Using Action Learning in GSS Facilitation Training

2011 ◽  
pp. 250-265
Author(s):  
Pak Yoong ◽  
Brent Gallupe
Keyword(s):  
Group Support Systems ◽  
Action Learning ◽  
Lessons Learned ◽  
Learning Approach ◽  
Face To Face ◽  
Task Forces ◽  
Electronic Meetings ◽  
Computer Based ◽  
Reduced Rate ◽  
Meeting Facilitation

Although electronic face-to-face meetings are increasingly being used by organizations to improve the productivity of their strategic planning teams, design task forces, quality circles, sales management, and other organizational groups (Alavi, 1993; Dishman & Aytes, 1996), the rate of adoption of the technologies to support these meetings appears to be slowing (Grise & Gallupe, forthcoming). A possible reason for this reduced rate of adoption may be the difficulty in training competent electronic meeting facilitators. These facilitators play a key role in electronic meetings that use computer-based group technologies or group support systems (GSS) to assist the group in tasks such as generating ideas, evaluating alternatives and developing action plans. The purpose of this chapter is to describe how an action learning approach was used to train traditional meeting facilitators in the tools, techniques and processes of electronic meeting facilitation. This chapter begins with a description of action learning, in particular the three schools of action learning. The second section explains the nature of the “experiential” school of action learning and the GSS facilitation training program used in a research project in which 15 facilitators, already experienced in conventional meetings, were trained to become facilitators of electronic meetings. The final sections describe some lessons learned and implications for organizations training their electronic meeting facilitators.

scholarly journals Learning to evaluate – evaluating to learn

2002 ◽  
Vol 18 (2) ◽  
Author(s):  
Judith Lyons ◽  
John Milton
Keyword(s):  
Student Learning ◽  
Action Learning ◽  
Learning Processes ◽  
Lessons Learned ◽  
Evaluation Framework ◽  
Learning Approach ◽  
Simulation Data ◽  
Computer Based ◽  
The Relationship ◽  
Collection Methods

This paper reports on the planning and implementation of an evaluation of the final prototype of a physical and computer based simulation in a postgraduate midwifery program. The evaluation framework was designed to reflect the pedagogy of Laurillard’s conversational framework, which had been used to structure the learning experiences in the simulation. Data collection methods and analysis highlighted the themes of discussion, interaction, reflection and adaptation of student learning actions as well as intrinsic feedback - all central to the conversational framework. An action learning approach to evaluation planning and implementation involving an external mentor is described in the following paper including the relationship to the conversational framework, the findings on the student learning environment and the student learning processes and outcomes. The lessons learned about evaluation are also elaborated.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

Enhancing Creativity in E-Planning

Crowdsourcing ◽  
2019 ◽  
pp. 1379-1401
Author(s):  
Paul B. Paulus ◽  
Jonali Baruah
Keyword(s):  
Decision Support ◽  
Daily Basis ◽  
Group Decision Support ◽  
Group Decision Support Systems ◽  
Creative Potential ◽  
Face To Face ◽  
Collaborative Creativity ◽  
Electronic Meetings ◽  
Computer Based ◽  
Groups And Teams

Sharing ideas efficiently and effectively in groups is a challenge groups and teams face on a daily basis. In typical face-to-face meetings, many factors can serve to inhibit a full sharing of ideas and thus the development of effective decisions and plans. To overcome the limitations of face-to-face meetings, computer-based group decision support systems have been developed to facilitate both idea exchange and evaluation. Evidence suggests that such systems can lead to beneficial outcomes. However, unless they are utilized effectively, even electronic meetings may not effectively tap the intellectual and creative potential of groups. The authors summarize some of the major findings of collaborative creativity and their implications for effective e-planning.

scholarly journals Large-scale, Distributed, Multilingual, Electronic Meetings: A Pilot Study of Usability and Comprehension

2015 ◽  
Vol 14 (3) ◽  
pp. 5578-5585
Author(s):  
Jamison Posey ◽  
Milam Aiken
Keyword(s):  
European Union ◽  
Large Scale ◽  
Group Support Systems ◽  
The European Union ◽  
Face To Face ◽  
Automatic Translation ◽  
Geographically Dispersed ◽  
Electronic Meetings ◽  
Group Members ◽  
Increase Productivity

The United Nations, the European Union, and many other organizations must conduct meetings in many languages, but typically employ human interpreters with their accompanying cost. In addition, these oral discussions require participants to take turns speaking, lengthening the process. Many studies have shown that group support systems can reduce meeting time and increase productivity, and the addition of automatic translation into this process could support these multilingual groups. However, prior studies have typically used only a few languages with group members face to face. This study investigates how well a large multilingual group can use electronic meeting software in a geographically dispersed environment. Results show that the group members were able to understand comments exchanged in 66 languages when translated to English, and they believed the multilingual meeting system was useful for such discussions.

Collaborative e-Learning and ICT Tools to Develop SME Managers

2012 ◽  
pp. 309-320
Author(s):  
Genoveffa (Jeni) Giambona ◽  
David W. Birchall
Keyword(s):  
Collaborative Learning ◽  
Small Firms ◽  
New Technologies ◽  
Action Learning ◽  
Learning Approach ◽  
Contextual Influences ◽  
Face To Face ◽  
New Learning ◽  
E Learning ◽  
Ict Tools

Small and medium-sized enterprises (SMEs) create a dynamic and successful European economy. Existing skill deficiencies in sales, management and administrative staff are adversely affecting competitiveness in almost a third of those small firms surveyed (Bolden, 2001, 2007). Additionally, attending face-to-face and classroom-based development courses is problematic for time-poor SME managers. Thanks to the development of new technologies online learning is becoming commonplace due to wireless and mobile devices, together with the Internet boom, are providing the infrastructure necessary to support the development of new learning forms. Collaborative learning, especially as represented by an action learning approach, would seem ideal for SME managers. But can collaborative learning be adopted as a blanket approach in the case of SME managers? Or should one first take into account the contextual influences on learning, networking and collaboration?

Enhancing Creativity in E-Planning

2018 ◽  
pp. 192-222 ◽  
Author(s):  
Paul B. Paulus ◽  
Jonali Baruah
Keyword(s):  
Decision Support ◽  
Daily Basis ◽  
Group Decision Support ◽  
Group Decision Support Systems ◽  
Creative Potential ◽  
Face To Face ◽  
Collaborative Creativity ◽  
Electronic Meetings ◽  
Computer Based ◽  
Groups And Teams

Sharing ideas efficiently and effectively in groups is a challenge groups and teams face on a daily basis. In typical face-to-face meetings, many factors can serve to inhibit a full sharing of ideas and thus the development of effective decisions and plans. To overcome the limitations of face-to-face meetings, computer-based group decision support systems have been developed to facilitate both idea exchange and evaluation. Evidence suggests that such systems can lead to beneficial outcomes. However, unless they are utilized effectively, even electronic meetings may not effectively tap the intellectual and creative potential of groups. The authors summarize some of the major findings of collaborative creativity and their implications for effective e-planning.

Electronic Brainstorming Research and its Implications for E-Planning

2015 ◽  
Vol 4 (1) ◽  
pp. 42-53 ◽  
Author(s):  
Paul B. Paulus
Keyword(s):  
Group Decision ◽  
Daily Basis ◽  
Group Decision Support ◽  
Group Decision Support Systems ◽  
Electronic Systems ◽  
Creative Potential ◽  
Face To Face ◽  
Electronic Meetings ◽  
Computer Based ◽  
Groups And Teams

Sharing ideas efficiently and effectively in groups is a challenge groups and teams face on a daily basis. In typical face to face meetings, many factors can serve to inhibit a full sharing of ideas and thus the development of effective decisions and plans. To overcome the limitations of face to face meetings, computer based group decision support systems have been developed to facilitate both idea exchange and evaluation. Evidence suggests that such systems can lead to beneficial outcomes. However, unless they are utilized appropriately, even electronic meetings may not effectively tap the intellectual and creative potential of groups. The authors will critically evaluate the theoretical and practical issues involved in the use of this technology and make recommendations for using electronic systems for e-planning.

scholarly journals A mobile device supported blended learning approach for postgraduate students where absenteeism from classes had previously been an issue

2013 ◽  
Vol 4 (7) ◽  
Author(s):  
Ian Carruthers- Jones
Keyword(s):  
Blended Learning ◽  
Positive Impact ◽  
Lessons Learned ◽  
Learning Approach ◽  
Postgraduate Students ◽  
Face To Face ◽  
Library Resources ◽  
Professional Body ◽  
High Level ◽  
Face Time

While the students on a postgraduate course were reportedly motivated by the course, which was accredited by a professional body, there was a high level of absenteeism in earlier courses years. A blended learning approach was introduced which allowed the students to attend lectures and tutorials but also to access course material, listen to lecture-based podcasts, participate in chat room tutorials and use other resources, such as the library resources, at any time. To ensure a common technology platform, each student was issued with an iPad2. The blended learning approach and the availability of mobile devices gave flexibility to assist and support learning. Lessons learned included (1) that introducing the blended learning approach appeared to have a positive impact on academic results (2) traditional attendance measures became less relevant, (3) that students wanted to retain an amount of face to face time rather than go solely online and (4) that students vary in the enthusiasm with which they embrace the blended learning approach.

Collaborative e-Learning and ICT Tools to Develop SME Managers

2012 ◽  
pp. 1606-1617
Author(s):  
Genoveffa (Jeni) Giambona ◽  
David W. Birchall
Keyword(s):  
Collaborative Learning ◽  
Small Firms ◽  
New Technologies ◽  
Action Learning ◽  
Learning Approach ◽  
Contextual Influences ◽  
Face To Face ◽  
New Learning ◽  
E Learning ◽  
Ict Tools

Small and medium-sized enterprises (SMEs) create a dynamic and successful European economy. Existing skill deficiencies in sales, management and administrative staff are adversely affecting competitiveness in almost a third of those small firms surveyed (Bolden, 2001, 2007). Additionally, attending face-to-face and classroom-based development courses is problematic for time-poor SME managers. Thanks to the development of new technologies online learning is becoming commonplace due to wireless and mobile devices, together with the Internet boom, are providing the infrastructure necessary to support the development of new learning forms. Collaborative learning, especially as represented by an action learning approach, would seem ideal for SME managers. But can collaborative learning be adopted as a blanket approach in the case of SME managers? Or should one first take into account the contextual influences on learning, networking and collaboration?

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