Structuring
4. Sequencing
5. Developing action agendas
IM Methodologies aim to:
1. Prevent under-conceptualization
2. Avoid cognitive overload
3. Allow informed choice-making
4. Enable clear communication
5. Promote positive group dynamics
7. 15/03/2012
7
What
are
barriers
to ….
Step 1: Idea Generation
Step 2: Recording and posting ideas on
display walls, and clarifying the meaning of
ideas
8. 15/03/2012
8
Problem set and problem
categorisation
(3) Selection and ranking of sub-problems in the problem field
Statement Number of Sum of ranks Category
votes
2. Lack of clear incentives to 4 16 8
23. Clashing personalities and 4 10 4
12. Challenge of identifying l 3 8 6
4. Lack of identity for the new 3 9 2
17. Uncertainty regarding new 2 7 2
25. Lack of reward systems to 2 6 8
9. Difficulty in defining clust 2 6 1
24. Unrecognized value of soci 2 7 2
5. Specialization (mitigates ag 2 6 5
7. Lack of clear language that 2 6 5
19. Overdependence on "bureauc 2 4 6
22. Some individuals want to w 2 2 4
3. Lack of motivation or intere 2 7 7
13. Lack of opportunity for fo 1 3 3
26. Turf issues: individuals w 1 5 4
32. Someone needs to commit si 1 4 6
20. Divergence in methods, pro 1 5 5
28. Not really an existing, re 1 4 3
33. Institute based on what we 1 2 6
14. Lack of information/certai 1 1 5
15. Lack of translation of res 1 2 8
-----------------------------------------------------------------------
9. 15/03/2012
9
(4) Structuring
the interdependence between problems in the problem field
From voting, to matrix, to structure
Figure C-1 shows a Boolean matrix (i.e., a matrix, all of whose entries are either 0 or 1). The
matrix rows and columns are identically indexed, the index numbers ranging from 1 to 15. Such a
matrix might represent the information provided to the computer by a group of participants, in
which e.g., 15 problems are interrelated (or possibly 15 options, or 15 events, etc.). The entries in
the matrix could represent a mix of the answers to questions posed to the participants and the
answers inferred by the computer (using a property of relationships known as transitivity).
10. 15/03/2012
10
Lack of clear
incentives to
work together
and across
disciplines (2)
(5) Group analysis of emergent influence structure
Turf issues:
individuals want
to maintain their
distinctivness or
be seen as the
experts in an
issue area (26)
O Overdependence
d d
on "bureaucratic
democracy" without
vision and collective
design (19)
Clashing personalities
and histories (23)
Challenge of
identifying leaders
and mentors to
drive/facilitate
cluster, thematic
d i tit t l
Lack of
motivation
or interest
in change
(3)
Specialization
(mitigates against
collaboration) (5)
Lack of identity
for the new
institute (4) Uncertainty regarding
d i
and institute goals
(12)
Difficulty in defining
cluster objectives that
align with national and
EU priorities (9)
Unrecognized value of
social sciences at NUI,
Galway (24)
Divergence in
methods,
problem
definition,
outcomes,
between
disciplines
(in/between
clusters). (20)
new dynamics,
management, activities,
in moving beyond the
past (old unit) and
moving towards a new
institute (17)
Lack of reward
systems to work on
real social problems
- the challenge of
bridging basic and
applied research
goals (25)
Lack of clear language
that communicates with
outside world and across
disciplines (7)
Some individuals
want to work alone
rather than as part of
a team (22)
(6) Generate options as a response
to the structural problems
Multiple actors work in
multiple directions
11. 15/03/2012
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Lack of ownership
of the problem or the
Failure to
remain
focused on
the topic
(21){J}
Demand for
quick
resolution
d i l
• Conventional
wisdom that groups
or meetings are a
waste of time (28)
Sample Influence Structure:
Obstacles to Effective Communication in Group Problem Solving
o epobe o e
objective (58)
{E}
Non-conducive
physical
meeting
environment
Inadequate
process for
facilitation
(70)
Failure to
allocate
sufficient time
to the group
effort (24)
• Lack of
clearly
understood or
agreed purpose
(27)
• Failure to
utilize
appropriate
and singular
solution (95)
{F}
• Failure to
involve the
head, heart,
and body
(76)
•
"Groupthink"
(35)
• Lack of
trust among
the members
Lack of
cultural
sensitivity
( 59)
•
Dominatio
n of group
discussion
by strong
personaliti
es (14)
• Failure to
suspend
assumptions
(48)
• (Refusal to
recognize
difference in
mental
models) (15)
• Lack of necessary
or appropriate
information (23)
• Hesitancy to
bring out sensitive,
undiscussable
issues (13)
• Failure to involve
correct
people/stakeholders
(37)
e v o e • Presence of
(32)
{D}
{J}
methodologies
(102)
{D, C, A}
Organizationa
l politics
inside and
outside the
group (101)
{F}
(6)
{H, J, H}
Lack of clarity
on who is the
client (63)
{C}
)
{B}
• Lack of
effective
communic
ation
norms (20)
{G, G}
{G, G}
hidden agendas or
ulterior motives (9)
{F, D, H, E, I}
COMM 531
Spring 1999 Design
Sessions
Updated 2/9/99
The Arrow Should be Interpreted as:
“Significantly Aggravates”
• Makes it more difficult to resolve
• Increases the Severity of
• Makes Worse
• Exacerbates
nt
• To help build a country where everybody's needs
are everybody's concern (E-1)
• To try and create a proper climate where Turkish
Cypriots will ask for Greek Cypriots whatever they
want for themselves and where G/Cs will refuse
anything for T/Cs that they don't want for
themselves (D-10)
To promote in both
communities a better
• To promote the idea that the security problem
of both communities could be lessened by
demilitarization (K-26)
• To come up with a solution that will satisfy
the security needs of both communities (K-41)
• To minimize the effects of outside powers
(K-29)
• To empower Cypriots to envision a Cyprus where people live in peace and
to believe that this is possible now (D-2)
• To learn to accept differences in culture and start thinking of them as
positive, interesting, and enriching factors (E-3)
• To work for an independent bicommunal bizonal federally united Cyprus
with full respect to human needs and rights and develop the appropriate
Collective Vision Statemen
To minimize the effects of
national chauvinism and
promote the idea of a polyethnic
i l i f d l i t (G14)
• To develop public confidence in the peace building
process (A-4)
• To strengthen the peace movements on the citizen
level (B-12)
• To promote the idea in G/C community that the
existence problem of T/C community is vital for the
whole of Cyprus (H-18)
understanding of
basic needs, fears, and
aspirations of each
community
concerning the
property issue (H-17)
public mentality to support it (K-43)
• To make known and acknowledge the basic needs, fears and aspirations of
each community to the other community (H-21)
• To eliminate the "enemy image" (E-11)
• To stimulate the idea of freedom of movement throughout the island (K-19)
• To encourage youths of both communities to get to know each other (I-36)
• To accept and respect each others' identity as T/Cs and G/Cs and see this as
a richness rather than an obstacle to peace building (G-32)
C
inclusive federal society G-14) H • To help the two communities create a common vision
(H-27)
• To build a climate in which the ethnic identities of the two
communities are not threatened (G-6)
• To support in both communities the idea of joining the
European Union (K-28)
To build
bridges of
mutual
empowerment
and understand
with Track I
people (C-42)
To try and find ways to bridge the
economic differences between the
two communities (K-37)
• To provide opportunities for interaction between the two communities (I-8)
• To build intercommunal institutions and centers (I-9)
• To promote bi-communal commercial, health, educational and sports activities (I-15)
• To establish an effective bicommunal peace movement (B-30)
• To promote cultural and social relations between the two communities (C-16)
• To promote both communities working together on common projects (I-7)
14. 15/03/2012
14
Applications
IAS IAS
Government planning
and policy and the
Family/
Small
group
Individual
as system IAS
Community
problem solving
Relational training
Cooperative learning In schools
Wisdom of the crowd
Universities
(basic and applied science;
Relational knowledge import;
Web of knowledge)
Product design
Organizational design
g g
Business management
Functional social networking
Google experiments
(global research aided by google support
and google consultants)
Google G Earth
(representation of groups and avatar transport)
Google rewards for group
participation
Dynamic Groups
(dynamic update of problem/option structures,
group comparison, group merger)
15. 15/03/2012
15
Facilitating Cross-Cluster
Connectivity
Economics of Health and Ageing Political Innovation
Health, Ageing and Lifespan Development
Applied Social Science
Sustainability Groups
Performance Management
Agility
Group Decision Making
Systems Science Education
• Problematiques generated in IM
sessions are like structural
equation models (SEMs) without
effect sizes included
• However, effect sizes can be
imported for relations in IM
structures and thus allow for model
fit indices to be generated (i.e.,
computation science link).
• Also, each relation in an IM
structure is a claim and the logic of
argumentation linked to each claim
can be worked out in an argument
map (AM).
• AM training facilitates development
of critical thinking skill. IM training
facilitates development of systems
thinking/action abilities. SEM
develops computational skills.
16. 15/03/2012
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The Social Psychology of Effective Teams:
The Big Five
1. Team Orientation – a preference for working with others and also a tendency to enhance individual
performance through the coordination, evaluation, and utilization of task inputs from other members.
2. Mutual Performance Monitoring – Effective teams are comprised of members who maintain an
awareness of team functioning by monitoring fellow members work in an effort to catch slips/mistakes
3. Backup Behaviour Management – Ability to anticipate other team members needs through accurate
knowledge about their responsibilities. Includes ability to shift workload among members to achieve
balance during high periods of workload or pressure
4. Adaptability – Ability to adjust strategies based on information gathered from the environment and
through the use of backup behaviour and reallocation of intra-team resources.
5. Team Leadership – Ability to direct and coordinate team activities, assess performance, assign
tasks, develop team knowledge, skills, and abilities, motivate team members, plan and organize, and
establish a positive atmosphere
Supporting Coordinating Mechanisms
A. Mutual Trust – The shared belief that team members will perform their roles and protect the interests
of their teammates.
B. Shared Mental Models – An organizing knowledge structure of relationships among the task the
team in engaged in and how the team members will interact
C. Closed-loop communication – The exchange of information between a sender and a receiver
irrespective of the medium. Involves (a) the sender initiating a message, (b) the receiver receiving the
message, interpreting it, and acknowledging its receipt, and (c) the sender following up to insure the
intended message was received
17. 15/03/2012
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Small Group Research
Psychodynamics of ‘open’ versus ‘closed’ groups
•• We asked two groups of student to map
interdependencies between the costs and benefits of
online social media using IM.
• Participants were divided into high and low dispositional
trust by means of a median split based on their pre-scores
on dispositional trust.
• Participants high and low on trust were randomly
assigned to open or closed voting group.
Results
• Main effect of trust on perceived consensus, F(1,26) = 8.43, p =
.007, with perceived consensus higher in the high trust group (M
=14.6, SD = 2.75) than in the low trust group (M =12.0, SD = 2.27).
There was also a main effect of condition on perceived
consensus, F(1,26) = 7.50, p = .011, with perceived consensus
higher in the open group (M =14.53, SD = 2.53) than in the closed
group (M =12.07, SD = 2.58).
• Main effect of trust level on perceived efficacy of IM, F(1,26) =
4.34, p = .047, with higher perceived efficacy in the high trust group
(M = 23.27, SD = 4.40) than in the low trust group (M = 20.07, SD =
3.94). Also, higher perceived efficacy in the open group (M =
23.53, SD = 3.23) than in the closed group (M = 19.80, SD = 4.74).
• There was also a trend whereby trust scores tended be to lower in
the low trust group after closed voting compared with after open
voting.
18. 15/03/2012
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Finally
• We are developing new IM software that
will be available as stand-alone software
and networked app.
• We aim to build capacity in IM use for
basic and applied research purposes
•• How might you use IM in your
basic/applied research work?