Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.039 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.029 |
| Scholarly communication | 0.014 | 0.014 |
| Open science | 0.003 | 0.017 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".