Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Helga Dorner ◽  
Andrea Kárpáti
Keyword(s):  
Social Presence ◽  
Online Community ◽  
Educational Innovation ◽  
Innovation Process ◽  
Training Process ◽  
Factors Affecting ◽  
Participant Satisfaction ◽  
Key Factor ◽  
Service Training ◽  
Innovation Model

This paper presents data about the successful use of the Mentored Innovation Model for professional development for a group of Hungarian teachers (n=23, n=20 in two iterations), which was employed in the CALIBRATE project in order to enhance their ICT skills and pedagogical competences needed for participation in a multicultural, multilingual educational innovation process. This model relied on the three basic constituents of an online community of inquiry: cognitive, social and teaching presence. Satisfaction regarding the model was explored through the observation of perceived (subjective) values provided by the participating respondents in order to identify the role of the virtual learning environments employed, activities of the facilitator and the participants’ self-perceived social presence in the success of the training process. Mentoring was identified as a key factor of success in the in-service training process.

scholarly journals Social presence and motivation in a three-dimensional virtual world: An explanatory study

2013 ◽  
Vol 29 (6) ◽  
Author(s):  
Rabia M. Yilmaz ◽  
F. Burcu Topu ◽  
Yuksel Goktas ◽  
Murat Coban
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Prospective Teachers ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
Real Life ◽  
Related Factors ◽  
Factors Affecting ◽  
Participant Satisfaction

<p>Three-dimensional (3-D) virtual worlds differ from other learning environments in their similarity to real life, providing opportunities for more effective communication and interaction. With these features, 3-D virtual worlds possess considerable potential to enhance learning opportunities. For effective learning, the users' motivation levels and social presence are important. In this study, the motivation and social presence levels of 42 prospective teachers were measured as they engaged in an Open Simulator 3-D virtual world. Related factors affecting motivation and social presence levels were also examined. An explanatory mixed method design was used in this study. Interviews and three different questionnaires were employed. The quantitative results show that the motivation and social presence levels of the participants were high. The qualitative results also revealed several pertinent factors that are related to motivation and social presence. These factors, which include the particular environment and participant satisfaction, clearly affected motivation while the participants were learning new information. Other factors, such as being relaxed, effective communications, and not feeling lonely in the environment affected the social presence measures. Lastly, the participants perceived the environment as warm and sociable. The results suggest that these factors should be taken into account when 3-D virtual learning environments are being designed.</p><p> </p>

scholarly journals Optimize Design of Run-Flat Tires by Simulation and Experimental Research

Materials ◽  
2021 ◽  
Vol 14 (3) ◽  
pp. 474
Author(s):  
Huaqiao Liu ◽  
Yiren Pan ◽  
Huiguang Bian ◽  
Chuansheng Wang
Keyword(s):  
Stress Distribution ◽  
Energy Loss ◽  
Successful Implementation ◽  
Performance Tests ◽  
Key Factors ◽  
Heat Accumulation ◽  
Factors Affecting ◽  
Structural Rigidity ◽  
Key Factor ◽  
Durability Testing

In this study, the two key factors affecting the thermal performance of the insert rubber and stress distribution on the tire sidewall were analyzed extensively through various performance tests and simulations to promote the development of run-flat tires. Four compounds and two structures of insert rubber were designed to investigate the effects of heat accumulation and stress distribution on durability testing at zero pressure. It was concluded that the rigidity and tensile strength of the compound were negatively correlated with temperature. The deformation was a key factor that affects energy loss, which could not be judged solely by the loss factor. The stress distribution, however, should be considered in order to avoid early damage of the tire caused by stress concentration. On the whole, the careful balance of mechanical strength, energy loss, and structural rigidity was the key to the optimal development of run-flat tires. More importantly, the successful implementation of the simulations in the study provided important and useful guidance for run-flat tire development.

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

Business model innovation canvas: a visual business model innovation model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yuran Jin ◽  
Shoufeng Ji ◽  
Li Liu ◽  
Wei Wang
Keyword(s):  
3D Printing ◽  
Business Model ◽  
Innovation Process ◽  
Theory Model ◽  
Business Model Innovation ◽  
Mass Selection ◽  
Unified Framework ◽  
Content Type ◽  
Innovation Model ◽  
First Time

PurposeMore and more enterprises have realized the importance of business model innovation. However, the model tools for it are still scarce. There is a clear research gap in this academic field. Therefore, the aim of this study is to put forward a visual business model innovation model.Design/methodology/approachThe scientific literature clustering paradigm of grounded theory is used to design business model innovation theory model (BMITM). BMITM and the business model innovation options traced back from 870 labels in the grounded process are integrated into a unified framework to build the business model innovation canvas (BMIC).FindingsBMIC composed of three levels and seven modules is successfully developed. 145 business model innovation options are designed in BMIC. How to use BMIC is explained in detail. Through the analysis of innovation hotspots, the potential business model innovation directions can be found. A new business model of clothing enterprises using 3D printing is innovated with BMIC as an example.Research limitations/implicationsCompared with the previous tools, BMIC owns a clearer business model innovation framework and provides a problem-oriented business model innovation process and mechanism.Practical implicationsBMIC provides a systematic business model innovation solution set and roadmap for business model innovation practitioners.Originality/valueBMIC, a new tool for business model innovation is put forward for the first time. “Mass Selection Customization-Centralized Manufacturing” designed with BMIC for the clothing enterprises using 3D printing is put forward for the first time.

Exploring the Effect of Immediate Video Feedback on Coaching

2016 ◽  
Vol 32 (1) ◽  
pp. 47-53 ◽  
Author(s):  
Jessica Suhrheinrich ◽  
Janice Chan
Keyword(s):  
Special Education Teachers ◽  
Univariate Analysis ◽  
Autism Spectrum ◽  
Video Feedback ◽  
Video Enhancement ◽  
Significant Group ◽  
Evidence Based Practices ◽  
Training Outcomes ◽  
Participant Satisfaction ◽  
Service Training

Although evidence-based practices for autism spectrum disorders exist, they are often not effectively incorporated into school-based programs, indicating a need for enhanced training strategies for educators. This study examined the effects of immediate video feedback during coaching for teachers and paraprofessionals learning Classroom Pivotal Response Teaching (CPRT). Special education teachers, along with their classroom paraprofessionals, were randomly assigned to a coaching as usual (CAU) or a coaching with video enhancement (VE) condition. Both groups received both verbal and written feedback regarding strengths and weaknesses of their CPRT implementation. Additionally, the VE condition received video feedback during their coaching sessions. Overall, teachers demonstrated higher fidelity of implementation than paraprofessionals, t(44) = −2.73, p < .01, but no significant group differences were identified between VE and CAU conditions. Univariate analysis of variance models were conducted to examine the relationship between participant satisfaction regarding overall quality of the training and highest percentage of CPRT components passed, F(2, 37) = 3.93, p = .03. Results indicate use of the iPad may impact training outcomes and participant satisfaction with training procedures and add to the very limited literature on how technology may be used to enhance in-service training for teachers.

scholarly journals Semi open Innovation: an Approach to the Innovation Typology

2018 ◽  
Vol 10 (1) ◽  
pp. 55-81
Author(s):  
Andréia De Fátima Ribeiro Rocha ◽  
Isabel Cristina dos Santos ◽  
Almir Martins Vieira
Keyword(s):  
Open Innovation ◽  
Design Methodology ◽  
Innovation Process ◽  
Technological Education ◽  
Local Conditions ◽  
Innovation Model ◽  
New Perspective ◽  
National Reputation ◽  
Innovation Mode ◽  
Technology Institute

Purpose: This study aims to contribute to the Innovation Models debate from a new perspective on the innovation process, more frequently discussed in a range from closed to open innovation model. Coming into to the discussion in the recent years, called semi open innovation, this modality of innovation has been referenced as one that uses external knowledge, however considers that this knowledge is not a crucial element for the development of innovation. In this present study, semi-open innovation is characterized when the innovation process meets specific conditions of particular set of technologies and companies bounded by the local conditions. Design/Methodology/Approach: it refers to a qualitative study, supported by case studies. Findings: It was observed that the existence of a local Scientific and Technology Institute is a reason to define the location to produce, but did not find evidences of a large use of STI resources or with other local researchers for a product development. We could not clearly identify real open innovation model in practice. However, the proximity of a technological education and University of great national reputation, in addition to providing skilled labour, becomes a source of knowledge that should be used more frequently. Conclusions pointed out that there is a restricted support given by STI. The cases show that two firms practice an open innovation mode. In one case we conclude it refers to semi-open innovation practice.

scholarly journals ABOUT DEVELOPMENT FACTORS OF NATIONAL INNOVATIVE SYSTEMS

2020 ◽  
pp. 144-148
Author(s):  
А.П. Фомина ◽  
Р.А. Дрозд ◽  
М.И. Гайченя
Keyword(s):  
Innovation System ◽  
Innovation Process ◽  
National Innovation System ◽  
Innovative Development ◽  
Economic Policies ◽  
Factors Affecting ◽  
Innovation Infrastructure ◽  
The Many ◽  
Favorable Conditions ◽  
Push Model

Для достижения необходимого уровня конкурентоспособности экономики страны, развития национальной инновационной системы, требуется идентификация и актуализация факторов, оказывающих влияние на национальную инновационную систему, ее успешное функционирование. Из множества факторов, влияющих на инновационное развитие, необходимо выделить основные и второстепенные. В статье рассматриваются основные характеристики инновационного процесса, механизмы взаимодействия субъектов экономики и науки. Рассматриваются модели эндогенного роста и имитационного инновационного развития и интенсивного инновационного роста. При рассмотрении двух подходов к природе зарождения инновации: модель technology – push и модель market-pull, авторами выдвигается и подтверждается гипотеза о том, что фактором развития национальной инновационной системы является, прежде всего, реализация технологических инноваций. Авторами доказывается, что особое внимание необходимо уделить развитию научно-технической инновационной инфраструктуры. Развитие национальных инновационных систем может иметь секторальный характер: применение соответствующей экономической политики, стимулирующей развитие науки, технологий, инноваций в отдельных секторах экономики и кластерах, в которых под влиянием различных факторов сложились наиболее благоприятные условия для развития в сфере технологий. To achieve the required level of competitiveness of the country's economy, the development of a national innovation system, identification and updating of factors that influence the national innovation system and its successful functioning is required. Of the many factors affecting innovative development, it is necessary to distinguish the main and secondary. The article discusses the main characteristics of the innovation process, the mechanisms of interaction between economic entities and science. The models of endogenous growth and imitation innovative development and intensive innovative growth are considered. When considering two approaches to the nature of the origin of innovation: the technology-push model and the market-pull model, the authors put forward and confirm the hypothesis that the factor of development of the national innovation system is, first of all, the implementation of technological innovations. The authors prove that special attention should be paid to the development of scientific and technical innovation infrastructure. The development of national innovation systems can be of a sectoral nature: the application of appropriate economic policies that stimulate the development of science, technology, innovation in individual sectors of the economy and clusters, in which under the influence of various factors the most favorable conditions for development in the field of technology have developed.

INVOLVING CITIZENSHIP FOR A MORE INCLUSIVE SOCIETY. PROPOSAL OF EDUCATIONAL INNOVATION MODEL

2018 ◽  
Author(s):  
Mercedes Diaz Rodriguez ◽  
David Aguilar García ◽  
Lucia Alcantara Rubio ◽  
Esther Puertas Cristóbal
Keyword(s):  
Educational Innovation ◽  
Innovation Model ◽  
Inclusive Society

Online Communities of Practice as Vehicles for Teacher Professional Development

2012 ◽  
pp. 142-166 ◽  
Author(s):  
Maria Meletiou-Mavrotheris
Keyword(s):  
Professional Development ◽  
Online Communities ◽  
Online Community ◽  
Statistics Education ◽  
Successful Implementation ◽  
Geographically Dispersed ◽  
Service Training ◽  
Information And Communication ◽  
Teacher Professional ◽  
Online Communities Of Practice

The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it possible to overcome the restrictions of shrinking resources and geographical locations and to offer high quality learning experiences to geographically dispersed teachers. The focus of this chapter is the question of how information and communication tools made available online could be effectively exploited to build and study network-based services with the aim of fostering online communities that promote teacher learning and development. The chapter presents an overview of the main experiences gained from a study which investigated the forms of collaboration and shared knowledge building undertaken by a multinational group of teachers participating in EarlyStatistics, an online professional development in statistics education targeting European elementary and middle school mathematics teachers. Findings from the study provide insights into the factors that may facilitate or hinder the successful implementation of an online community of teaching practitioners.

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