Collective Intelligence in Teams – Practical Approaches to Develop Transactive Memory

Busch, Michael W.; Oelsnitz, Dietrich von der

doi:10.1007/978-3-642-14481-3_9

Cited by 4 publications

(5 citation statements)

References 31 publications

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“…15 (of 19) strongly agree on liking playing Kahoot! and 13 strongly agree (13) or agree (4) to it being fun to use Kahoot!. 13 strongly agree and 6 agree to liking playing Kahoot!…”

Section: Results From the Norwegian Boysmentioning

confidence: 97%

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Testing framework for investigating learning outcome from quiz game : A Study From Macedonia and Norway

Videnovik¹,

Kiønig

Vold

et al. 2018

2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)

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This electronic document is a "live" template and already defines the components of your paper [title, text, heads, etc.] The quiz-game Kahoot! is a Norwegian developed quiz game that is used in all countries in the world. At the Inland University of Applied Sciences, Kahoot! has been played in several classes and in different ways. This paper will present research at the elementary level both in Macedonia and in Norway. The research is based on an adapted version of the Education Games Evaluation Framework. The adaption is mainly due to it not being a computer game, but a quiz game.

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“…15 (of 19) strongly agree on liking playing Kahoot! and 13 strongly agree (13) or agree (4) to it being fun to use Kahoot!. 13 strongly agree and 6 agree to liking playing Kahoot!…”

Section: Results From the Norwegian Boysmentioning

confidence: 97%

“…It is possible to reflect in an action but also on an action, as Schön explains about how one can reflect in action on action. Reflecting after an action is in the military described as After Action Review [12,13]. This After Action Review does, however, only include the two phases after the "Experience" in Kolb's cycle.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Testing framework for investigating learning outcome from quiz game : A Study From Macedonia and Norway

Videnovik¹,

Kiønig

Vold

et al. 2018

2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)

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show abstract

“…The concrete experience is not necessarily less concrete when using games. The experience will be reviewed using a form of "After Action Review" (Busch & von der Oelsnitz, 2010) [13]. This includes what can be learned from the experience, and also to suggest what could have been altered regarding a new experience.…”

Section: B Adult Learningmentioning

confidence: 99%

Flipped Gaming - testing three simulation games

Vold

Haave

Ranglund

et al. 2018

2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)

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At the Inland Norway University of Applied Sciences "flipped gaming" has been tested with two student groups (in 2017). This paper will present a newer version of the "flipping" and also how a total of eight groups utilized tree different types of simulators to play the scenarios. The scenarios were developed by the student themselves as this was their mandatory assignment. The mandatory assignment was handed out in January. The assignment was about making a playable script for an incident, in addition to conduct the planning, execution and evaluation of a complete exercise in crisis management. They were given feedback once before the workshop where they presented and played the script. The tools that were used was Rayvn (https://rayvn.global/), Microsoft HoloLens (https://www.microsoft.com/nb-no/hololens) and a simulator based on a platform from Bohemia Interactive Solutions (https://bisimulations.com/)-the same platform as Virtual Battle Space 3 uses. Rayvn is an incident management tool, mainly for communication. The written messages can then be logged and stored for later reflections. Microsoft HoloLens is a tool for 3D vision, a tool that can show environments in 3D and allow the player to carry out operations using movements that are recorded and executed. This was a prototype. The game based simulator is computer based. The different views are 2D maps and 3D environments. The players use the keyboard and mouse to move the vehicles and avatars around. This in a "disaster town", called "Lyngvik", a very poor planned city centre with a large accident-/crisis potential. The study is based on the previous study of the learning outcome from assignment that is based on student input. The mandatory assignment was to develop a playable scenario and they could choose in which of the three different simulation tools they were to play their scenario. Two by two, the groups are to play each other's scenario. They have received some supervision and the lecturers have remarked on that the students may lack insight in what a "playable scenario" require. One of the groups operates as the exercise management staff(the ones that makes the incidents happen and "play out") and the other group is the ones who man the different roles in handling the scenario e.g.-different call out services. This group is also calledmain training audience (MTA). The students are in their 6th and last semester in their Bachelor in Crisis Management. The students have been subjected to diverse teaching methods, but this is the first time they have a simulation tool to work with in order to enhance their learning outcome. The preliminary reports from the reflections after the simulating are very positive. The students report on a learning outcome, both from making the scenarios and from simulating. There is also a final report to be written where the students are to reflect on their learning outcome from the simulation and the work on the assignment. The paper shows the results from the whole undertaking and presents further details from the diffe...

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“…cyber security teams found in (Tyworth, et al, 2012)). This implies that when deploying distributed teams made up of specialists, organizations should utilize intervention methodologies such as job rotations, feedback sharing, and team training to promote information sharing and improve team dynamics (Busch & von der Oelsnitz, 2011;Hollingshead, 1998;Hsu, Shih, Chiang, & Liu, 2012).…”

Section: Implications and Future Researchmentioning

confidence: 99%

Effects of Integrated and Differentiated Team Knowledge Structures on Distributed Team Cognition

Mancuso

McNeese

2012

Proceedings of the Human Factors and Ergonomics Society Annual

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This paper describes an experiment to study the effects of varying knowledge structures on distributed team cognition. Using the teamNETS simulation, integrated and differentiated knowledge structures were manipulated by varying the reference materials the participants received during training. While the two knowledge structures had no direct effects on team performance, other results were found for their collaborative processes and team perceptions. Specifically the results showed that teams with differentiated structures worked more independently of each other, simply coordinated their actions and minimal communication, while teams with integrated structures worked more interdependently with a much tighter collaboration and frequent communication.

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Collective Intelligence in Teams – Practical Approaches to Develop Transactive Memory

Cited by 4 publications

References 31 publications

Testing framework for investigating learning outcome from quiz game : A Study From Macedonia and Norway

Testing framework for investigating learning outcome from quiz game : A Study From Macedonia and Norway

Flipped Gaming - testing three simulation games

Effects of Integrated and Differentiated Team Knowledge Structures on Distributed Team Cognition

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