Collaborative Conceptual Change during Networked Management Learning
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Notice bibliographique
Résumé
My research examines the collective construction of knowledge by participants as they complete problem-based exercises during collaborative supply chain simulations in competitive situations over the internet. My research has helped me to improve my educational practice with international students in my physical & virtual classrooms at various post-secondary institutions in Alberta, Canada. The business exercises and simulations (lesson plans & learning scripts) are co-constructions of a networked management learning (NML) activity/program with research participants, using a new technological innovation “ABiSim” a business simulator for use in the networked classroom.The business simulator while based on systems dynamics models enshrined in the ‘MIT Beer Game’ developed from ‘System Dynamics’ research (Forester, 1960), is an extensible, complex and dynamic system where decisions taken by individuals and strategies formed by groups can have far reaching outcomes. Iteratively evolving lesson plans and scripts provide for structured learning in a series of team-based competitive business games over the internet simulating real-time demand-driven integrated businesses, illustrative of emerging businesses alliances and management needs in international settings. Intelligent software agents provide for the exploration of “identities” which can be used to simulate different behaviours and assist managers to learn how to collaboratively construct new knowledge in emerging international business contexts. Research Contributions In carrying out my action research I am seeking to make a contribution to the theory and practice of personal inquiry which impacts and includes theory emerging from ‘the reflective practitioner’ (Schon, 1983); ‘living life as inquiry’ (Reason & Marshall, 1987), “living theory” (Levy, 2003) and ‘living educational theory’ (Whitehead, 2005) within networked management learning (Hodgson & Watling, 2004).My thesis is a personal inquiry where I ‘live life as inquiry’ using action research and personal engagement where I am both the researcher and subject and I use this approach to improve my own teaching practice (reflective practitioner) in the different teaching situations that I choose to engage with or in those that serendipitously find me. My focus is on me, my learning facilitation practice and the ICTs tools and techniques that I develop. I am interested in how I extract learning and new understanding through a critical analysis and examination of participant experiences during my courses, thereby contributing to living theory in adult, career, and technology education in networked arrangements - networked management learning. Collaborative Conceptual Change The subject matter in my courses focused on the management of information systems, integration both inter- and extra-enterprise, value chains and supply chain collaboration. Participant experiences in my version of NML and its design evolution are affected by how learners construct and make sense of what they experience, how they experience it and how they prefer to change their experience with flexibility to accommodate customized and personalized learning leading to greater engagement, group sense-making and deeper collaborative conceptual change.Outcomes of collaborative conceptual effort resulted in identification of participant understanding of business problems, problem formulation, learning engagement, personal and group motivation, team-construction, -building, -communications, -leadership, management, strategy formulation, planning, execution, issues related to transportation, inventory, costs, overhead, demand, supply, collaboration, trust, dependability, control, bullwhip, overloading, reactive systems, integrated information systems, enterprise resources planning, customer relationship management, service oriented architectures, and business process management.Initial course design had intended outcomes however unexpected outcomes emerged as a result of collaborative conceptual change in participants during various courses at different educational institutes.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle