scholarly journals Last Planner, Everyday Learning, Shared Understanding & Rework

2021 ◽  
Author(s):  
Alan Mossman ◽  
Shobha Ramalingam
Keyword(s):  
Shared Understanding ◽  
Last Planner ◽  
Everyday Learning

PEMBINAAN PENGELOLAAN KEUANGAN KELUARGA DAN PENINGKATAN KEMAMPUAN BAHASA INGGRIS PADA IBU RUMAH TANGGA DI PERUMAHAN GRIYA TAHAP 1 BATU AJI

2020 ◽  
Vol 2 (1) ◽  
pp. 45-54
Author(s):  
Hikmah ◽  
Ance Jusmaya
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Real World ◽  
Financial Management ◽  
Learning Activities ◽  
Teaching English ◽  
Financial Survival ◽  
Stage 1 ◽  
Everyday Learning ◽  
At Home

Being a housewife is a multi-tasking  tasks and it is not an easy thing. In this case, a housewife has many roles such as should be a mother , a counselor for her daughter  as well as taking care of everything. Besides, the mother is also a teacher. As we know that,  the  first  teacher of a child is a mother. Then,  the mother is also a financial manager and general administration  at home. Many problems have been encountered, so a housewife  tasks are  very hard, in this case they have to  harmonize and regulate the amount of income and increase in some basic needs and daily needs. Except the problems that regarding  with financial management, the problem  face also relates with the lack of knowledge of housewives in English.  As a housewife needs an ability of English skill  to help their children  in studying later on.  Those phenomenon  happens in  families who live in Griya Batu Aji stage 1.The solution offered housewife  that a family financial management is very important for financial survival of a family. As a financial manager at home, a housewife must be able to manage expenditure and income posts. Besides, for teaching English,  parents should implement a fun learning environment and learning strategies that can motivate children to learn English. A learning environment that suits the real-world context is needed so that parents can apply it to everyday learning activities with children.

scholarly journals Students’ agency, creative reasoning, and collaboration in mathematical problem solving

2021 ◽  
Author(s):  
Ellen Kristine Solbrekke Hansen
Keyword(s):  
Problem Solving ◽  
Driving Forces ◽  
Mathematical Reasoning ◽  
Mathematical Problem ◽  
Linear Functions ◽  
Shared Understanding ◽  
Interaction Patterns ◽  
Collaborative Processes ◽  
Mathematical Properties ◽  
Shared Agency

AbstractThis paper aims to give detailed insights of interactional aspects of students’ agency, reasoning, and collaboration, in their attempt to solve a linear function problem together. Four student pairs from a Norwegian upper secondary school suggested and explained ideas, tested it out, and evaluated their solution methods. The student–student interactions were studied by characterizing students’ individual mathematical reasoning, collaborative processes, and exercised agency. In the analysis, two interaction patterns emerged from the roles in how a student engaged or refrained from engaging in the collaborative work. Students’ engagement reveals aspects of how collaborative processes and mathematical reasoning co-exist with their agencies, through two ways of interacting: bi-directional interaction and one-directional interaction. Four student pairs illuminate how different roles in their collaboration are connected to shared agency or individual agency for merging knowledge together in shared understanding. In one-directional interactions, students engaged with different agencies as a primary agent, leading the conversation, making suggestions and explanations sometimes anchored in mathematical properties, or, as a secondary agent, listening and attempting to understand ideas are expressed by a peer. A secondary agent rarely reasoned mathematically. Both students attempted to collaborate, but rarely or never disagreed. The interactional pattern in bi-directional interactions highlights a mutual attempt to collaborate where both students were the driving forces of the problem-solving process. Students acted with similar roles where both were exercising a shared agency, building the final argument together by suggesting, accepting, listening, and negotiating mathematical properties. A critical variable for such a successful interaction was the collaborative process of repairing their shared understanding and reasoning anchored in mathematical properties of linear functions.

scholarly journals Made to Measure: The Ethics of Routine Measurement for Healthcare Improvement

2020 ◽  
Author(s):  
Polly Mitchell ◽  
Alan Cribb ◽  
Vikki Entwistle
Keyword(s):  
System Design ◽  
Healthcare System ◽  
Shared Understanding ◽  
Routine Measurement ◽  
Healthcare Improvement ◽  
Healthcare System Design

AbstractThis paper analyses the ethics of routine measurement for healthcare improvement. Routine measurement is an increasingly central part of healthcare system design and is taken to be necessary for successful healthcare improvement efforts. It is widely recognised that the effectiveness of routine measurement in bringing about improvement is limited—it often produces only modest effects or fails to generate anticipated improvements at all. We seek to show that these concerns do not exhaust the ethics of routine measurement. Even if routine measurement does lead to healthcare improvements, it has associated ethical costs which are not necessarily justified by its benefits. We argue that the practice of routine measurement changes the function of the healthcare system, resulting in an unintended and ethically significant transformation of the sector. It is difficult to determine whether such changes are justified or offset by the benefits of routine measurement because there may be no shared understanding of what is ‘good’ in healthcare by which to compare the benefits of routine measurement with the goods that are precluded by it. We counsel that the practice of routine measurement should proceed with caution and should be recognised to be an ethically significant choice, rather than an inevitability.

scholarly journals Decision-making in complex health care situations: Shared understanding, experimenting, reflecting and learning

2021 ◽  
pp. 205343452110087
Author(s):  
Antoinette T Reerink ◽  
Jet Bussemaker ◽  
C Bastiaan Leerink ◽  
Jan AM Kremer
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Support Network ◽  
Health Conditions ◽  
Shared Understanding ◽  
Complex Problems ◽  
Strong Focus

People who have complex problems affecting multiple areas of their lives need a different approach than people who have singular health conditions. They benefit more from an effectively cooperating support network that explores appropriate ways of providing assistance, rather than a strong focus on outcome-based care.

Learning analytics: where information science and the learning sciences meet

2019 ◽  
Vol 120 (1/2) ◽  
pp. 59-73 ◽  
Author(s):  
Stephanie Danell Teasley
Keyword(s):  
Learning Analytics ◽  
Design Methodology ◽  
Significant Contribution ◽  
Information Science ◽  
Research Area ◽  
Learning Sciences ◽  
Digital Tools ◽  
Content Type ◽  
Working Together ◽  
Everyday Learning

Purpose The explosive growth in the number of digital tools utilized in everyday learning activities generates data at an unprecedented scale, providing exciting challenges that cross scholarly communities. This paper aims to provide an overview of learning analytics (LA) with the aim of helping members of the information and learning sciences communities understand how educational Big Data is relevant to their research agendas and how they can contribute to this growing new field. Design/methodology/approach Highlighting shared values and issues illustrates why LA is the perfect meeting ground for information and the learning sciences, and suggests how by working together effective LA tools can be designed to innovate education. Findings Analytics-driven performance dashboards are offered as a specific example of one research area where information and learning scientists can make a significant contribution to LA research. Recent reviews of existing dashboard studies point to a dearth of evaluation with regard to either theory or outcomes. Here, the relevant expertise from researchers in both the learning sciences and information science is offered as an important opportunity to improve the design and evaluation of student-facing dashboards. Originality/value This paper outlines important ties between three scholarly communities to illustrate how their combined research expertise is crucial to advancing how we understand learning and for developing LA-based interventions that meet the values that we all share.

scholarly journals New directions in health care and disability: the need for a shared understanding of human functioning

2012 ◽  
Vol 36 (5) ◽  
pp. 458-461 ◽  
Author(s):  
Ros Madden ◽  
Manuela Ferreira ◽  
Stewart Einfeld ◽  
Eric Emerson ◽  
Robert Manga ◽  
...  
Keyword(s):  
Health Care ◽  
Shared Understanding ◽  
Human Functioning ◽  
New Directions

scholarly journals Training to enhance psychiatrist communication with patients with psychosis (TEMPO): cluster randomised controlled trial

2016 ◽  
Vol 209 (6) ◽  
pp. 517-524 ◽  
Author(s):  
Rose McCabe ◽  
Paula John ◽  
Jemima Dooley ◽  
Patrick Healey ◽  
Annie Cushing ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Therapeutic Relationship ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Medium Effect ◽  
Secondary Outcome ◽  
Shared Understanding ◽  
Cluster Randomised ◽  
Self Repair ◽  
Randomised Controlled

BackgroundA better therapeutic relationship predicts better outcomes. However, there is no trial-based evidence on how to improve therapeutic relationships in psychosis.AimsTo test the effectiveness of communication training for psychiatrists on improving shared understanding and the therapeutic relationship (trial registration: ISRCTN94846422).MethodIn a cluster randomised controlled trial in the UK, 21 psychiatrists were randomised. Ninety-seven (51% of those approached) out-patients with schizophrenia/schizoaffective disorder were recruited, and 64 (66% of the sample recruited at baseline) were followed up after 5 months. The intervention group received four group and one individualised session. The primary outcome, rated blind, was psychiatrist effort in establishing shared understanding (self-repair). Secondary outcome was the therapeutic relationship.ResultsPsychiatrists receiving the intervention used 44% more self-repair than the control group (adjusted difference in means 6.4, 95% CI 1.46–11.33, P<0.011, a large effect) adjusting for baseline self-repair. Psychiatrists rated the therapeutic relationship more positively (adjusted difference in means 0.20, 95% CI 0.03–0.37, P = 0.022, a medium effect), as did patients (adjusted difference in means 0.21, 95% CI 0.01–0.41, P = 0.043, a medium effect).ConclusionsShared understanding can be successfully targeted in training and improves relationships in treating psychosis.

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