Showing papers by "Paul S. Goodman published in 2011"

Methodological Issues in Measuring Group Learning

Abstract: This article examines current empirical approaches to group learning. It focuses on two central questions: Are these approaches really measuring group learning, and what critical issues should be resolved in future group-learning research? The rationale for this examination is threefold. First, the last 10 years have seen a substantial increase in research on group learning. As this literature accumulates, it is useful to do a critical review of the connection between the concept of group learning and its operational form. Second, there is a lack of clarity in how learning is operationalized—how researchers capture whether learning has occurred. The third rationale is to make explicit some of the features of group learning to serve as a guide for future research.

On the Design and Use of a Cognitive Tutoring System in the Math Classroom

Abstract: MCT-LAC - a Math Cognitive Tutor System - consists of a teaching-learning strategy based on "learning by doing", which is enhanced by the use of an interactive software tool that adapts itself to the student's interactions and responses. It is a system in the sense that includes both teaching-learning strategies and an interactive-adaptable technology. The strategy uses both an individual approach (in the computer lab) and a collaborative approach (in the classroom). The MCT-LAC software tools provide progress feedback to students and teachers, both in an individualized and a group format. As a side effect, the MCT-LAC system also serves as an excellent tool for teachers to re-enforce their math knowledge and associated teaching strategies. In this paper we describe the strategy and tools of the MCT-LAC system, the implementation of a pilot experience in several Latin American countries and some preliminary assessment results.

The Link between Organizational Errors and Adverse Consequences: The Role of Error-Correcting and Error-Amplifying Feedback Processes

Abstract: We examine when and how organizations experience major adverse outcomes as a result of latent errors in their operations—i.e., unintended deviations from pre-specified rules and standard operating procedures that can potentially generate adverse outcomes of organizational significance. To address these questions, we develop a conceptual framework around organizational feedback processes for error correction and error amplification and their organizational antecedents. We illustrate the framework using two contrasting cases. In one case set in an investment bank, several recognizable precursors of errors were present over an extended period of time and eventually contributed to losses in excess of $1 billion. In the other case set in a hospital that adopted several recommended practices for effective error management, errors nevertheless caused the preventable deaths of three infants. We discuss the challenges and opportunities for future research about the role of organizational feedback processes in linking latent errors and adverse consequences.

Learning Contracts and Engineering Education

Abstract: This research presents a new concept -- Organizational Learning Contracts (OLC). These "contracts" represent shared understandings among faculty, students and staff about what is to be learned and how. OLC can vary from being low in shared understandings and quite general (weak) to very detailed and specific understandings about what is to be learned and the multiple learning environments needed to achieve the desired learning (strong). Data are presented to illustrate the positive impact of strong learning contracts on students' attitudes about their learning environment, models of learning and identification toward their institution in engineering schools.