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Audience: This lumbar puncture curriculum was developed and implemented to educate and evaluate incoming intern Emergency Medicine (EM) residents. This curriculum can also be used to educate and evaluate senior medical students and senior residents. Introduction: Procedural competency is an important component of healthcare education. With the implementation of milestones, the need for valid assessment tools to determine procedural competency has increased. Simulation-based mastery learning (SBML) with the incorporation of deliberate practice has been shown to be an effective way to teach and evaluate procedural skills.1-8 These studies, however, highlight one of the major barriers to successful integration of SBML into existing medical curricula: they require a significant investment of time. One reason for this is the performance of the pre-test evaluation of the learners’ procedure skills prior to commencement of training. Although necessary for research endeavors to evaluate curricula effectiveness, the need for pre-testing specifically on studies where the goal of the curricula is procedural competency, as measured by learners’ performance on the post-testing, has not been described. Consequently, we decided a more effective use of limited time was to allow our learners the opportunity for deliberate practice and conducting the post-test. Since the ultimate goal of our educational endeavors is to ensure that our learners achieve defined standards of performance, evaluation of their performance prior to training may not be necessary. Another reason for the significant time investment for SBML curricula is the utilization of individualized instruction with one facilitator providing corrective feedback to one learner. Although Cohen et al. reference the use of groups of learners for procedure training9, it is not explicitly delineated how the group instruction is conducted. In other disciplines, training team protocols such as dyad training (pair of learners), where learners practice a task in teams in order to achieve the goal of performing the task individually, has been shown as an effective strategy to teach motor skills.10-12 This type of learning consists of a learner performing the procedure while the other learners actively observe, then alternate roles. In addition, recent studies have illustrated the improved efficiency with utilization of a flipped classroom with online educational materials when implementing mastery learning curriculums13-14. We designed a curriculum that utilizes a flipped classroom and a group learning protocol to improve the efficiency and ease of integration of a SBML lumbar puncture (LP) curriculum. Objectives: The goal of the curriculum is to teach and evaluate senior medical students / emergency medicine residents on the performance of a lumbar puncture using a group learning protocol. Methods: Small group session

[Background] Virtual reality (VR) technology can provide unique immersive experiences for group users, and especially for analytics tasks with visual information in learning. Providing a shared control/view may improve the task performance and enhance the user experience during VR collaboration. [Objectives] Therefore, this research explores the effect of collaborative modes and user position arrangements on task performance, user engagement, and collaboration behaviors and patterns in a VR learning environment that supports immersive collaborative tasks. [Method] The study involved two collaborative modes (shared and non-shared view and control) and three position arrangements (side-by-side, corner-to-corner, and back-to-back). A user study was conducted with 30 participants divided into three groups (Single, Shared, and Non-Shared) using a VR application that allowed users to explore the structural and transformational properties of 3D geometric shapes. [Results] The results showed that the shared mode would lead to higher task performance than single users for learning analytics tasks in VR. Besides, the side-by-side position got a higher score and more favor for enhancing the collaborative experience. [Conclusion] The shared view would be more suitable for improving task performance in collaborative VR. In addition, the side-by-side position may provide a higher user experience when collaborating in learning VR. From these results, a set of guidelines for the design of collaborative visualizations for VR environments are distilled and presented at the end of the paper. All in all, although our experiment is based on a colocated setting with two users, the results are applicable to both colocated and distributed collaborative scenarios with two or more users.

Recently, group learning has been introduced in various countries as part of educational reform. While there are various approaches to group learning, the focus of this study is on collaborative learning, which is based on mutual help-seeking and consultation. This requires teachers’ decision to integrate collaborative learning into their practices and all actors to participate therein. This demonstrates whether implementing and participating in collaborative learning is a game theoretic situation. However, in the majority of studies on group learning, the game theoretic aspect has not been sufficiently investigated. Therefore, this paper aims to provide a conceptual discussion on this situation in collaborative learning using a comparative institutional analysis (CIA) framework.

The aim of this article is to evaluate the influence of HR flexibility (HRF) on organizational learning (OL), mediated by individual learning (IL) and group learning (GL). HRF is conceived as a capacity that, through the use of certain HR practices, the organization can adapt more easily to environmental changes. For this purpose, a quantitative research approach was used. An online questionnaire was applied, with two validated scales: Dimensions of the Learning Organization and HR Flexibility. Our sample is composed of 222 HR professionals. The data were treated using Structural Equation Modeling in SmartPLS (Partial Least Squares) software. The results showed that HR Flexibility has a positive influence on Organizational Learning, and this influence is mediated by Individual Learning and Group Learning. We contribute to understand the influence of HR Flexibility on individual and group learning, and its possible effects on Organizational Learning. As a practical contribution, revealing this possibility to HR professionals by using these HR Flexibility practices to influence the learning of individuals and groups, affecting Organizational Learning and aiding company performance in several dimensions. These practices that allow companies to adapt to the market in a dynamic environment. [ABSTRACT FROM AUTHOR]

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Finance & Business Economies Review is the property of Finance & Business Economies Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Urban planning deals with multiple layers of information stemming from concurrent activities and stakeholders intervening in urban development. For a better management of complexity more comprehensiveness and data integration are needed. This study develops an adaptive and iterative mixed-method approach for knowledge production in urban transformation processes. Specific research questions relate to data integration from different sources and facilitation of co-production of knowledge beyond triangulation. A new multi-layer framework, GISualization, has been developed in the context of a research project exploring compact city qualities. The framework is structured through five data layers, representing different methods for data collection and different grades of complexity, richness and interpretation: basic statistics; advanced statistics; exogenous quali-quantitative descriptions; exogenous qualitative descriptions; and endogenous qualitative descriptions. Thus, data stem from both quantitative and qualitative sources. Our study has proven that GISualization is a methodological framework that enables analysis and visualization of complex data in a rich format. The approach is closely related to analytical eclecticism and abductivity. It embodies a collaborative communication platform that provides a language to navigate between heterogeneous data, information and methods. The GISualization framework opens up for broader stakeholder involvement and community participation extending research into the domain of transdisciplinary knowledge production. [ABSTRACT FROM AUTHOR]

We study groups of interacting agents who are trying to discover probabilistic truths on the basis of sequentially provided evidence and information about the belief states of other group members. The main research question is which combination of epistemic principles—combinations of an evidential update rule, a rule for determining peerhood, and a rule for aggregating probability functions—such groups should adopt to strike the best balance between being fast and being accurate, where the former is understood by reference to how long it takes before a majority of the group assigns a high probability to the true hypothesis, and the latter by reference to the average Brier penalty incurred by the group. The main methodology to be used is that of agent-based optimization, which is a specific form of evolutionary computing. We implement this methodology in a generalization of the Hegselmann–Krause model. In the end, we are able to identify optimal procedures for taking into account both direct evidence and information about one's peers' beliefs. At the same, we note that optimality for such procedures is dependent on context. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to evaluate the effect of different metacognitive interventions on knowledge and regulation of cognition, as well as academic performance (i.e., exam and final grades) in three sections of an undergraduate human anatomy and physiology course. All targeted classes were randomly assigned to one of three groups (reflection practice, passive acquisition of knowledge, and collaborative learning), and the interventions were implemented after exam 1. A pre- and posttest survey was administered during the semester (during week 2 and after exam 2), and exam and final course grades were collected at the end of the semester. The final sample included 129 students. A significant interaction of group and time was observed for knowledge of cognition: it increased in the reflection practice group, did not change in the collaborative learning group, and it decreased in the passive acquisition of knowledge. The interventions did not produce any significant interactions or main effects on regulation of cognition, exam scores, or final grades. Along with more research on metacognition in physiology education contexts, it is recommended to further examine the ways in which such data can be collected, as self-report measures only tell part of the story. [ABSTRACT FROM AUTHOR]

The project "Guardians of the Guadalete" has aimed to work the contents of Social Sciences in a different way using ICT not only as a means to access information, but also as an end. These contents that have been previously treated (the environment and its conservation, changes in time or culture and social organization), strengthen the level of maturity of students and allow them to have the minimum skills to face a resource for the first time educational. I also intend through the use of the Forum and the Wiki that third-cycle students of Primary Education will be able to become aware of the vital importance of knowing and protecting the cultural and natural heritage that exists in our environment. In fact, in order to avoid something general, it has been contextualized directly with the Guadalete River as it passes through Cádiz. The results confirm that these platforms will be your working tool, a corner that you will not know first-hand but will learn to use at the same time as they are involved in the teaching-learning process, always from a perspective that implies that you are working with something which is fun, making us responsible for making the use of these resources as dynamic as possible. [ABSTRACT FROM AUTHOR]

Disruption education is now affecting to learning environments and its changes make education reforming. Learning competency in this era should be enhanced in thinking skills and creating innovation to society. This research aims to enhance innovative thinking of Thai pre-service teachers. Participants were 128 Thai preservice teachers who enrolled in the second semester in the academic year 2018 from a university in the northeast of Thailand. Research tools consisted of observation form, interviewing form, and open-ended questionnaires. Participants were divided into 3 groups by large, small, and individual learning. Data were collected and analyzed by qualitative and quantitative explanations and some remarks in the implementation period. Six steps of learning activities consisted of setting goals, brainstorming, innovation design, reflection, teaching strategies, and evaluation. Also, educational innovation had 5 components: instructional media, guideline, online link, application technology, and lesson plans. Instructional media were modeling, 3D pop-up, paper mache, slide card, diagram, digital media and electronic book. The innovative thinking of large group learning showed the highest score, pop-up fit to small group learning, and digital media was suitable for individual learning. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to describe the mathematical identity of elementary school students during studying mathematics. When studying mathematics, the students often face difficulties in understanding the concepts which results the decrease in their learning motivation. It will lead to the lack of development of their mathematical identity. The students who are able to develop their mathematical identity well are more likely to succeed in learning mathematics. A qualitative approach was employed to trace the students' mathematical identity. Questions and interviews were used to collect the data. The findings indicated during participating in the group learning activities, the students were able to increase their motivation. Therefore, it can improve their mathematical identity. [ABSTRACT FROM AUTHOR]

This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students’ demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.

The work of Nick Bontis divided into following categories 1. Intellectual capital management which refers to knowledge of a company's employees collectively. Dr. Nick develops a matrix of intellectual capital. 2. Organizational size and Knowledge flow, it describes the flow of information and technical knowledge with respect to learning. Dr. Nick explains the knowledge flow in up and down stream according to the size of organization 3. The organizational learning process in different setting e.g. Group learning and individual learning and their outcomes in diverse cultures. The group learning is more result oriented and cost effective instead of investing on individuals. 4. Managing organizational learning system Aligning Knowledge flow and stock of knowledge. 5. The theory of resource base view of the firms, describe the utilization of resources as competitive advantage. Resources are divided into tangible and non-tangible. This writes up is an effort to explore the areas he has contributed.

Learning through a collective experience by taking part in group activities, such as hunting, gathering, and sharing, has always been a natural, “organic,” and “experiential” process where new skills and knowledge, if benefitting the whole group, are accepted, shared, and propagated. Nevertheless, in industrialized societies where specific knowledge and skills are an economical and societal necessity, the learning economy has largely moved to a model where the teachers “harvest” selected knowledge and “put it in a basket” from which students are expected to take from and learn. This learning model has permeated the 21st century digital world, where the main promoted advantage of these new learning environments is still the “individualization of learning,” which can result in a very solitary and isolated endeavor; however, it doesn’t have to be the case. An example of a successful online university course suggests that carefully crafted online instructional design strategies can contribute to a flexible and rich experiential learning environment. Although they might be physically disconnected, it is possible for learners and a teacher to remain closely interconnected, engaged, and accountable for both individual and group success in knowledge "hunting, gathering, and sharing" activities in a digital age.

A FHIR based platform for case-based instruction of health professions students has been developed and field tested. The system provides a non-technical case authoring tool; supports individual and team learning using digital virtual patients; and allows integration of SMART Apps into cases via its simulated EMR. Successful trials at the University of Queensland have led to adoption at the University of Melbourne.

The interactive groups are an educative actuation of successful what incorporate a process of evaluation in which the participants are volunteers, teachers and students. Considering these ideas, we intend to show the purposes of the evaluation of the interactive groups of a learning community. To achieve this objective, the chosen methodology is the critical communicative that involves promoting dialogic interactions between the person under investigation and the researcher to give meaning to the reality

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Flipped learning is a pedagogical approach that uses technology to deliver instructional content outside of class (individual space) and class time to engage in collaborative activities (group space). In a flipped learning course, the traditional classroom paradigm shifts and teachers become more facilitator than lecturer. Research on flipped learning is limited, in that studies are mostly conducted in postsecondary classrooms and focus on engagement and performance rather than the learning that occurs during collaboration. My study was designed to investigate group learning or knowledge construction during collaborative activities. Participants were middle school students from Hawaii. To identify group learning, I targeted a specific activity between three students in the group space. Using a computer‐supported collaborative learning framework, I recorded and analysed the group's verbal communication as they worked together. Moments of knowledge construction and interactions leading to those moments were analysed. Content analysis and lag sequential analysis revealed significant strategies used by students to construct knowledge. Some recommendations for practitioners include designing a need for teacher facilitation, incorporating questions that promote student discussion, and requiring students to reflect on their understanding. Future studies should include different K‐12 environments and focus on knowledge construction transfer between the individual and group learning spaces. Lay Description: What is already known about this topic: Much of the available literature includes postsecondary learners, uses quantitative or mixed methods, and shows flipped learning positively impacts engagement and performance.Flipped learning use in K‐12 education is increasing, and practitioners need more evidence‐based support, especially for younger learners.Active learning in the group space is the driving force behind effective flipped learning. What this paper adds: Adds to limited research in K‐12 environments by studying a middle school classroom using flipped learning.Uses qualitative methods unique to that available literature on flipped learning in order to investigate knowledge construction.Provides evidence of group learning and knowledge constructions strategies used during collaborative activities. Implications for practice and/or policy: Design teacher facilitation into collaborative activities to foster collective and individual regulation.Facilitation strategies should include questioning that promotes discussion and argumentation amongst learners.Collaborative activities should require students to reflect on, discuss, and exchange their understanding and ideas. [ABSTRACT FROM AUTHOR]

Group learning activities (GLAs) are commonly used curriculum activities in teacher education. The aim of this study was to determine which components of GLAs students perceive as significant for their learning. Student teachers from six Dutch universities of applied sciences completed a survey about GLAs they participated in. Findings show that students' evaluations of task characteristics and group constellation are related to their perceived increase in domain knowledge. Furthermore task characteristics and guidance are related to students' perceived development as primary school teachers. Verbal interaction and engagement partially and fully mediate several relationships between GLA components and learning outcomes. [ABSTRACT FROM AUTHOR]

This research measured the efficacy of experiential learning model proposed in "My Pedagogic Creed" by John Dewey in the perspective of teachers in the local context of Karachi, Pakistan. Literature reported that Dewey had promoted the notion of social interaction, group learning and experiential learning as strategies of teaching in the modern system of education. A survey questionnaire was developed and classified under four sections from experiential learning perspective: Aims and Objectives, Social Context of Teaching, Pedagogy and Teacher's Behavior. Hundred and seventy-one teachers participated in this survey. Results showed no significant difference in opinion of gender related to Aims and Objectives, Social Context of Teaching and Pedagogy. However, there was a significant difference in the opinion of male and female teachers with reference to their highest qualification and work experience regarding the four variables of experiential learning model. This study recommended rigorous teacher training for current tier of in-service teachers in Karachi in terms of Aims and Objectives, Social Context of Teaching, Pedagogy and Teacher's Behavior as proposed in My Pedagogic Creed to improve the current educational scenario. [ABSTRACT FROM AUTHOR]

Objective: Learning new skills tremendously increases the self-confidence of employees and helps them attain their organizational targets. This study was done to compare the levels of organizational learning in hospitals with regard to ownership type. Methods: This cross-sectional study was conducted using an analyticaldescriptive approach in 2016. The research community members included 2,162 employees of the nominated hospitals in Lorestan province. The sample consisted of 339 people, who were selected using Cochran's formula with 95% reliability factor. The data collection tools used were the Persian edition of Watkins and Marsick's standard questionnaire (2003). The collected data was analyzed by SPSS 20 software using statistical tests (i.e. Kolmogorov-Smirnov test, t-test, and ANOVA), and p ≤ 0.05 was considered significant. Results: The average score of learning variable was 2.77±0.64 for teaching hospitals, 2.57±0.77 for Social Security hospitals, and 3.21±0.94 for private hospitals. Learning variables variances were different in these three types of ownership (p < 0.001). Moreover, significant differences were found between learning aspects of individual learning (p < 0.001), group learning (p = 0.007), and organizational learning (p = 0.002). The study was based on the type of hospital ownership. Conclusion: The level of organizational learning in hospitals has a significant difference with regard to their type of ownership. The level of learning can be improved with the help of staff empowerment initiatives taken toward attaining common goals, creating equal opportunities for continuous learning for all personnel, and an appropriate relationship of the organization with the surrounding environment. [ABSTRACT FROM AUTHOR]

This article aims to analyze the relation between individual, collective and organizational levels of learning in a hospital. In order to meet this objective, according to previous studies, a quantitative survey was carried out, from the application of questionnaires, with the hospital nurses. The data were analyzed followed by the technic of structural equation modeling. The results demonstrate that learning in groups is related to the learning that occurs at the individual and organizational levels. However, individual learning was not significantly associated with organizational learning. Furthermore, it was found that the collective learning substantially influences the organizational learning, compared to individual learning. The results are consistent to those found in other similar studies. [ABSTRACT FROM AUTHOR]

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)