Relevant bibliographies by topics / Collective learning processes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Collective learning processes'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Collective learning processes"

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Garavan, Thomas N., and Alma McCarthy. "Collective Learning Processes and Human Resource Development." Advances in Developing Human Resources 10, no. 4 (2008): 451–71. http://dx.doi.org/10.1177/1523422308320473.

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Abrahamson, Eric, and Gregory Fairchild. "MANAGEMENT FASHION: LIFECYCLES, TRIGGERS, AND COLLECTIVE LEARNING PROCESSES." Academy of Management Proceedings 1997, no. 1 (1997): 254–57. http://dx.doi.org/10.5465/ambpp.1997.4982009.

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Abrahamson, Eric, and Gregory Fairchild. "Management Fashion: Lifecycles, Triggers, and Collective Learning Processes." Administrative Science Quarterly 44, no. 4 (1999): 708. http://dx.doi.org/10.2307/2667053.

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Borge, Marcela, Yann Shiou Ong, and Carolyn Penstein Rosé. "Learning to monitor and regulate collective thinking processes." International Journal of Computer-Supported Collaborative Learning 13, no. 1 (2018): 61–92. http://dx.doi.org/10.1007/s11412-018-9270-5.

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Ohlsson, Jon. "Team learning: collective reflection processes in teacher teams." Journal of Workplace Learning 25, no. 5 (2013): 296–309. http://dx.doi.org/10.1108/jwl-feb-2012-0011.

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De Blust, Seppe, Oswald Devisch, and Jan Schreurs. "Towards a Situational Understanding of Collective Learning: A Reflexive Framework." Urban Planning 4, no. 1 (2019): 19–30. http://dx.doi.org/10.17645/up.v4i1.1673.

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Based on an in-depth study of how socially innovative processes are collectively reinforced within two cases, this article builds a reflexive framework that conceptualizes socially innovative processes as situated trajectories of collective learning. The framework starts from three theories in the field of pedagogy and organisational studies that try to contextualise and operationalise how internal processes of learning, supportive relationships and external demands interrelate withinprocesses of collective learning. In line with the reflexive character of social innovation research, the artic
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Capello, Roberta, and Alessandra Faggian. "Collective Learning and Relational Capital in Local Innovation Processes." Regional Studies 39, no. 1 (2005): 75–87. http://dx.doi.org/10.1080/0034340052000320851.

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Capello, Roberta. "Spatial Transfer of Knowledge in High Technology Milieux: Learning Versus Collective Learning Processes." Regional Studies 33, no. 4 (1999): 353–65. http://dx.doi.org/10.1080/00343409950081211.

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Döös, Marianne, and Lena Wilhelmson. "Collective learning: interaction and a shared action arena." Journal of Workplace Learning 23, no. 8 (2011): 487–500. http://dx.doi.org/10.1108/13665621111174852.

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PurposeThe paper seeks to argue for a theoretical contribution that deals with the detection of collective learning. The aim is to examine and clarify the genesis processes of collective learning. The empirical basis is a telecoms context with task‐driven networking across both internal and external organisational borders.Design/methodology/approachThe research draws upon an integration of organisational learning theory and a relational and contextual branch of experiential learning theory framed as organisational pedagogy. A case study of R&D work serves as the empirical foundation. Four
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Hoang, Trong Nghia, Quang Minh Hoang, Kian Hsiang Low, and Jonathan How. "Collective Online Learning of Gaussian Processes in Massive Multi-Agent Systems." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 7850–57. http://dx.doi.org/10.1609/aaai.v33i01.33017850.

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This paper presents a novel Collective Online Learning of Gaussian Processes (COOL-GP) framework for enabling a massive number of GP inference agents to simultaneously perform (a) efficient online updates of their GP models using their local streaming data with varying correlation structures and (b) decentralized fusion of their resulting online GP models with different learned hyperparameter settings and inducing inputs. To realize this, we exploit the notion of a common encoding structure to encapsulate the local streaming data gathered by any GP inference agent into summary statistics based
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Dissertations / Theses on the topic "Collective learning processes"

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Anderson, Donald B. "The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7638.

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This phenomenological study explored a common essence of collective class actuation (CCA) among six seminary teachers in a Western state. CCA is an optimal learning state of a class collective. Data were gathered through interviews, observations, and a focus group. Data analysis yielded themes, textural and structural descriptions, an overall essence, and a model explaining the processes of buy-in and actuation. Findings indicate that seminary teachers seek to actuate their classes by leading them toward agentic, collective buy-in. This requires management of two social environments: the inter
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Ramstrand, Efraim Birgitta. "Concentration ability in Ethiopian classrooms : a study of salutogenic factors and how they affect children’s ability focusing in lessons." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Sektionen för lärarvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-14710.

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This is an ethnographic study, highlighting protecting factors for children‘s ability to focus. Schools must do its very best for children, increasing their possibilities to concentrate, since this has a significant impact on both school performance and social interaction. Schools have limited resources. Can knowledge and experience from a developing country give useful and interesting input? Are there health factors for this group of pupils in an African school? The purpose of this research is to study children’s attention abilities and investigate supporting factors for pupil’s possibilities
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Gomes, Martin Luther. "Bridging the gap of a professional learning community as a support system in South Africa for multigrade teachers and principals: working together for collective learning and its implementation." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1969.

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Thesis submitted in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2013<br>Teacher education for multigrade education in South Africa is poor, since multigrade teachers and principals involved in multigrade education have not received formal training in this form of education, and therefore lack support. Owing to this lacuna in multigrade pedagogy, and teachers' limited knowledge of such pedagogy, multigrade teachers and principals struggle to interpret subject matter and settle fo
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Bertell, Ida. "Lärande i en traditionstung kontext : Om psykoanalytiker som lär gemensamt i samband med utvecklandet av en metod för behandling av spädbarn och föräldrar." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93996.

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Denna avhandling inom arbetslivspedagogik syftar till att bidra med kunskap om villkor för gemensamma lärprocesser då ny kunskap utvecklas i en traditionstung kontext. Studien handlar om en grupp psykoanalytiker som utvecklar en ny behandlingsmetod, sk. spädbarnsanalys, för att arbeta med spädbarn och deras föräldrar. Studien handlar om professionella yrkesutövare i privat praktik, där verksamheten är av sådan art att de professionella aktörerna inte kan se varandra i handling, något som tidigare studier funnit vara av betydelse för kollektivt lärande. I avhandlingen studeras villkor för lärpr
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Donnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.

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Educational Administration<br>Ed.D.<br>The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retir
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Ronca, Rich Daniel. "The Cannabinoid-2 Receptor Agonist O-1966 Reverses Postischemic Learning and Memory Deficits Through Anti-Inflammatory Processes." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/253154.

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Pharmacology<br>Ph.D.<br>Ischemic stroke is the third leading cause of death and the leading cause of morbidity in the United States. Cognitive deficits, specifically with respect to learning and memory, are a significant contributor to morbidity in stroke patients. Unfortunately, current treatment options must be administered within a thin therapeutic window of the initial infarct. This requirement results in less than 10% of stroke patients being eligible for treatment. There are currently no treatment options that are effective in the subacute phase of the disease and no treatments that are
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Connan, James. "Collection, evaluation and selection of scientific literature : machine learning, bibliometrics and the World Wide Web." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49886.

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Thesis (MSc)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: We present a system that uses statistical machine learning to identify and extract bibliography information from scientific literature. Techniques for finding and gathering useful information from the ever growing volume of knowledge on the World Wide Web (WWW), are investigated. We use hidden Markov models both for recognition of bibliography styles and extraction of bibliographic information with an accuracy of up to 97%. The accuracy with which we are able to extract this information allows us to present a case stud
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Chembessi, Chedrak. "Pour une perspective sociale de l'écologie industrielle et territoriale (EIT) : mécanismes d'action collective, processus d'apprentissage, création de valeur territoriale. Une mise en récit à partir des démarches d'EIT dans la municipalité régionale de comté (MRC) du Kamouraska et au port Atlantique de La Rochelle." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67133.

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S’appuyant sur une perception humano-centrée de l’écologie industrielle et territoriale (ÉIT), qui suppose le dépassement d’un déterminisme technologique ou d’une vision techno-centrée, cette thèse propose une mise en relation entre les facteurs techniques, humains et socio-organisationnels qui fondent les processus de mise en œuvre et de pérennisation des synergies industrielles. À travers une mise en récit des démarches d’ÉIT dans la Municipalité Régionale de Comté (MRC) de Kamouraska (Québec) et au Port Atlantique La Rochelle (France), elle ouvre de nouvelles perspectives autour de quatre n
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Moharreri, Kayhan. "Augmenting Collective Expert Networks to Improve Service Level Compliance." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500649086849134.

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Garcia, Jean-François. "Politique d'intégration des nouveaux embauchés et effets sur la question de la compétence collective : le cas de SNCF infrastructure territoire de production atlantique." Thesis, Tours, 2015. http://www.theses.fr/2015TOUR1008/document.

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La question principale de la recherche est la suivante : en quoi une politique d’intégration des nouveaux embauchés a-t-elle un rôle de transformation d’une compétence collective ? Le cadre théorique mobilisé s’articule autour de la GRH mais recouvre d’autres champs disciplinaires tels que le management stratégique. Notre méthodologie de recherche a consisté à mener une étude de cas approfondie au sein de SNCF Infra dans un contexte spécifique : l’ouverture prochaine à la concurrence du marché ferroviaire pour les voyageurs. Il ressort de l’analyse des données qu’à l’instar de la formation, le
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Books on the topic "Collective learning processes"

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Cross, Robert L., and Sam Israelit. Strategic Learning in a Knowledge Economy: Individual, Collective and Organizational Learning Processes (Knowledge Reader). Butterworth-Heinemann, 2000.

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David, Keeble, and ESRC Centre for Business Research., eds. Collective learning processes and inter-firm networking in innovative high-technology regions. ESRC Centre for Business Research, University of Cambridge, 1998.

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Smilde, Rineke. Community Engagement and Lifelong Learning. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.32.

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This chapter discusses the relationship of community engagement through music and the concept of lifelong learning, which is a dynamic concept of learning that enables us to respond to change. Underpinning the work of community musicians is the notion that artistic processes can have transformative potential that can bring about a sense of community, inclusion, and collective identity. Three case studies of community engagement will be explored with different aims and points of departure but with shared values and approaches, comprising important aspects of the concept of lifelong learning. Ou
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Arrow, Holly, and Alexander Garinther. Thinking Together about Genocide. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198801764.003.0010.

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This chapter explores how people “think together” in dyads, small groups, and larger collectives via mutual influence that organizes shared attention and intention, collectively constructs and validates meaning, and collaboratively develops and adjusts distributed networks of learning, memory, and forgetting. It weaves together a selective review of psychological literature on socially shared and situated cognition with applications to the shared and unshared memories of survivors and killers in post-genocide Rwanda. The process and content of convergent and divergent memories about a devastat
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Kris, Bosworth, and Hamilton Sharon J, eds. Collaborative learning: Underlying processes and effective techniques. Jossey-Bass, 1994.

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Iskander, Natasha, and Nichola Lowe. Immigration and the Politics of Skill. Edited by Gordon L. Clark, Maryann P. Feldman, Meric S. Gertler, and Dariusz Wójcik. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198755609.013.24.

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Skill has played a central role in immigration scholarship, most notably in a protracted debate over whether ‘unskilled’ immigrants threaten job security for less or moderately educated native-born workers. In recent years, scholars have re-examined whether immigrant workers, particularly those with limited formal education, are unskilled. Extending this further, the chapter argues that immigrants are not simply individuals that possess, acquire, and apply their skill. Immigrants are also contributors to collective learning processes through which industry skills are developed, replenished, an
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Gray, Hazel. Political Settlements and Economic Transformation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198714644.003.0003.

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This chapter sets out the analytical framework of political settlements and elaborates the framework to account for the socialist experiences of Tanzania and Vietnam in the 1960s and 1970s. A political settlement, as defined by Mushtaq Khan, is a combination of power and institutions that is mutually compatible and also sustainable in terms of economic and political viability. The chapter clarifies the core building blocks of the approach and sets out the main differences between political settlements and new institutional economics. The chapter then defines a socialist political settlement wh
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Bosworth, Kris, and Sharon J. Hamilton. Collaborative Learning: Underlying Processes and Effective Techniques (J-B TL Single Issue Teaching and Learning). Jossey-Bass, 1994.

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Lubell, Mark, and Carolina Balazs. Integrated Water Resources Management. Edited by Ken Conca and Erika Weinthal. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199335084.013.2.

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Integrated water resources management (IWRM) has become a globally recognized approach to water governance. However, the definition of IWRM remains abstract, and implementation challenges remain. This chapter analyzes IWRM from the perspective of adaptive governance, which conceptualizes IWRM as an institutional arrangement that seeks to solve collective-action problems associated with water resources and adapt over time in response to social and environmental change. Adaptive governance synthesizes several strands of literature to identify the core social processes of water governance: cooper
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Rios, Jane Adriana Vasconcelos Pacheco, and Luciana de Araújo Pereira. Cenários e Perspectivas da Profissão Docente. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-487-6.

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This publication shares perspectives built on teacher training, educational policies, the profession and other educational settings related to teaching, learning and research. From a collection of texts, it reveals walks through research and pedagogical experiences built in the school's daily life, which is an incarnated and reconfigured scenario in the lives of teachers who appear in publications as authors and/or as collaborators of search. It is an e-book that emerges from the debates held in the Thematic Group gathered at the Colloquium on Teaching and Diversity in Basic Education, organiz
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Book chapters on the topic "Collective learning processes"

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Mikulecky, Peter. "Decision Processes in Smart Learning Environments." In Computational Collective Intelligence. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45246-3_35.

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Forchtner, Bernhard. "Narrating Lessons and Collective Learning Processes." In Lessons from the Past? Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-48322-5_7.

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Capello, Roberta. "Spatial Transfer of Knowledge - Preconditions for Collective Learning Processes." In Kooperative Kernkompetenzen. Gabler Verlag, 2011. http://dx.doi.org/10.1007/978-3-8349-6536-3_6.

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Schreiber, Christof. "Semiotic Analysis of Collective Problem-Solving Processes using Digital Media." In Semiotics as a Tool for Learning Mathematics. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-337-7_9.

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Mor-Avi, Anat. "The Spirit of ‘WE’ in the Learning Environment: ‘WE LEaRN’—A Space for Students and Teachers to Become." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_22.

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AbstractThis chapter advances the idea that in order to improve twenty-first-century learning environments for students and particularly for teachers, it is necessary to enhance the spirit of collective culture, called ‘WE’, versus the spirit of individualism, called ‘I’, and provides an example of how this is reflected in the design of learning spaces. Both of these cohorts use learning, working and doing processes, and face major changes from educational mandates. A ‘WE’ cultural environment will be discussed in order to support multiple aspects of collaboration and creativity, where hub-specific solutions empower the two groups as collectives, supporting a ‘WE LEaRN HUB’ setting. Connecting practice to research, a process of change in school design related to the ‘WE’ culture is presented through an academic park built in Israel. This academic park uses an introductory design of the hub’s setting approach, supporting the ‘WE’ of both communities and reflecting new approaches in learning processes.
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Frid, Alex, Hananel Hazan, Ester Koilis, Larry M. Manevitz, Maayan Merhav, and Gal Star. "The Existence of Two Variant Processes in Human Declarative Memory: Evidence Using Machine Learning Classification Techniques in Retrieval Tasks." In Transactions on Computational Collective Intelligence XXIV. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53525-7_7.

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Lombardi, Mauro. "Un’era dominata da Grande Accelerazione, complessità, incertezza, ansietà." In Studi e saggi. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-310-9.04.

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As early as 2007 Hibbard and other scholars have pointed out that that in a hyper-connected world innovation processes and cumulative feedbacks through population dynamics, energy, institutions, and political economies have triggered a complex dynamics involving the entire Earth-System. The global landscape is therefore characterized by hierarchical evolving systems, the result within which human decision making processes have to face uncertainty and anxiety, as knowledge is necessarily incomplete, fuzzy, and sometimes even wrong. As many scientists and scholars claim, a lesson can then drawn from nature: unceasingly develop learning and adaptation, enriched by purposeful research, experimentation and rationally founded imagination. I is just during critical phases that it is necessary to enlarge individual and collective knowledge endowment.
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Kim, Serena Y., William L. Swann, and Richard C. Feiock. "Collective Learning and Institutional Collective Action in Fragmented Governance." In Knowledge for Governance. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47150-7_15.

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AbstractInstitutional collective action (ICA) dilemmas, or situations where authorities’ particularistic incentives are misaligned with collective interests, are ubiquitous where authority is fragmented among multiple or overlapping governments. Extant researchers have examined how policymakers overcome ICA dilemmas and promote collective action through institutions and relationships that lower collaboration uncertainty and risk. Yet, one factor conspicuously overlooked in this process is the role of collective learning or the degree to which institutions acquire, assimilate, and apply shared knowledge to achieve collaborative aims. In this chapter, we inquire how collective learning relates to governments’ ability to overcome ICA dilemmas and improve collaborative governance through three pathways, and put forward propositions as to how such learning can reduce ICA barriers and enhance future collaboration.
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Barat, Michel, Jean-Michel Mazaux, Pierre-Alain Joseph, and Patrick Dehail. "Learning processes and recovery of higher functions after brain damage." In Collection de L’Académie Européenne de Médecine de Réadaptation. Springer Paris, 2010. http://dx.doi.org/10.1007/978-2-8178-0034-9_8.

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Hahn, Ernst Moritz, Mateo Perez, Sven Schewe, Fabio Somenzi, Ashutosh Trivedi, and Dominik Wojtczak. "Model-Free Reinforcement Learning for Branching Markov Decision Processes." In Computer Aided Verification. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81688-9_30.

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AbstractWe study reinforcement learning for the optimal control of Branching Markov Decision Processes (BMDPs), a natural extension of (multitype) Branching Markov Chains (BMCs). The state of a (discrete-time) BMCs is a collection of entities of various types that, while spawning other entities, generate a payoff. In comparison with BMCs, where the evolution of a each entity of the same type follows the same probabilistic pattern, BMDPs allow an external controller to pick from a range of options. This permits us to study the best/worst behaviour of the system. We generalise model-free reinforcement learning techniques to compute an optimal control strategy of an unknown BMDP in the limit. We present results of an implementation that demonstrate the practicality of the approach.
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Conference papers on the topic "Collective learning processes"

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Bergamini, Isabella, and Daniele Fanzini. "Design education learning: developing skills of observing and managing intangible system in young generations." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3328.

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There is consensus among researchers are recognizing that managing and projecting in complexity multidimensionality (Manzini, Baule, &amp;amp; Bertola, 2004) represents one of the mains challenges and constants of contemporaries’ processes of innovation. This systemic distinguishing peculiarity makes impossible to standardize the design processes because every single situation needs to be solve by adopting different strategies (Celaschi &amp;amp; Deserti, 2007). Nevertheless, those innovative processes can be developed and managed by refer us to tools and practices of design into the paradigms
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.

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Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actu
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KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "RECEIVING THROUGH GIVING: SCIENTIFIC MEMOS OF WEB BASED LEARNING." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.104.

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In this article the author has offered constructivist grounded theory scientific memos of professors and their students self-regulated learning in social networks. Memos were written following posthuman philosophical tradition seeking to clarify the processes emerging when human web residents having meaningful and valuable real-world experiences navigated in virtual settings. One-to-one semi-structured interviews were conducted with 5 professors and instructors and 12 their students from four different universities in two main Lithuanian towns. The grounded theory data still lack saturation an
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Clua, Alvaro. "Learning from Slussen: place, idea and process in the transformation of central urban interstices." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6264.

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Over the last two decades the Slussen in Stockholm designed by Tage William-Olsson in 1935 has been the subject of an intense debate about how to update it to the contemporary needs. Tabula rasa, reconstruction or renovation? This lively discussion, however, has resulted in a final proposal granted by the expertise of an international firm but controversial for its political management, opposed to several social groups and, above all, highly problematic in terms of urban form and sustainability. The strategic location of this place, the indelible presence of its modern shape in the collective
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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.

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This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research
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Behnken, Edda. "The innovation process as a collective learning process." In 2005 IEEE International Technology Management Conference (ICE). IEEE, 2005. http://dx.doi.org/10.1109/itmc.2005.7461274.

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Svatos, Martin. "Cautious Rule-Based Collective Inference." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/922.

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Collective inference is a popular approach for solving tasks as knowledge graph completion within the statistical relational learning field. There are many existing solutions for this task, however, each of them is subjected to some limitation, either by restriction to only some learning settings, lacking interpretability of the model or theoretical test error bounds. We propose an approach based on cautious inference process which uses first-order rules and provides PAC-style bounds.
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Silva, Gabriel, Rodrigo Lins Rodrigues, Amadeu Sá Campos Filho, and Américo Amorim. "Discovery of Research Gaps in Game Learning Analytics Applications on Learning Processes." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1203.

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The benefits of game applications in the field of education have been increasingly evident due to the use of Game Learning Analytics, which is the collection, analysis and extraction of information from data obtained through Serious Games. In this article, this article aims to carry out a systematic mapping in order to identify research gaps in studies that use Game Learning Analytics to analyze an educational process, analyzing the observed educational phenomenon, the algorithms or techniques used and the characteristics and number of participants. We understand that even though the Game Lear
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Gao, Gao, Finn Voichick, Michelle Ichinco, and Caitlin Kelleher. "Exploring Programmers' API Learning Processes: Collecting Web Resources as External Memory." In 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2020. http://dx.doi.org/10.1109/vl/hcc50065.2020.9127274.

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Bueno-Sánchez, Lidia, Sandra Martínez-Molina, Suelen Marqués de Almeida, Jorge Garcés-Ferrer, David Pérez, and Manuel Quílez. "DIGITAL INCLUSION OF SENIOR COLLECTIVES THROUGH PARTICIPATORY PROCESSES OF CO-CREATION OF DIGITAL TOOLS: DESIGN OF A MOOC." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2306.

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Reports on the topic "Collective learning processes"

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Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/115.

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The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Pro
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