scholarly journals Supporting Decision-making Activities in Multi-Surface Learning Environments

2017 ◽  
Author(s):  
Lili Tong ◽  
Audrey Serna ◽  
Sébastien George ◽  
Aurélien Tabard
Keyword(s):  
Decision Making ◽  
Learning Environments ◽  
Surface Learning

Developing Decision-Making Skill

2012 ◽  
Vol 3 (4) ◽  
pp. 1-17
Author(s):  
Kurt A. April ◽  
Katja M. J. Goebel ◽  
Eddie Blass ◽  
Jonathan Foster-Pedley
Keyword(s):  
Decision Making ◽  
Video Games ◽  
Learning Environments ◽  
Personal Development ◽  
Computer Game ◽  
Spot Test ◽  
The Impact ◽  
Related Skill

This paper explores the value that computer and video games bring to learning and leadership and explores how games work as learning environments and the impact they have on personal development. The study looks at decisiveness, decision-making ability and styles, and on how this leadership-related skill is learnt through different paradigms. The paper compares the learning from a lecture to the learning from a designed computer game, both of which have the same content through the use of a spot test, taken immediately after the lecture and the game, and seven day retest scores. It also presents data collected and evaluated on decision-making from three distinct groups: executives (including entrepreneurs), gamers and non-gamers.

Integrating Ethics into Engineering Education

2015 ◽  
pp. 159-173 ◽  
Author(s):  
Chunfang Zhou ◽  
Kathrin Otrel-Cass ◽  
Tom Børsen
Keyword(s):  
Decision Making ◽  
Engineering Education ◽  
Engineering Design ◽  
Learning Environments ◽  
Risk Perceptions ◽  
Design Problems ◽  
Engineering Design Problems ◽  
The Difference ◽  
Integrating Ethics ◽  
Engineering Practices

In this chapter, the authors aim to explore the necessity of teaching ethics as part of engineering education based on the gaps between learning “hard” knowledge and “soft” skills in the current educational system. They discuss why the nature of engineering practices makes it difficult to look beyond dealing with engineering design problems, identify the difference between knowledge and risk perceptions, and how to manage such tensions. They also explore the importance of developing moral responsibilities of engineers and the need to humanize technology and engineering, as technological products are not value neutral. With a focus on Problem-Based Learning (PBL), the authors examine why engineers need to incorporate ethical codes in their decision-making process and professional tasks. Finally, they discuss how to build creative learning environments that can support attaining the objectives of engineering education.

Making Content Available to Law Students Through a Virtual Learning Environment: Fountains of Knowledge or a Drop in the Ocean?

2018 ◽  
Vol 18 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Lizz Edwards-Waller
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Law Students ◽  
Virtual Learning Environments ◽  
Decision Making Process

AbstractVirtual learning environments (VLEs) are successfully used by many institutions to provide content which supports and enhances taught courses. In this article, Lizz Edwards-Waller explores the role of the library in uploading articles, case notes and book excerpts to a VLE for law students, and discusses the need for librarians to collaborate with course leaders and administrators. The article also considers the decision-making process involved in determining which resources to make available and highlights some key copyright issues to be aware of.

Improving Dynamic Decision Making through HCI Principles

2006 ◽  
pp. 311-316
Author(s):  
Hassan Qudrat-Ullah
Keyword(s):  
Decision Making ◽  
Learning Environments ◽  
Interactive Learning Environments ◽  
Decision Makers ◽  
Dynamic Decision Making ◽  
Future Research ◽  
Future Trends ◽  
Immediate Feedback ◽  
Managerial Decision ◽  
Simulation Based

CSBILEs allow the compression of time and space and provide an opportunity for practicing managerial decision making in a non-threatening way (Issacs & Senge, 1994). In a computer simulation-based interactive learning environments (CSBILEs), decision makers can test their assumptions, practice exerting control over a business situation, and learn from the immediate feedback of their decisions. CSBILE’s effectiveness is associated directly with decision-making effectiveness; that is, if one CSBILE improves decision-making effectiveness more than other CSBILEs, it is more effective than others. Despite an increasing interest in CSBILEs, empirical evidence to their effectiveness is inconclusive (Bakken, 1993; Diehl & Sterman, 1995; Moxnes, 1998). The aim of this article is to present a case for HCI design principles as a viable potential way to improve the design of CSBILEs and, hence, their effectiveness in improving decision makers’ performance in dynamic tasks. This article is organized as follows: some background concepts are presented first; next, we present an assessment of the prior research on (i) DDM and CSBILE and (ii) HCI and dynamic decision making (DDM); the section on future trends presents some suggestion for future research. This article concludes with some conclusions.

scholarly journals Developing Adaptive Learning Environments to Support Long-Term Health Promotion

2018 ◽  
Vol 13 (1) ◽  
pp. 30-32
Author(s):  
Tabbetha Lopez ◽  
Katherine R. Arlinghaus ◽  
Craig A. Johnston
Keyword(s):  
Decision Making ◽  
Health Promotion ◽  
Disease Prevention ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Health Decisions ◽  
Unhealthy Behavior ◽  
Promotion Strategies ◽  
The Creation

Health promotion strategies typically include changing the environment, providing supervision to decrease the likelihood an unhealthy behavior will occur, and increasing skills to make decisions supporting health in environments in which such choices are challenging to make. The first two strategies are important in improving the environment to promote healthy decision making. However, the creation of restrictive environments has repeatedly shown to not support disease prevention in the long term. Restrictive environments do not support the development of skills to make healthy choices when restrictions are not in place. This is particularly true for children who are learning to navigate their environment and make health decisions. The creation of adaptive learning environments should be prioritized to help individuals develop the skills needed for long-term health promotion.

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