Enhancing Understanding in Interdisciplinary Communicatio

2017 ◽  
Author(s):  
Dilmini Peiris
Keyword(s):  
Collective Intelligence ◽  
Interdisciplinary Teams ◽  
Discourse Communities ◽  
Knowledge And Skills ◽  
New Model

Over the years we see that interdisciplinary teams are increasingly common in industry, government, and society in general. It is critical to be able to integrate knowledge and skills from several disciplines in order to evolve toward a state of "collective intelligence," which entails functioning more like a coherent, intelligent organism than like a collection of disassociated, independent thinkers.This presentation will introduce a new model for communicating effectively. It will describe ways in which the communication modalities interact. It will present strategies for capitalizing on the potential of each modality to enhance communication among different discourse communities.

scholarly journals The Wisdom of the Market: Using Human Factors to Design Prediction Markets for Collective Intelligence

2019 ◽  
Vol 63 (1) ◽  
pp. 1471-1475
Author(s):  
Lorenzo Barberis Canonico ◽  
Christopher Flathmann ◽  
Nathan McNeese
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Game Theory ◽  
Human Factors ◽  
Cognitive Science ◽  
Collective Intelligence ◽  
Human Intelligence ◽  
Prediction Markets ◽  
New Model ◽  
Large Groups

There is an ever-growing literature on the power of prediction markets to harness “the wisdom of the crowd” from large groups of people. However, traditional prediction markets are not designed in a human-centered way, often restricting their own potential. This creates the opportunity to implement a cognitive science perspective on how to enhance the collective intelligence of the participants. Thus, we propose a new model for prediction markets that integrates human factors, cognitive science, game theory and machine learning to maximize collective intelligence. We do this by first identifying the connections between prediction markets and collective intelligence, to then use human factors techniques to analyze our design, culminating in the practical ways with which our design enables artificial intelligence to complement human intelligence.

scholarly journals Mobilizing Social and Organizational Resources in Project Type Cooperation

Competitio ◽  
2005 ◽  
Vol 4 (2) ◽  
pp. 25-40
Author(s):  
Csaba Mako ◽  
Peter Csizmadia
Keyword(s):  
Knowledge Economy ◽  
Organizational Resources ◽  
Coordination Problems ◽  
Knowledge And Skills ◽  
New Model ◽  
Fast Growing ◽  
Theoretical Approaches ◽  
Jel Classifications

The paper aims at the identification and interpretation of specific coordination problems faced by project-based work organisations using the example of an interactive portal development for a leadingHungarian economic weakly. The study provides a brief overview of the most important theoretical approaches concerning project-based work organisations and the characteristics of the new or interactivemedia sector, which may act as a new model in the fast growing knowledge economy. The interactive portal development is typical of the so-called studio-model of project-based firms (PBF) characterised bythe novel and singular character of the product or service and by the uncertain and fluid nature of the necessary knowledge and skills. The study calls attention to the project manager’s key role in combiningformal and tacit skills and in the coordination of actors’ behaviour which is driven by different logics. In addition, the authors stress the importance of the client’s key role in designing and developing theinteractive media service. JEL classifications: L86; M54; Z13

scholarly journals Collectively Intelligent Teams: Integrating Team Cognition, Collective Intelligence, and AI for Future Teaming

2019 ◽  
Vol 63 (1) ◽  
pp. 1466-1470
Author(s):  
Lorenzo Barberis Canonico ◽  
Christopher Flathmann ◽  
Nathan McNeese
Keyword(s):  
Artificial Intelligence ◽  
Collective Intelligence ◽  
Team Cognition ◽  
New Model ◽  
The Many ◽  
Large Groups

In this paper we propose a new model for teamwork that integrates team cognition, collective intelligence, and artificial intelligence. We do this by first characterizing what sets team cognition and collectively intelligence apart, and then reviewing the literature on “superforecasting” and the ability for effectively coordinated teams to outperform predictions by large groups. Lastly, we delve into the ways in which teamwork can be enhanced by artificial intelligence through our model, finally highlighting the many areas of research worth exploring through interdisciplinary efforts.

Teamwork in Prevention: Possibilities and Barriers to Integrating Oral Health Into General Health

1995 ◽  
Vol 9 (2) ◽  
pp. 100-105 ◽  
Author(s):  
R.E. Nowjack-Raymer
Keyword(s):  
Oral Health ◽  
Health Professionals ◽  
General Health ◽  
Interdisciplinary Teams ◽  
Team Development ◽  
Oral Disease ◽  
Collaborative Teams ◽  
Knowledge And Skills ◽  
Primary Health ◽  
Successful Team

While the term "teamwork" has been used in preventive dentistry for decades, little work has been done in the area of integrating oral health into general health via participation in primary health care or interdisciplinary teams. Oral health professionals must be prepared at the pre-professional and professional levels with the knowledge and skills required to become effective members and leaders of collaborative teams. This paper describes guiding principles for successful team development that are derived from the experience of other disciplines. As oral health professionals take a more active part in interdisciplinary collaborative teams, they must be prepared for roles beyond that of clinician. Five additional roles and examples of their importance to the prevention of oral disease and conditions are discussed.

Virtual Learning Communities in Google Plus, Implications, and Sustainability in MOOCs

2016 ◽  
Vol 9 (3) ◽  
pp. 18-36 ◽  
Author(s):  
Margarita Martinez-Nuñez ◽  
Oriol Borras-Gene ◽  
Ángel Fidalgo-Blanco
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Informal Learning ◽  
Learning Community ◽  
Collective Intelligence ◽  
Virtual Learning ◽  
Business Professionals ◽  
Virtual Learning Community ◽  
New Model ◽  
Over Time

Two major educational strengths that MOOCs provide are informal learning and harnessing the collective intelligence of the students and the interactions among other users like former students, future students, business professionals, other universities, etc. These features may lead to the emergence of new sustainable in time educational elements wherein knowledge and learning continue enriching once the course finished. At present, one of the main limitations of the MOOC platforms is the lack of social open tools to enhance and take advantage of the collective intelligence generated in the course. This article proposes a new model to allocate informal learning and collective intelligence in MOOCs using external virtual learning communities through social networks, based on Google +. The main aim of this article is to assess the virtual learning community performance and analyze the interactions and the kinds of learning that take place inside the community and over time. A case of study of a MOOC course with Google + community is presented.

Knowledge Building in Online Environments

2013 ◽  
pp. 176-194 ◽  
Author(s):  
Craig Deed ◽  
Anthony Edwards
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Collective Intelligence ◽  
Knowledge Building ◽  
Idea Generation ◽  
Adaptive Expertise ◽  
Knowledge And Skills ◽  
Working Together ◽  
Asking Questions ◽  
Online Environments

This chapter describes two conceptual frameworks for the analysis of online knowledge building: outsideness and developing adaptive expertise. The affordances of the metaphor of outsideness are outlined in relation to the construction of knowledge through the sharing and exploration of personal and cultural perspectives, asking questions to resolve doubt, and as a driver of purposeful academic conversation. Developing expertise is examined through the identification of the knowledge and skills for idea generation and evaluation in online environments, and optimal engagement in these learning contexts. A case study is provided of higher education students from three countries working together using a wiki to construct knowledge about teaching and learning. The authors present these two frameworks in order to increase understanding of the knowledge and skills needed by students in higher education to engage with the affordances of collective intelligence systems.

The Hitachi Model HS-8 Electron Microscope

1967 ◽  
Vol 25 ◽  
pp. 238-239
Author(s):  
H. Akabori ◽  
K. Nishiwaki ◽  
K. Yoneta
Keyword(s):  
Electron Microscope ◽  
New Model ◽  
Predecessor Model

By improving the predecessor Model HS- 7 electron microscope for the purpose of easier operation, we have recently completed new Model HS-8 electron microscope featuring higher performance and ease of operation.

AAC Knowledge and Skills

2002 ◽  
Vol 11 (3) ◽  
pp. 17-18
Author(s):  
Stephen N. Calculator
Keyword(s):  
Knowledge And Skills

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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