System dynamics is a methodology for studying complex feedback systems over time. It involves identifying a problem, developing a hypothesis, building a computer simulation model, testing the model, devising alternative policies, and implementing solutions. Transactional distance in distance education can be modeled using system dynamics by representing the dynamic relationship between dialogue and structure over time, and how varying these rates can control transactional distance. System dynamics provides a way to study interrelated educational variables and their relationships over a period of time.
Human research and complexity theory c9 march_0114March Lin
This document summarizes a chapter from a dissertation on complexity theory and its application to educational research. It discusses how complexity theory challenges traditional positivist assumptions and could enable a new science of qualities that complements existing quantitative research. It also outlines how complexity theory views learning communities as complex adaptive systems and examines the conditions under which phase transitions occur in such systems.
This document proposes an "ecology of meanings" model to explain communication processes. It integrates Jean Piaget's model of exchange values, Jean-Blaise Grize's communication model of schematization, and Jurgen Habermas' theory of communicative action. The model views communication science as interdisciplinary, accounting for both universal/necessary and particular/contingent knowledge. It adopts a critical constructivist approach, seeing knowledge as constructed between subject and object through processes of assimilation and accommodation, achieving momentary equilibriums. The model aims to understand communication as connecting social systems and lifeworlds, and as political action.
This document provides an overview of Cultural Historical Activity Theory (CHAT) and its application as a learning theory. It discusses key aspects of CHAT including that human development occurs through social interaction and activity, and that internalization of cultural tools and symbols plays an important role. The document also summarizes the three generations of activity systems and expansive learning, which involves questioning existing practices and opening new possibilities. Finally, it provides examples of how activity theory has been applied to areas like distance education and offers references for further reading.
The document discusses causal modelling and system analysis approaches in the social sciences. Causal modelling aims to identify causes and effects through statistical analysis and assumes a closed system. System analysis views elements as in relation and interacting, without assuming closure or directionality of effects. The document examines whether the approaches can be complementary or if their differing assumptions preclude compatibility. It considers how relaxing assumptions like complete interaction may allow a more nuanced interpretation that incorporates aspects of both.
Assessing and promoting computer-supported collaborative learningtelss09
1. The document discusses assessing and supporting computer-supported collaborative learning (CSCL). It provides an overview of the history and goals of the CSCL field.
2. A key topic is developing methods to assess the quality of collaboration in CSCL environments. The document describes dimensions of collaboration quality and presents a rating scheme used to evaluate collaboration.
3. Supporting collaborative learning is also discussed. Collaboration scripts that provide instructions to structure interaction are described, as well as adaptive support approaches that tailor feedback based on interaction analysis. An example study of supporting collaborative inferences is presented.
This document discusses several theories of technology, including social and group theories as well as descriptive and critical theories. Descriptive theories attempt to define technology and examine its relationship with human and social aspects. Critical theories build upon descriptive theories to question how that relationship can be changed. Some key descriptive social theories discussed are actor-network theory, social construction of technology, structuration theory, and systems theory. Bandura's social learning theory and Lave and Wenger's situated learning theory are also summarized.
The document discusses how the mobile ecosystem is influencing traditional media industries. It notes that media industries are facing a multidimensional crisis as revenue sources shrink due to declining advertising rates and changing consumption habits. Distribution models have also changed as application stores have become prevalent channels that platforms now control. Management structures in traditional media need to adapt to stay relevant in this new environment where users expect to engage with content across multiple screens.
The document proposes an exhibit to educate visitors about village life in rural Niger through interactive displays staffed by returned Peace Corps volunteers. The exhibit would use artifacts, video, and opportunities to learn greetings and tasks to demonstrate daily life challenges like collecting water. By experiencing aspects of Nigerien living and culture firsthand, visitors could gain appreciation for their way of life in comparison to their own. The exhibit aims to fulfill the Peace Corps' mission of cultural exchange and hopes to attract interest in Nigerien culture, Peace Corps service, and humanitarian support.
Human research and complexity theory c9 march_0114March Lin
This document summarizes a chapter from a dissertation on complexity theory and its application to educational research. It discusses how complexity theory challenges traditional positivist assumptions and could enable a new science of qualities that complements existing quantitative research. It also outlines how complexity theory views learning communities as complex adaptive systems and examines the conditions under which phase transitions occur in such systems.
This document proposes an "ecology of meanings" model to explain communication processes. It integrates Jean Piaget's model of exchange values, Jean-Blaise Grize's communication model of schematization, and Jurgen Habermas' theory of communicative action. The model views communication science as interdisciplinary, accounting for both universal/necessary and particular/contingent knowledge. It adopts a critical constructivist approach, seeing knowledge as constructed between subject and object through processes of assimilation and accommodation, achieving momentary equilibriums. The model aims to understand communication as connecting social systems and lifeworlds, and as political action.
This document provides an overview of Cultural Historical Activity Theory (CHAT) and its application as a learning theory. It discusses key aspects of CHAT including that human development occurs through social interaction and activity, and that internalization of cultural tools and symbols plays an important role. The document also summarizes the three generations of activity systems and expansive learning, which involves questioning existing practices and opening new possibilities. Finally, it provides examples of how activity theory has been applied to areas like distance education and offers references for further reading.
The document discusses causal modelling and system analysis approaches in the social sciences. Causal modelling aims to identify causes and effects through statistical analysis and assumes a closed system. System analysis views elements as in relation and interacting, without assuming closure or directionality of effects. The document examines whether the approaches can be complementary or if their differing assumptions preclude compatibility. It considers how relaxing assumptions like complete interaction may allow a more nuanced interpretation that incorporates aspects of both.
Assessing and promoting computer-supported collaborative learningtelss09
1. The document discusses assessing and supporting computer-supported collaborative learning (CSCL). It provides an overview of the history and goals of the CSCL field.
2. A key topic is developing methods to assess the quality of collaboration in CSCL environments. The document describes dimensions of collaboration quality and presents a rating scheme used to evaluate collaboration.
3. Supporting collaborative learning is also discussed. Collaboration scripts that provide instructions to structure interaction are described, as well as adaptive support approaches that tailor feedback based on interaction analysis. An example study of supporting collaborative inferences is presented.
This document discusses several theories of technology, including social and group theories as well as descriptive and critical theories. Descriptive theories attempt to define technology and examine its relationship with human and social aspects. Critical theories build upon descriptive theories to question how that relationship can be changed. Some key descriptive social theories discussed are actor-network theory, social construction of technology, structuration theory, and systems theory. Bandura's social learning theory and Lave and Wenger's situated learning theory are also summarized.
The document discusses how the mobile ecosystem is influencing traditional media industries. It notes that media industries are facing a multidimensional crisis as revenue sources shrink due to declining advertising rates and changing consumption habits. Distribution models have also changed as application stores have become prevalent channels that platforms now control. Management structures in traditional media need to adapt to stay relevant in this new environment where users expect to engage with content across multiple screens.
The document proposes an exhibit to educate visitors about village life in rural Niger through interactive displays staffed by returned Peace Corps volunteers. The exhibit would use artifacts, video, and opportunities to learn greetings and tasks to demonstrate daily life challenges like collecting water. By experiencing aspects of Nigerien living and culture firsthand, visitors could gain appreciation for their way of life in comparison to their own. The exhibit aims to fulfill the Peace Corps' mission of cultural exchange and hopes to attract interest in Nigerien culture, Peace Corps service, and humanitarian support.
Plant cloning provides several benefits including greater supply of plants that are stronger and require less water, sun, and maintenance to grow. Cloning allows plants to survive in different environments including winter, grow faster, and provide food for future generations. Specific crops cloned through cross-breeding can taste better when consumed.
The San Diego State Zoo proposes developing an online educational platform to teach visitors about animals and conservation. They have 15 years of experience creating engaging and enjoyable learning solutions through collaboration with experts and proven project management. The proposed solution includes a navigable website with areas about the kids' zoo, animal habitats, human impact, and species conservation. Users would complete quests and puzzles assigned by a "Cyber Advisor" using tools like an explorer's scrapbook. The zoo aims to ensure project success through risk mitigation, regular communication, scalability, and evaluating the solution to meet visitor satisfaction.
The document provides an overview of a simulation set in a rural village in Niger called Gao Kou Kou Seigi. The simulation aims to familiarize volunteers with village life through interactive activities. Learners will be able to greet locals, learn about appropriate gestures, customs around sharing meals, and more. The simulation involves visiting different areas to learn, including a schoolhouse to learn words and the chief's compound to demonstrate knowledge gained.
The document discusses how media is becoming more complex and converging across different platforms. It notes that traditional TV ad campaigns have low returns on investment and many people skip ads. The document recommends not fixating on broadcast TV and becoming aware of different digital media agencies and business models. It also provides a list of qualities like being creative, empathetic, and able to learn that are important for candidates.
CLIRIMI I SERBISE PREJ KOSOVES - Ismail KadareMarjan DODAJ
“Një nga më të mëdhenjtë shkrimtarë europianë, Ismail Kadare, flet për temat më delikate dhe ndarjet midis serbëve dhe shqiptarëve, mbi urrejtjen e zgjatur, zemërimin dhe mllefin, mbi miqësinë dhe moskuptimet me shkrimtarët serbë, mbi shtrembërimet e historisë, që e kapërcen dramën ballkanase, dhe për arsyen përse ishte dashur që Serbia të ishte e para që ta njihte Kosovën”. Shënim i redaksisë së revistës “NIN”
This document discusses challenges in legal education and opportunities for innovation through new pedagogical strategies and learning technologies. It notes that many students do not significantly improve their learning in early college, and questions whether MOOCs truly revolutionize higher education given their one-size-fits-all approach. The document advocates connecting learning across networks and considering strategies like connectivism and rhizomatic learning. It also discusses opportunities to leverage big data, learning analytics, and new media to improve course design, content strategies, and learning experiences at scale through virtual and blended approaches.
This document provides an overview of an English 110 course for dual credit students. It discusses the three main components of the course - argumentation, composition, and diversification. Students will learn argument skills, the composition process, and discuss diverse topics over six essays. The instructor uses a "Peanut Butter and Jelly Sandwich" analogy to explain how the three components are integrated like ingredients to form the overall course. Requirements for dual credit status are also reviewed.
Presentation for Centre of Legal Education Conference 2014:
https://www4.ntu.ac.uk/apps/events/3/home.aspx/event/149178/default/centre_for_legal_education_conference_2014
The document provides a checklist for setting up a new project in a quality assurance project management system. It outlines 8 steps to complete, including ensuring all necessary project documents are in the active job folder, verifying an existing signed contract, checking if the client and project are already in the system, entering unit and plan information, notifying relevant parties, and double checking all data entry for accuracy. It stresses the importance of accuracy when setting up new projects.
Thousands of children in Niger are at risk of death from severe malnutrition due to a food crisis. Relief groups warned last year that without more aid, Niger would face this crisis after poor harvests caused by drought and locust invasions. The UN has received less than 20% of the funding requested to purchase and distribute food to Niger's vulnerable populations. Over 10,000 Nigerien children are now receiving treatment for malnutrition, but aid has been slow to arrive despite early warnings, and the crisis is expected to worsen.
Plant cloning has several benefits including producing more plants, having plants that are stronger and require less resources to grow. The process of cloning plants involves taking a cutting from a parent plant and stimulating it to grow roots and develop into a new plant. While cloning increases the supply of plants and their quality, it can reduce genetic diversity and make entire crops vulnerable if a disease affects the cloned plants. There is ongoing discussion around the environmental and other impacts of widespread plant cloning.
In this work, using professional software Fuzzy Logic Toolbox from MATLAB 7.5 specifically that shows the simulation of a model that reflects organizational change process based on the approach to complexity at the Center for Environmental Engineering Camagüey (CIAC). This organization, as a social formation itself is immersed in an environment that maintains the mutual relations of influence, and it provides the organizational complexity and multiple aspects of uncertainty or fuzziness of its boundaries. It is through the interaction and interconnection of multiple and different factors in nature that based on the implementation of structural and functional systemic approach using a hermeneutic dialectic epistemology we intend to achieve in practice self-organization of the center. Each of these factors or variables, such as nonlinear phenomena in itself, defined by human thought that is imprecise by nature, is expressed by fuzzy sets with overlapping boundaries, which, together with the rule base (existing knowledge system) and the inference mechanism conforms the fuzzy inference system (FIS) that shapes the future conduct of the Center and the interrelationships between all variables. Integration into a single model of factors as diverse and yet highly interrelated with as participation, co-leadership and autonomy variable as "research & development willingness" and others like impacts, production, relevance and optimization to identify possible capacity variable analysis from a vision trans-disciplinary process of self-organization and school management.
This research will examine whether metaphors and conceptual models that encourage systems thinking can improve decision making. Systems thinking emphasizes understanding relationships and interdependencies within complex systems. The research involves eight studies to identify metaphors that promote systems thinking and test if it leads to better decisions. Experiments will identify effective systemic metaphors and evaluate their effects on risk assessment and choice. Additional experiments will determine if valuing the system is necessary for improved decisions from systems thinking. Field studies will assess the impact of metaphors on conservation behaviors and political participation. The goal is to develop simple, scalable ways to incorporate systems thinking into everyday choices through metaphorical framing.
Complexity theory and public management a ‘becoming’ field LynellBull52
Complexity theory and public management: a ‘becoming’ field
Since the special edition of Public Management Review on ‘Complexity Theory and Public Management’
in 2008 (Volume 10 (3)), co-edited by Geert Teisman and Erik-Hans Klijn, academic interest in complexity
theory, and how it might be used to understand the world and inform design and intervention in the
public policy/public management field, has grown and matured. The inspiration for this special issue
arose out of intensive interactions among interested scholars in conference panels (at American Society
for Public Administration, International Research Society for Public Management, and the Challenges of
Making Public Administration and Complexity Theory group) over the past few years and the realization
that a ‘stock-taking’ was required. While many public management scholars knew a little bit about
complexity – and some knew a lot – there was still no consensus about the contribution complexity
theory could or could not make to theory and practice. While we did not achieve consensus this time
around, the papers selected for this edition provide a picture of where we are and where scholars in this
field think we should go, and some examples of the most promising routes to get there. Before
summarizing these findings, we provide a brief overview of where we have come from and why we are
still a ‘becoming’ field.
Challenging fundamental assumptions
Nineteenth- and twentieth-century sciences which developed beneath the umbra of Newtonian
theories, embedded some pervasive assumptions which might be crudely summarized as (1)
relationships between individual components of any system can be understood by isolating the
interacting parts, (2) there is a predictability to the relationship among the parts, and (3) the result of
interactions and the working whole might eventually be understood by simply summing the parts. So in
much the same way as the expert clockmaker might be able to design, build, disassemble, and modify a
clock, understanding the individual parts and how they fit together leads to understanding the
functioning whole and the capability to replicate it precisely as required. This paradigm is dominated by
mechanical metaphors and leads to an assumption that the sum of the parts equals the whole.
Dissatisfaction with the limitations of mechanical explanations led to more sophisticated models which
were better at explaining the observed behaviour, initially of the physical world, and then increasingly
the biological, ecological, and social worlds (e.g. Byrne 1998; Cilliers 1998; Holland 1995; Kauffman
1993; Prigogine 1978; Prigogine and Stengers 1984; Stacey 1993; Waldrop 1992). Such modelling offered
new ontological insights about the nature of our world and the way it behaves. This is summed up
briefly by saying that there are recursive, ongoing non-linear interactions between the elements that
make up the whole a ...
The Elaboration ModelIntroductionThe elaboration mod.docxarnoldmeredith47041
The document describes the elaboration model, which is used to analyze relationships between variables and test theories. It involves examining how a relationship between two variables changes when holding a third variable constant. The model originated from a study of soldier morale. Examples show how relationships can appear different at aggregated versus individual levels, or change when accounting for moderating variables like gender. Careful use of the elaboration model helps social scientists accurately understand causal relationships.
This article was downloaded by [Carnegie Mellon University].docxhowardh5
This article was downloaded by: [Carnegie Mellon University]
On: 07 March 2014, At: 17:16
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,
UK
The Academy of Management
Annals
Publication details, including instructions for
authors and subscription information:
http://www.tandfonline.com/loi/rama20
Transactive Memory
Systems 1985–2010: An
Integrative Framework of Key
Dimensions, Antecedents, and
Consequences
Yuqing Ren a & Linda Argote b
a Carlson School of Management , University of
Minnesota
b Tepper School of Business , Carnegie Mellon
University
Published online: 26 Jul 2011.
To cite this article: Yuqing Ren & Linda Argote (2011) Transactive Memory
Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents,
and Consequences, The Academy of Management Annals, 5:1, 189-229, DOI:
10.1080/19416520.2011.590300
To link to this article: http://dx.doi.org/10.1080/19416520.2011.590300
PLEASE SCROLL DOWN FOR ARTICLE
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Transactive Memory Systems 1985 – 2010:
An Integrative Framework of Key Dimensions, Antecedents,
and Consequences
YUQING REN∗
Carlson School of Management, University of Minnesota
LINDA ARGOTE
Tepper School of Business, Carnegie Mellon University
Abstract
Over two decades have passed since Wegner and his co-authors published th.
Academic Research Impact (ARI) Ecosystem Theory: An IntroductionMichael Thompson
This document provides an overview of Academic Research Impact (ARI) Ecosystem Theory, which characterizes the mechanism for research impact using an ecosystem approach. It combines installation theory, theories of change, logic models, and the concept of chaperones. The theory describes an ARI ecosystem consisting of five installations (engagement, outcomes, impact outcomes, longer-term impacts) and how research progresses through these installations both actively, using installation chaperones, and passively through the academic loop. The ecosystem approach accounts for positive, neutral, and negative impacts at different levels from individual to macro.
Plant cloning provides several benefits including greater supply of plants that are stronger and require less water, sun, and maintenance to grow. Cloning allows plants to survive in different environments including winter, grow faster, and provide food for future generations. Specific crops cloned through cross-breeding can taste better when consumed.
The San Diego State Zoo proposes developing an online educational platform to teach visitors about animals and conservation. They have 15 years of experience creating engaging and enjoyable learning solutions through collaboration with experts and proven project management. The proposed solution includes a navigable website with areas about the kids' zoo, animal habitats, human impact, and species conservation. Users would complete quests and puzzles assigned by a "Cyber Advisor" using tools like an explorer's scrapbook. The zoo aims to ensure project success through risk mitigation, regular communication, scalability, and evaluating the solution to meet visitor satisfaction.
The document provides an overview of a simulation set in a rural village in Niger called Gao Kou Kou Seigi. The simulation aims to familiarize volunteers with village life through interactive activities. Learners will be able to greet locals, learn about appropriate gestures, customs around sharing meals, and more. The simulation involves visiting different areas to learn, including a schoolhouse to learn words and the chief's compound to demonstrate knowledge gained.
The document discusses how media is becoming more complex and converging across different platforms. It notes that traditional TV ad campaigns have low returns on investment and many people skip ads. The document recommends not fixating on broadcast TV and becoming aware of different digital media agencies and business models. It also provides a list of qualities like being creative, empathetic, and able to learn that are important for candidates.
CLIRIMI I SERBISE PREJ KOSOVES - Ismail KadareMarjan DODAJ
“Një nga më të mëdhenjtë shkrimtarë europianë, Ismail Kadare, flet për temat më delikate dhe ndarjet midis serbëve dhe shqiptarëve, mbi urrejtjen e zgjatur, zemërimin dhe mllefin, mbi miqësinë dhe moskuptimet me shkrimtarët serbë, mbi shtrembërimet e historisë, që e kapërcen dramën ballkanase, dhe për arsyen përse ishte dashur që Serbia të ishte e para që ta njihte Kosovën”. Shënim i redaksisë së revistës “NIN”
This document discusses challenges in legal education and opportunities for innovation through new pedagogical strategies and learning technologies. It notes that many students do not significantly improve their learning in early college, and questions whether MOOCs truly revolutionize higher education given their one-size-fits-all approach. The document advocates connecting learning across networks and considering strategies like connectivism and rhizomatic learning. It also discusses opportunities to leverage big data, learning analytics, and new media to improve course design, content strategies, and learning experiences at scale through virtual and blended approaches.
This document provides an overview of an English 110 course for dual credit students. It discusses the three main components of the course - argumentation, composition, and diversification. Students will learn argument skills, the composition process, and discuss diverse topics over six essays. The instructor uses a "Peanut Butter and Jelly Sandwich" analogy to explain how the three components are integrated like ingredients to form the overall course. Requirements for dual credit status are also reviewed.
Presentation for Centre of Legal Education Conference 2014:
https://www4.ntu.ac.uk/apps/events/3/home.aspx/event/149178/default/centre_for_legal_education_conference_2014
The document provides a checklist for setting up a new project in a quality assurance project management system. It outlines 8 steps to complete, including ensuring all necessary project documents are in the active job folder, verifying an existing signed contract, checking if the client and project are already in the system, entering unit and plan information, notifying relevant parties, and double checking all data entry for accuracy. It stresses the importance of accuracy when setting up new projects.
Thousands of children in Niger are at risk of death from severe malnutrition due to a food crisis. Relief groups warned last year that without more aid, Niger would face this crisis after poor harvests caused by drought and locust invasions. The UN has received less than 20% of the funding requested to purchase and distribute food to Niger's vulnerable populations. Over 10,000 Nigerien children are now receiving treatment for malnutrition, but aid has been slow to arrive despite early warnings, and the crisis is expected to worsen.
Plant cloning has several benefits including producing more plants, having plants that are stronger and require less resources to grow. The process of cloning plants involves taking a cutting from a parent plant and stimulating it to grow roots and develop into a new plant. While cloning increases the supply of plants and their quality, it can reduce genetic diversity and make entire crops vulnerable if a disease affects the cloned plants. There is ongoing discussion around the environmental and other impacts of widespread plant cloning.
In this work, using professional software Fuzzy Logic Toolbox from MATLAB 7.5 specifically that shows the simulation of a model that reflects organizational change process based on the approach to complexity at the Center for Environmental Engineering Camagüey (CIAC). This organization, as a social formation itself is immersed in an environment that maintains the mutual relations of influence, and it provides the organizational complexity and multiple aspects of uncertainty or fuzziness of its boundaries. It is through the interaction and interconnection of multiple and different factors in nature that based on the implementation of structural and functional systemic approach using a hermeneutic dialectic epistemology we intend to achieve in practice self-organization of the center. Each of these factors or variables, such as nonlinear phenomena in itself, defined by human thought that is imprecise by nature, is expressed by fuzzy sets with overlapping boundaries, which, together with the rule base (existing knowledge system) and the inference mechanism conforms the fuzzy inference system (FIS) that shapes the future conduct of the Center and the interrelationships between all variables. Integration into a single model of factors as diverse and yet highly interrelated with as participation, co-leadership and autonomy variable as "research & development willingness" and others like impacts, production, relevance and optimization to identify possible capacity variable analysis from a vision trans-disciplinary process of self-organization and school management.
This research will examine whether metaphors and conceptual models that encourage systems thinking can improve decision making. Systems thinking emphasizes understanding relationships and interdependencies within complex systems. The research involves eight studies to identify metaphors that promote systems thinking and test if it leads to better decisions. Experiments will identify effective systemic metaphors and evaluate their effects on risk assessment and choice. Additional experiments will determine if valuing the system is necessary for improved decisions from systems thinking. Field studies will assess the impact of metaphors on conservation behaviors and political participation. The goal is to develop simple, scalable ways to incorporate systems thinking into everyday choices through metaphorical framing.
Complexity theory and public management a ‘becoming’ field LynellBull52
Complexity theory and public management: a ‘becoming’ field
Since the special edition of Public Management Review on ‘Complexity Theory and Public Management’
in 2008 (Volume 10 (3)), co-edited by Geert Teisman and Erik-Hans Klijn, academic interest in complexity
theory, and how it might be used to understand the world and inform design and intervention in the
public policy/public management field, has grown and matured. The inspiration for this special issue
arose out of intensive interactions among interested scholars in conference panels (at American Society
for Public Administration, International Research Society for Public Management, and the Challenges of
Making Public Administration and Complexity Theory group) over the past few years and the realization
that a ‘stock-taking’ was required. While many public management scholars knew a little bit about
complexity – and some knew a lot – there was still no consensus about the contribution complexity
theory could or could not make to theory and practice. While we did not achieve consensus this time
around, the papers selected for this edition provide a picture of where we are and where scholars in this
field think we should go, and some examples of the most promising routes to get there. Before
summarizing these findings, we provide a brief overview of where we have come from and why we are
still a ‘becoming’ field.
Challenging fundamental assumptions
Nineteenth- and twentieth-century sciences which developed beneath the umbra of Newtonian
theories, embedded some pervasive assumptions which might be crudely summarized as (1)
relationships between individual components of any system can be understood by isolating the
interacting parts, (2) there is a predictability to the relationship among the parts, and (3) the result of
interactions and the working whole might eventually be understood by simply summing the parts. So in
much the same way as the expert clockmaker might be able to design, build, disassemble, and modify a
clock, understanding the individual parts and how they fit together leads to understanding the
functioning whole and the capability to replicate it precisely as required. This paradigm is dominated by
mechanical metaphors and leads to an assumption that the sum of the parts equals the whole.
Dissatisfaction with the limitations of mechanical explanations led to more sophisticated models which
were better at explaining the observed behaviour, initially of the physical world, and then increasingly
the biological, ecological, and social worlds (e.g. Byrne 1998; Cilliers 1998; Holland 1995; Kauffman
1993; Prigogine 1978; Prigogine and Stengers 1984; Stacey 1993; Waldrop 1992). Such modelling offered
new ontological insights about the nature of our world and the way it behaves. This is summed up
briefly by saying that there are recursive, ongoing non-linear interactions between the elements that
make up the whole a ...
The Elaboration ModelIntroductionThe elaboration mod.docxarnoldmeredith47041
The document describes the elaboration model, which is used to analyze relationships between variables and test theories. It involves examining how a relationship between two variables changes when holding a third variable constant. The model originated from a study of soldier morale. Examples show how relationships can appear different at aggregated versus individual levels, or change when accounting for moderating variables like gender. Careful use of the elaboration model helps social scientists accurately understand causal relationships.
This article was downloaded by [Carnegie Mellon University].docxhowardh5
This article was downloaded by: [Carnegie Mellon University]
On: 07 March 2014, At: 17:16
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,
UK
The Academy of Management
Annals
Publication details, including instructions for
authors and subscription information:
http://www.tandfonline.com/loi/rama20
Transactive Memory
Systems 1985–2010: An
Integrative Framework of Key
Dimensions, Antecedents, and
Consequences
Yuqing Ren a & Linda Argote b
a Carlson School of Management , University of
Minnesota
b Tepper School of Business , Carnegie Mellon
University
Published online: 26 Jul 2011.
To cite this article: Yuqing Ren & Linda Argote (2011) Transactive Memory
Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents,
and Consequences, The Academy of Management Annals, 5:1, 189-229, DOI:
10.1080/19416520.2011.590300
To link to this article: http://dx.doi.org/10.1080/19416520.2011.590300
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the
information (the “Content”) contained in the publications on our platform.
However, Taylor & Francis, our agents, and our licensors make no
representations or warranties whatsoever as to the accuracy, completeness,
or suitability for any purpose of the Content. Any opinions and views
expressed in this publication are the opinions and views of the authors, and
are not the views of or endorsed by Taylor & Francis. The accuracy of the
Content should not be relied upon and should be independently verified with
http://www.tandfonline.com/loi/rama20
http://www.tandfonline.com/action/showCitFormats?doi=10.1080/19416520.2011.590300
http://dx.doi.org/10.1080/19416520.2011.590300
primary sources of information. Taylor and Francis shall not be liable for any
losses, actions, claims, proceedings, demands, costs, expenses, damages,
and other liabilities whatsoever or howsoever caused arising directly or
indirectly in connection with, in relation to or arising out of the use of the
Content.
This article may be used for research, teaching, and private study purposes.
Any substantial or systematic reproduction, redistribution, reselling, loan,
sub-licensing, systematic supply, or distribution in any form to anyone is
expressly forbidden. Terms & Conditions of access and use can be found at
http://www.tandfonline.com/page/terms-and-conditions
D
ow
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Transactive Memory Systems 1985 – 2010:
An Integrative Framework of Key Dimensions, Antecedents,
and Consequences
YUQING REN∗
Carlson School of Management, University of Minnesota
LINDA ARGOTE
Tepper School of Business, Carnegie Mellon University
Abstract
Over two decades have passed since Wegner and his co-authors published th.
Academic Research Impact (ARI) Ecosystem Theory: An IntroductionMichael Thompson
This document provides an overview of Academic Research Impact (ARI) Ecosystem Theory, which characterizes the mechanism for research impact using an ecosystem approach. It combines installation theory, theories of change, logic models, and the concept of chaperones. The theory describes an ARI ecosystem consisting of five installations (engagement, outcomes, impact outcomes, longer-term impacts) and how research progresses through these installations both actively, using installation chaperones, and passively through the academic loop. The ecosystem approach accounts for positive, neutral, and negative impacts at different levels from individual to macro.
Thinking about Teaching Systems Thinking with TechnologyCraig Cunningham
This document discusses teaching systems thinking concepts to K-12 students. It defines systems thinking as viewing problems as interconnected parts of a whole system rather than isolated events, and emphasizes modeling systems and their dynamics over time. Examples are given of education and supermarket systems. The document recommends using modeling software and "roadmaps" to develop students' understanding of feedback loops, stocks and flows. The goal is to create "systems citizens" who can analyze complex problems systemically.
This document summarizes a research paper that reviews state-of-the-art technologies for supporting collaborative learning. It introduces a conceptual framework called the Collaboration Management Cycle that describes how systems can support collaborative interactions in four phases: (1) collecting interaction data, (2) constructing a model of the interaction, (3) comparing the current interaction state to a desired state, and (4) advising or guiding the interaction. The paper then characterizes different systems based on the type of data they collect, how they model interactions, the variables or indicators they use, and the type of feedback they provide. The framework and system characterizations aim to further research on appropriate technological solutions for different learning situations.
The document discusses systems theory and its application to project management. It defines key concepts in systems theory such as inputs, outputs, processes, sub-systems, boundaries, and feedback. It then explains how systems theory principles can be applied to describe and analyze different aspects of a project, including project systems, interdependencies among systems, and time/cost management systems. The document provides examples of how systems theory concepts are manifested in project management.
Systems Thinking in Practice - an Open University showcasedtr4open
Presentation details the Open University's Systems Thinking in Practice Masters programme along with examples of practice from STiP Alumni as showcased at the UK Public Sector Show April 2013.
Systems theory views individuals as influenced by their environment through complex interactions within and between systems. It provides a framework for social workers to understand how a client interacts with various systems, like their family, community, and society. Examining these systems helps explain a client's behavior and informs social workers on how to best support their client.
This document discusses using Activity Theory as a framework for understanding human-computer interaction, particularly in an educational context in South Africa. It first provides an overview of Activity Theory and its key concepts from Vygotsky and Engestrom. It then describes a case study where the author used an online questioning environment in a postgraduate education course to help students develop critical thinking skills. Activity Theory is proposed as a lens for analyzing how the introduction of this new computer-based tool transformed both the classroom activity system and the students' and instructor's roles within it. The document concludes by arguing Activity Theory is valuable for conceptualizing learning as a social process mediated by tools, rather than something that occurs solely in an individual's mind.
An Activity-Theoretical Approach To Investigate Learners Factors Toward E-Le...Tye Rausch
1) The document discusses factors that influence learners' attitudes toward e-learning systems based on an activity theory approach.
2) It identifies four key factors: e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning.
3) The study surveyed 168 learners and used factor analysis to group their attitudes toward e-learning systems into these four factors.
Running head COMPLEXITY THEORY1COMPLEXITY THEORY4.docxjoellemurphey
Running head: COMPLEXITY THEORY
1
COMPLEXITY THEORY
4
Complexity Theory and Organization Science
Author
Institution
Organizations are mostly viewed as units that have a purpose, possess a structural form, and exhibit a given level of determinism and order. Complexity theory, in this instance is a pool of ideas revolving around the top bottom analysis approach used in understanding systems such as organizations, in fields such as strategic management. Its application areas comprise understanding how firms adapt to operational environments and how they handle uncertainty conditions. The theory treats firms and organizations as a collection of structures and strategies. The structure being complex that is, they are dynamic interaction networks, and they are adaptive meaning the collective behaviour change and organize themselves to fit the changes initiated by collection of events (Marion, 1999).
A theory of complex systems is important in unraveling the basic principles common to all systems. Presently there lacks a single integrated theory of complexity, but rather their exists theories that explain the common behaviors of a complex system such as:
Unification of themes, of a complex adaptive system (CAS), this is a system exhibiting behaviours such as learning, emergence, self organization, or co-evolution, which are popular across systems like human settlements or ant colonies. Appreciating these unification themes of CAS, helps to develop descriptions that relate to a case of an organization. The concept of self-organization is the ability of a system to instinctively self organizes itself into superior complex states, by interacting locally. This leads to renewal and reshaping of a whole system to adapt to external environment changes. Learning and adaptive behaviour is the capacity to learn and adapt to a complex system. The idea of an organization being complex and an adaptive system was derived in relation to the high levels of interconnectivity and technological advancements. Social systems, like organizations that are subsets exhibit a heap of complexity in their feature and form, by representing a complex interconnectivity web amid human beings who are capable of self-organization in order to respond to changes. However there is adaptation and learning involved at individual levels, system levels leading to development of direction and order, to empower groups into better handling of changes within its environment (Richardson, 2005).
In summary the notion of organizations being complex systems, capable of logically evolving strategies, processes, structures and self adjustment to changes in environment, imply novel roles and learning for managers as facilitators and guides for successful and transformative organizations.
References
Marion, R. (1999). The edge of organization: Chaos and complexity theories of formal social systems. Thousand Oaks, Calif: Sage Publ.
Richardson, K. A. (2005). Managing organizationa ...
A study of undergraduate physics students’ understanding of heat conduction b...Putry QueenBee
This study examined undergraduate physics students' mental models of heat conduction through clinical interviews. The researchers developed a framework to represent students' mental models that combines their ontological beliefs about heat and the process analogies they use to explain heat conduction. Five process analogies and three ontological beliefs were identified. The relationships between students' mental models, predictions, and scientific understanding were also examined. While scientifically accepted mental models were more likely to lead to correct predictions, incorrect predictions did not necessarily mean the underlying mental model was unscientific. The study aimed to advance understanding of how students learn and reason about heat transfer processes.
A Theoretical Framework for Physics Education Research Modeling Student Thin...Sarah Marie
This document proposes a theoretical framework for modeling student thinking in physics education research. It discusses the need for such a framework to guide research and allow comparison of different models. The proposed framework analyzes cognition at two levels: a knowledge-structure level involving associations, and a control-structure level involving expectations and epistemology. Models of student thinking for each level are sketched. The goal is to encourage dialogue on theoretical issues and identify common ground among models to advance the field.
Mediating systemic change in educational systemsAlfredo Artiles
This document summarizes a study on mediating systemic change in educational systems through socio-cultural methods. Key points:
- The authors used ethnographic research methods like interviews, focus groups, and observations to understand challenges to equity in 3 state educational systems and help facilitate change.
- They worked with school districts to broaden participation in examining equity issues, disrupting typical hierarchies and involving more student/family voices.
- The goal was to build organizational capacity for ongoing reflection and improvement through tools that helped reframe understanding of problems and disrupt traditional views, while focusing on equity.
Ethical Decision-Making Theory An Integrated ApproachMark.docxhumphrieskalyn
Ethical Decision-Making Theory: An Integrated Approach
Mark S. Schwartz1
Received: 15 December 2014 / Accepted: 23 September 2015 / Published online: 26 October 2015
� Springer Science+Business Media Dordrecht 2015
Abstract Ethical decision-making (EDM) descriptive
theoretical models often conflict with each other and typ-
ically lack comprehensiveness. To address this deficiency,
a revised EDM model is proposed that consolidates and
attempts to bridge together the varying and sometimes
directly conflicting propositions and perspectives that have
been advanced. To do so, the paper is organized as follows.
First, a review of the various theoretical models of EDM is
provided. These models can generally be divided into
(a) rationalist-based (i.e., reason); and (b) non-rationalist-
based (i.e., intuition and emotion). Second, the proposed
model, called ‘Integrated Ethical Decision Making,’ is
introduced in order to fill the gaps and bridge the current
divide in EDM theory. The individual and situational fac-
tors as well as the process of the proposed model are then
described. Third, the academic and managerial implica-
tions of the proposed model are discussed. Finally, the
limitations of the proposed model are presented.
Keywords Emotion � Ethical decision making �
Intuition � Moral rationalization � Moral reasoning
Introduction
While much has been discovered regarding the ethical
decision-making (EDM) process within business organi-
zations, a great deal remains unknown. The importance of
EDM is no longer in doubt, given the extent of illegal and
unethical activity that continues to take place every year
and the resultant costs to societal stakeholders including
shareholders, employees, consumers, and the natural
environment (U.S. Sentencing Commission 2014; Asso-
ciation of Certified Fraud Examiners 2014). Unethical
activity by individuals continues despite the best efforts of
business organizations to implement comprehensive ethics
programs, including codes of ethics, ethics training, and
whistleblowing hotlines (Ethics Resource Center 2014;
Webley 2011) and despite the extent to which business
schools around the world teach the subject of business
ethics (Rossouw and Stückelberger 2012). The significant
negative yet potentially preventable costs to society
resulting from the unethical actions of individual firm
agents suggest that ethical decision making might be
considered one of the most important processes to better
understand, not only for the academic management field,
but also for the corporate community and society at large
(Treviño 1986).
There have however been important developments
through academic research over recent years leading to an
improved understanding of EDM (see Treviño et al. 2006;
Tenbrunsel and Smith-Crowe 2008) including how to
measure each of its constructs and dimensions (Agle et al.
2014). Building on and borrowing from a series of aca-
demic disciplines an.
This document discusses the differences between theoretical frameworks and conceptual frameworks. It provides examples of each from educational research, health psychology research, marketing research, and environmental economics research. A theoretical framework uses a single formal theory to understand a research problem, while a conceptual framework incorporates one or more theories along with other concepts from literature. The decision to use a theoretical framework or conceptual framework depends on whether established theories apply to the research topic or if unique variables require exploration. Aligning a statement of problem with the chosen framework establishes context, clarifies rationale, frames research questions, provides a theoretical lens, and ensures consistency.
The role of theory in research division for postgraduate studiespriyankanema9
This document discusses the role of theory in research. It provides definitions of theory as a model or framework that shapes observation and understanding. Theory condenses and organizes knowledge about the world and explains relationships between variables. The document outlines characteristics of theory such as guiding research, becoming stronger with evidence, and generating new research. It distinguishes theories from hypotheses and discusses evaluating theories. The dynamic relationship between theory and research is also examined, with theory informing research and research testing and revising theory. Different types of theories like deductive and inductive theories are defined. The document concludes by discussing theories relevant to multilingual mathematics education research and theories of second language learning.
2. Systems Thinking
Systems Thinking is a way to look at
complex systems.
It is an approach to observing and analyzing
complex organizations in a comprehensive
manner: seeking to understand the structure,
the interconnections between all of the
components, and how changes in any one area
will affect the whole system and its related parts
over time.
3. Systems Thinking (cont.)
What is a “system”?
a system is "a collection of interacting elements
that function together for some purpose" (Roberts
et al. 1983, 5).
4. Key Systems Thinking Concepts
Mental Models
Our beliefs, assumptions, and ideas about how things work.
Mental models are often hidden, even from ourselves.
Dynamic System
Systems, which change over time, are dynamic. Growth, decay,
and oscillations are the fundamental patterns of systems.
Change Over Time
There are patterns in the world that we can understand, with a
little effort. These patterns are usually generated by
interconnectedness.
Feedback
The real world often operates in circular causality, not just cause
and effect.
Leverage
How can I generate viable options and solve real problems in a
complex and interconnected world?
5. Examples of systems thinking in
action
In history class, students study the inter-dependent relationships
between oppression, power, and rebellion in order to better
understand the causes of various revolutions.
In literature class, students use a computer simulation of the novel,
“The Giver”, to discover the possible results of changes in the society
represented in the story.”
In the community, city planners use causal loop diagrams to study
long-term, unintended consequences of a new policy. They consider
potential effects throughout the system – not just in the immediate
proximity.
In science class, students graph the growth patterns over time of
various populations in a pond and look for possible clues to
understanding the extreme level of toxicity in the water
6. What is the relationship between Systems
Thinking and System Dynamics?
Dynamic systems are those that change over time.
Organizations
Companies
Schools
Government entities
Systems thinking and dynamics look at exactly the same
kind of systems from the same perspective.
Systems thinking constructs the same causal loop
diagrams, but it rarely takes the additional steps of
constructing and testing a computer simulation model,
and testing alternative policies in the model.
7. System Dynamics
System dynamics is a methodology for studying and
managing complex feedback systems, such as one finds
in business and other social systems.
While the word system has been applied to all sorts of
situations, feedback is the differentiating descriptor here.
Feedback refers to the situation of X affecting Y and Y in turn
affecting X perhaps through a chain of causes and effects.
One cannot study the link between X and Y and, independently,
the link between Y and X and predict how the system will
behave. Only the study of the whole system as a feedback
system will lead to correct results.
8. System Dynamics (cont.)
The methodology
identify a problem
develop a dynamic hypothesis to explain the cause of the problem
build a computer simulation model of the system at the root of the
problem
test the model to be certain that it reproduces the behavior seen in
the real world
devise and test alternative policies in the model that alleviate the
problem
implement the solution
Rarely is one able to proceed through these steps without reviewing
and refining an earlier step. For instance, the first problem identified
may be only a symptom of a still greater problem.
9. System Dynamics (cont.)
The field developed initially from the work of Jay W.
Forrester. His book Industrial Dynamics (Forrester 1961)
is still a significant statement of philosophy and
methodology in the field. Since its publication, the span
of applications has grown extensively and now
encompasses work in:
corporate planning and policy design
public management and policy
biological and medical modeling
energy and the environment
theory development in the natural and social sciences
dynamic decision making
complex nonlinear dynamics
education
10. System Dynamics (cont.)
Understanding Stocks and Flows
The stock of goods is increased by restocking and depleted by
customer purchases over time.
The accumulation of water in a bathtub increases as water flows in
through the faucet and decreases as water flows out through the drain.
Money in a bank account increases with deposits and decreases with
withdrawals.
Populations of people and other species change over time through
births and deaths.
The number of passengers on a bus or train varies as people get on
and off.
Your weight depends on the calories you consume and burn off.
12. System Dynamics (cont.)
STELLA®
STELLA offers a practical way to dynamically visualize
and communicate how complex systems and ideas really
work.
Modelers, teachers, students, and researchers use
STELLA to explore and answer endless questions like:
How does climate change influence an ecosystem over time?
Would Hamlet’s fate have changed if he’d killed Claudius
earlier?
How do oil prices respond to shocks in supply and/or demand?
What will happen when the ozone layer is gone?
How do basic macroeconomic principles affect income and
consumption?
13. Creating Models and Conducting
Experiments
Borneo Model
Immigration Model
Conduct experiments
A.T. Kearney Distribution Modeler
Conduct experiments
14. System Dynamics in Distance Education
In 1983 Moore proposed a theory of distance education
that defined distance in terms of the "responsiveness" of an
educational program to the learner, rather than in terms of
the physical separation of the instructor and the learner.
System dynamics was selected for conceptualizing the
relationships among the key variables and for simulating
the temporal dynamics (time-based variance) of such
interrelationships. Analysis of the discourse between the
instructor and the learners provided the means of
measuring the variables under study and the raw data for
simulating the interrelationships of the variables. (Saba 1994)
15. System Dynamics in Distance Education
(cont.)
In 1980, Moore introduced the concept of transactional distance and
defined it as a function of two variables, dialogue and structure
(Moore, 1980).
Dialogue is "the extent to which, in any educational program, the learner
and educator are able to respond to each other";
Structure is "a measure of an educational programme's responsiveness
to learners' individual needs" (Moore 1983, 171).
Transactional distance was defined as a function of the variance in
dialogue and structure as they related to each other; from this
perspective, "distance" in education is not determined by geographic
proximity, but rather by the level and rate of dialogue and structure
(Moore 1983; Saba 1988).
16. System Dynamics in Distance Education
(cont.)
In 1988, Saba proposed a system dynamics model to represent the
relationship among these variables. This model assumed a systemic
and dynamic relationship between dialogue and structure, and
suggested how a learner and a teacher, by varying the rate of
dialogue and structure, could control the level of transactional
distance in a purposeful instructional setting.
Causal Loop Diagram of Transactional Distance
17. System Dynamics in Distance Education
(cont.)
Transaction Distance is only one area where Systems Thinking and Systems
Dynamics can be used.
Coldeway (1988) suggested the use of system modeling in distance education
contexts to study several interrelated variables such as:
instructional content
technological delivery system
policies related to course completion
the timing of course events
Also, based on Hawkridge and Robinson's (1982) analysis of international
distance education organizations, Saba and Twitchell (1988/89) developed a
system dynamics model that simulated the relationship of:
available resources
student population and attrition
management
instructional development
production of instructional materials
dissemination
18. System Dynamics in Distance Education
(cont.)
Distance education is a complex concept; its study
requires,
methodology that can accommodate data collected on several
variables
the analysis of their interrelationship over time
Distance education is affected by the political, social,
financial, and technological factors in its environment.
System dynamics also provides for the study of
interrelated variables over a period of time. The variables
of transactional distance, dialogue and structure, are not
static: they change over time depending on the
interaction between an instructor and a learner.
19.
20. The variables, or system components, are
defined as follows:
dialogue is "the extent to which, in any educational program, learner
and educator are able to respond to each other" (Moore 1983, 171). In
other words, it is the extent of verbal interaction between the educator
and the learner.
Structure is "a measure of an educational programme's responsiveness
to learners' individual needs" (Moore 1983, 171) or the extent to which
pace, sequence, feedback, and content are organized.
Transactional distance is a function of the variance in dialogue and
structure as they relate to each other; therefore, "distance" in education
is not determined by geographic proximity, but by the level and rate of
dialogue and structure (Moore 1983; Saba 1988).
learner control is a dynamic variable changed by the dialogue
(discourse) between learner and instructor and continuously influencing
(altering) the overall dialogue of a telelesson in terms of objectives,
feedback, pace, sequence, content, etc. (Garrison and Baynton 1989;
Shearer 1991).
21. active indicates speech acts by the learner that show involvement in the
instructional transaction: providing information, requesting clarification
and elaboration, asking questions, providing feedback, and responding
to the instructor's directives.
passive indicates speech acts in which the learner responds by a simple
yes or no, or the absence of speech acts for long periods.
Instructor control is a dynamic variable changed by the interaction
between the instructor and learner and continuously influencing
(altering) the structure of a lesson in terms of objectives, feedback,
pace, sequence, content, etc.
direct indicates the instructor's expository speech acts that provide
guidance, information, and feedback; lead the learner by asking
questions; and respond to the learner by informative comments.
indirect indicates the instructor's inquisitive speech acts that request
clarification and elaboration from the learner, ask questions for the
purpose of clarification, respond to the learner's inquiries, and provide
supportive and corrective feedback.
22. Research
Descriptive
Empirical observation of systems in order to
describe their status
Observing and reporting
• student/teacher behavior
• Student/teacher interaction
Prescriptive
Testing results of empirical observation to
derive principles for decision making, and
problem solving