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Team Learning (team + learning)
Selected AbstractsTEAM LEARNING VERSUS TRADITIONAL LECTURE: MEASURING THE EFFICACY OF TEACHING METHOD IN LEGAL STUDIESJOURNAL OF LEGAL STUDIES EDUCATION, Issue 1 2001Laurie A. Lucas [source] Teaching the Fuzzy Front End of Innovation: Experimenting with Team Learning and Cross-Organizational IntegrationCREATIVITY AND INNOVATION MANAGEMENT, Issue 3 2009Miia Martinsuo How can the extremely uncertain front end of innovation , managing the fuzzy front end , be taught to graduate students? This paper describes and analyses experiments with experiential, problem-based learning focused on the front end of innovation. The focus is on the learning and cross-organizational integration of student teams; factors that have been identified as central to the success of teams involved in the front end of innovation. An experiential course, ,From an idea to a business plan in product development', was developed in conjunction with an actual company, and piloted with four student groups in 2007 and 2008. Data on this novel course were collected through participant observation, team self-assessment and questionnaires. This paper reports favourable results for the effectiveness of the course design; it discusses the impact of team size and cross-organizational team composition on team performance; and identifies the implications for teaching the front end of innovation. [source] Sharing in teams of heterogeneous, collaborative learning agentsINTERNATIONAL JOURNAL OF INTELLIGENT SYSTEMS, Issue 2 2009Christopher M. Gifford This paper is focused on the effects of sharing knowledge and collaboration of multiple heterogeneous, intelligent agents (hardware or software) which work together to learn a task. As each agent employs a different machine learning technique, the system consists of multiple knowledge sources and their respective heterogeneous knowledge representations. Collaboration between agents involves sharing knowledge to both speed up team learning, as well as refine the team's overall performance and group behavior. Experiments have been performed that vary the team composition in terms of machine learning algorithms, learning strategies employed by the agents, and sharing frequency for a predator-prey cooperative pursuit task. For lifelong learning, heterogeneous learning teams were more successful than homogeneous learning counterparts. Interestingly, sharing increased the learning rate, but sharing with higher frequency showed diminishing results. Lastly, knowledge conflicts are reduced over time the more sharing takes place. These results support further investigation of the merits of heterogeneous learning. © 2008 Wiley Periodicals, Inc. [source] Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry courseJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2002Lydia T. Tien This study focuses on the implementation of a peer-led team learning (PLTL) instructional approach for all students in an undergraduate organic chemistry course and the evaluation of student outcomes over 8 years. Students who experienced the student-centered instruction and worked in small groups facilitated by a peer leader (treatment) in 1996,1999 were compared with students who experienced the traditional recitation section (control) in 1992,1994. Quantitative and qualitative data show statistically significant improvements in student performance, retention, and attitudes about the course. These findings suggest that using undergraduate leaders to implement a peer-led team learning model that is built on a social constructivist foundation is a workable mechanism for effecting change in undergraduate science courses. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 606,632, 2002 [source] Putting teamwork in contextMEDICAL EDUCATION, Issue 11 2000Noel Boaden Multidisciplinary teamwork is becoming more important in both the delivery of health care and in the organization and management of that delivery. The first of these has been accepted but traditional professional education has done little to address the challenge it presents to professionals. Recent reforms in the British NHS have made the challenge more urgent. Professionals must work together but in increasingly flexible and innovatory ways. They are also required to play more formal roles in NHS management and policy. Where teamwork has been addressed in professional education it has concentrated on the inter-personal dynamics of working teams. This remains important but to respond effectively to the new challenges curricula and educational practice will have to be clearer about the variety of teams involved and the importance of the context within which teams work. One view is offered as to how that context might be understood in order to map team diversity. Two models are offered to help develop multidisciplinary team learning. One of these deals with key aspects of the organizational setting and the other with factors that affect team processes. It is argued that both should help to facilitate multidisciplinary curriculum development but also suggest learning needs to be met within unidisciplinary professional education. Concentration on team dynamics alone will not deliver the teamwork required in the new NHS. [source] A framework for cross-disciplinary team learning and performancePERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2008Scott P. Schaffer The construct of teamwork has been of considerable interest to researchers and practitioners across domains. The literature on teams includes many studies related to team composition, processes, and roles, but it pays much less attention to how teams learn and innovate. Studies examining how cross-disciplinary teams interact during projects are even less common. The study examined here was conceived to fill the need for a theoretical framework to describe how individuals from different disciplines evolve into a team that creates new forms of knowledge and innovative solutions or products. The framework, which was validated in a university service-learning program with over 25 teams, is a comprehensive theory merging two existing team models within a sociocultural system framework emphasizing the mediating aspects of the collective team and context. The theoretical foundations, the definitions, and dimensions of the framework are presented in this article. [source] Can massively multiplayer online gaming environments support team training?PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2008Debra L. O'Connor Instructional games are created when training is deliberately added to a gaming environment or when gaming aspects are deliberately incorporated into training. One type of game that is currently attracting the attention of the education and training field is the massively multiplayer online game (MMOG). Because evidence about learning outcomes from MMOGs is scant, this effort focuses on instructional games, particularly MMOGs, and the links between learning theory and the use of games and game elements for team training. Here, we address two questions: What is known about learning from games in general and MMOGs in particular? Can essential characteristics of MMOGs be designed to promote team learning and transfer? [source] Managerial trust in new product development projects: its antecedents and consequencesR & D MANAGEMENT, Issue 1 2009Mumin Dayan This research examines the impacts of relationship-based antecedents (e.g., procedural justice) and character-based antecedents (e.g., transactional leadership) on managerial trust in new product development (NPD) teams. The moderating impact of environmental turbulence on team performance is also investigated. Using data from 107 NPD projects in Turkey, we find that procedural justice, distributive justice, and transformational leadership are significantly related, and conflict is negatively related to managerial trust. We also find that managerial trust is significantly related to product success and team learning under both high and low environmental conditions, but it is significantly related to speed-to-market only under high-turbulent conditions. We conclude by discussing the theoretical and managerial implications. [source] | |||||||||||||