Collaboration and meaning analysis process in intense problem solving teams

Rentsch, Joan R.; Mello, Abby L.; Delise, Lisa A.

doi:10.1080/14639221003729151

Cited by 29 publications

(38 citation statements)

References 41 publications

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“…However, a simple accumulation of single contributions is not sufficient, because each contribution has to draw on previous ones. Moreover, information sharing will eventually generate new knowledge if information can be translated into knowledge that team members can use (Fiore, Smith-Jentsch, Salas, Warner, & Letsky, 2010b;Rentsch, Mello, & Delise, 2010). Consequently, co-construction, a mutual process of building meaning (Baker, 1994), is a necessary procedure when dealing with problems Rentsch, Mello, et al, 2010).…”

Section: Processes Building Team Knowledge Coordination: Team Learninmentioning

confidence: 99%

“…Moreover, information sharing will eventually generate new knowledge if information can be translated into knowledge that team members can use (Fiore, Smith-Jentsch, Salas, Warner, & Letsky, 2010b;Rentsch, Mello, & Delise, 2010). Consequently, co-construction, a mutual process of building meaning (Baker, 1994), is a necessary procedure when dealing with problems Rentsch, Mello, et al, 2010). Negotiation is a central process in this stage (Baker, 1995;Dillenbourg, Baker, Blaye, & O'Malley, 1996;Van den Bossche et al, 2006).…”

Section: Processes Building Team Knowledge Coordination: Team Learninmentioning

confidence: 99%

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Establishing team knowledge coordination from a learning perspective

et al. 2016

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Research has identified the importance of knowledge coordination in highperforming teams. However, little is known on the processes through which these cognitive structures are developed, more specifically on the learning occurring as teams communicate and interact to build new team knowledge. In a multiple-measures experiment, 33 teams with no prior experience in flight simulations were assigned to newly formed dyads to complete 4 successive performance episodes of a flight simulation task, modeling a complex, fast-paced, and high workload task context. The study showed how team learning processes (i.e., team learning behaviors and team reflexivity), driven by task cohesion, and group potency supported coordination development, which in turn predicted team performance.

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Section: Processes Building Team Knowledge Coordination: Team Learninmentioning

confidence: 99%

Section: Processes Building Team Knowledge Coordination: Team Learninmentioning

confidence: 99%

Establishing team knowledge coordination from a learning perspective

et al. 2016

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“…As more than one person may be part of a mapping session, essential nodes and relations can be shared and stored as meaningful information for groups, including the generation of variants with respect to a certain issue (cf. [45]). Typical variants of course designs are subject-specific lectures for different curricula, e.g., computer science and business information systems, and thus educators with different intentions and learners with heterogeneous backgrounds.…”

Section: "Open" or Non-directed Elicitation And Reflectionmentioning

confidence: 99%

Stakeholder-Centered Ontologies for Educational Designs

Ch.¹,

Neubauer²,

St.³

et al. 2015

Ontology of designing

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E-Learning and Knowledge Management environments are increasingly becoming highly interactive and content-rich. They encapsulate social, cognitive, and technological aspects. Concept maps are effective means to generate and organize multiple grounded knowledge for sharing content and trigger behavior along learning and development processes. Since the basic concept map structure and procedure can easily be explained, the various stakeholders engaged in learning processes and knowledge management activities can benefit from these capabilities. Concept maps allow encoding not only relevant information but also elaborating different perspectives on information elements. In this way, meaningful content and features for interaction can effectively be conveyed. We demonstrate the non-intrusive and non-disruptive use of concept maps for user-and usage-centered design of learning environments. The approach spans from articulating educational designs and tagging didactic content to purposeful navigation and traceable design spaces. We use metadata to encode educational intention for learning support. They also allow using content elements in different educational contexts. Their handling can be aligned with existing features of learning support systems including social media. By understanding such application development as a learning process itself, concept mapping enforces systemic understanding and thus, accelerates further developments in context-sensitive design, as our findings from the field reveal.

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“…It allows on one hand focusing on individual experiences concerning a phenomenon (e.g., comprehensibility of interaction), and on the other hand, sharing their interpretations of these experiences. A facilitator helps analyzing the data brought up thematically [2] within the given work context, reflecting with the group of participants what has been brought up, and thus, clarifying the meaning of the data for the group [25]. The latter frames the phenomenon (case) being studied [31].…”

Section: Rotary Knobmentioning

confidence: 99%

Interactive Coupling of Process Models

Wachholder

Oppl

2014

Proceedings of the 2014 European Conference on Cognitive Ergonomics

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Organization-oriented approaches for the representation of business processes allow for role-separated modeling by means of distributed tabletop systems. Acts of communication, as for instance the exchange of messages, conflate relevant model parts as they enable to specify the corresponding coupling points. In this paper, two interaction approaches -knob-based and tray-based -are proposed that promise to support the interactive coupling of process models using tabletop systems. The findings of qualitative studies carried out during this research indicate the applicability of either approach, however, show differences related to their utilization in the course of modeling.

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Collaboration and meaning analysis process in intense problem solving teams

Cited by 29 publications

References 41 publications

Establishing team knowledge coordination from a learning perspective

Establishing team knowledge coordination from a learning perspective

Stakeholder-Centered Ontologies for Educational Designs

Interactive Coupling of Process Models

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