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In the original version of the Kolkata Paise Restaurant (KPR) problem, where each of the N agents (or players) chooses independently every day (updating their strategy based on past experience of failures) among the N restaurants, where he/she will be alone or lucky enough to be picked up randomly from the crowd who arrived at that restaurant that day, to get the only food plate served there. The objective of the agents is to learn themselves in the minimum (learning) time to have maximum success or utilization probability (f). A dictator can easily solve the problem with f = 1 in no time, by asking every one to form a queue and go to the respective restaurant, resulting in no fluctuation and full utilization from the first day (convergence time τ = 0 ). It has already been shown that if each agent chooses randomly the restaurants, f = 1 - e - 1 ≃ 0.63 (where e ≃ 2.718 denotes the Euler number) in zero time ( τ = 0 ). With the only available information about yesterday's crowd size in the restaurant visited by the agent (as assumed for the rest of the strategies studied here), the crowd avoiding (CA) strategies can give higher values of f but also of τ . Several numerical studies of modified learning strategies actually indicated increased value of f = 1 - α for α → 0 , with τ ∼ 1 / α . We show here using Monte Carlo technique that a modified Greedy Crowd Avoiding (GCA) Strategy can assure full utilization ( f = 1 ) in convergence time τ ≃ e N , with of course non-zero probability for an even larger convergence time. All these observations suggest that the strategies with single step memory of the individuals can never collectively achieve full utilization ( f = 1 ) in finite convergence time and perhaps the maximum possible utilization that can be achieved is about eighty percent ( f ≃ 0.80 ) in an optimal time τ of order ten, even when N the number of customers or of the restaurants goes to infinity. [ABSTRACT FROM AUTHOR]

The article offers a normatively-informed theorization of people-making as a (blocked) collective learning process. More specifically, people-making, namely the mobilization of individuals into a collective actor, draws symbolic boundaries around the sovereign, thereby contributing to the imagination of 'the people' in more inclusionary or exclusionary ways. To account for differences along this continuum, Habermas' notion of collective learning is introduced, resulting in the conceptualization of inclusionary (exclusionary) people-making in terms of (blocked) collective learning processes. The authors supplement Habermas' account and situate it in the context of people-making by arguing that shared stories, in particular their underlying genres, can produce more or less (un)certainty, which in turn enables or blocks collective learning processes. Drawing on Frye, four genres are distinguished: romance, comedy, tragedy and irony. The theorization of how genres are variously associated with uncertainty leads to the argument that mobilizations drawing on romance and, to a lesser extent, comedy can be expected to block collective learning processes, thus to be more exclusionary. In contrast, mobilizations relying on irony and, to a lesser extent, tragedy, can be expected to enable collective learning, thus to be more inclusionary. [ABSTRACT FROM AUTHOR]

The story we share here is about lessons learned during a three-year, collaborative autoethnographic journey beginning in January 2020. Our story is one of conducting a meaningful inquiry into our shared lived experience amid the changes brought about by COVID-19 lockdowns. Our insights speak to how we collaboratively reflected and researched across institutions, countries, disciplines, and career stages. More importantly, in making our process explicit, we highlight the way storying was experienced within our collective space. In doing so, we explore insights about how stories are adapted and transformed through a process of navigating the development of, and transitions between, pre-public and public spaces. Using an Arendtian lens, we explore the question, How are autoethnographic collaborative stories crafted for research in an academic context? Our insights present a cyclical and developmental frame within which to process collaborative storying and indeed collaborative academic work. [ABSTRACT FROM AUTHOR]

A growing body of public policy and governance scholars recognise the importance of learning in supporting adaptive and responsive governance systems. Fostering learning within policy processes and governance systems, however, can be challenging. Collectively, we often ignore or misinterpret relevant policy information, or we may be incapable of translating new information into policy. Despite significant scholarly attention to learning, knowledge of the barriers to learning remains underdeveloped. To advance theoretical insights, this article integrates research on individual cognitive biases with literature on learning to identify barriers that can block learning or lead to non-learning in policy and governance processes. It also explores how these barriers can be mitigated or exacerbated by different governance contexts. Based on these insights, this paper provides guidance for researchers on how to empirically assess learning barriers across different governance contexts. [ABSTRACT FROM AUTHOR]

Collective learning across project teams and organisational levels enables project-oriented organisations in infrastructure planning to adapt to changing contexts. This paper aims to deliver insight in the conditions and arrangements for collective learning in such organisations and the role that programmes and communities of practice (CoPs) as different types of hubs can play in interaction for adaptation. As part of a case study of a project-oriented public infrastructure administrator, we conducted a cross-study analysis, interviews with board members and directors, and focus groups with professionals from the studied organisation and other infrastructure administrators. Although programmes and CoPs as hubs appear to facilitate interaction with a wider context differently, interaction through these hubs can lead to the broadening of views and a shared understanding about organisational adaptations and the accompanying decisions and actions in the fragmented landscape of project-oriented organisations. [ABSTRACT FROM AUTHOR]

In this paper we study Nash equilibria in auctions from the kinetic theory of active particles point of view. We propose a simple learning rule for agents to update their bidding strategies based on their previous successes and failures, in first-price auctions with two bidders. Then, we formally derive the corresponding kinetic equations which describe the evolution over time of the distribution of agents on the bidding strategies. We show that the stationary solution of the equation corresponds to the symmetric Nash equilibrium of the auction, and we prove the convergence to this stationary solution when time goes to infinity. We also introduce a more general learning rule that only depends on the income of agents, and we apply to both first- and second-price auctions. We show that agents learn the Nash equilibrium in first- and second-price auctions with these rules. We present agent-based simulations of the models, and we discuss several open problems. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The construct of collective intelligence assumes that groups have a better capacity than individuals to deal with complex, poorly defined problems. The digital domain allows us to analyze this premise under circumstances different from those in the physical environment: we can gather an elevated number of participants and generate a large quantity of data. Methods: This study adopted an emotional perspective to analyze the interactions among 794 adolescents dealing with a sexting case on an online interaction platform designed to generate group answers resulting from a certain degree of achieved consensus. Results: Our results show that emotional responses evolve over time in several phases of interaction. From the onset, the emotional dimension predicts how individual responses will evolve, particularly in the final consensus phase. Discussion: Responses gradually become more emotionally complex; participants tend to identify themselves with the victim in the test case while increasingly rejecting the aggressors. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogische Studien is the property of Vereniging Onderwijsresearch and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School practitioners' receptivity to reform influences the success of policy implementation. In Taiwan, the Ministry of Education launched a curriculum reform in 2019. To determine how to enhance school agency for the policy, we explored the individual and contextual factors affecting receptivity to the new curriculum. With a survey design, this study recruited secondary school teachers and principals throughout Taiwan as samples. Hierarchical regression models were conducted to examine the effects of individual factors (conceptions of distributed leadership and collective learning) and organizational culture (power distance, uncertainty avoidance, and academic emphasis) on practitioners' receptivity to curriculum reform. Both the main and interactive effects were investigated. The results indicate that respondents who positively conceived distributed leadership and collective learning were more receptive to change. Regarding the three indicators of organizational culture, we found no significant effect of power distance, while the main effect of uncertainty avoidance and the moderation effect of academic emphasis existed. Those who perceived their schools with high uncertainty avoidance levels were more resistant to reform efforts. Besides, a positive linkage between teacher conception of collective learning and affection for change was more evident in schools with less academic emphasis. Our study suggests that school reforms must be understood within the individual and school contexts. The finding about the moderation effect of academic emphasis furthermore signifies the cultural implication in Asian societies. [ABSTRACT FROM AUTHOR]

This study explores the collective learning process that evolved in the cities, towns, and districts damaged in the February 6, 2023, Kahramanmaraş earthquakes in Türkiye. Employing a multi-methods approach and a dataset comprising a review of relevant documents, semi-structured interviews, and field observations, we examine four fundamental stages of collective learning – knowledge acquisition, information distribution, interpretation, and organizational memory – in assessing the learning process in communities exposed to the devastation and trauma of the earthquakes. The study highlights the importance of adaptation, change, and collective growth as communities struggle to cope with the demands incurred by the disaster, and identifies factors that inhibit such growth in practice. In the aftermath of the Kahramanmaraş earthquakes, individuals and organizations sought to adapt their existing knowledge and practices to meet the challenges posed by recovery from this disaster and to build a consensual understanding of changes needed to achieve sustainable reduction of continuing seismic risk. The study underscores the vital Importance of timely and accurate Information In enabling Individuals and organizations to make informed decisions during and after the chaos engendered by the earthquakes. It highlights the pivotal role of technology in bridging communication gaps and facilitating the flow of critical information. The study concludes by identifying inaccurate information as the most harmful characteristic inhibiting collective learning, and by emphasizing the importance of aligning collective learning processes simultaneously among diverse groups within the community and across jurisdictional levels of operation. This study offers valuable insights into how to translate collective learning from traumatic events into sustained measures to reduce the risk of future disasters, going beyond resilience to achieve sustainable risk reduction. By understanding the factors that drive collective learning and the challenges that can arise, policymakers and practitioners can develop more effective strategies for supporting collective learning in the aftermath of extreme events. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to enrich the scholarly discourse on learning within small social entrepreneurial organisations by examining how leadership can facilitate conditions conducive to collective learning during crises. Design/methodology/approach: A longitudinal single-case study was conducted on a social entrepreneurial organisation in Sweden, operating within the integration field. The study involved comprehensive interviews and observations. Using a longitudinal approach facilitated an in-depth analysis of the organisation's development over time. Findings: The findings underscore that shifts in leadership can significantly influence collective learning. Specifically, the results suggest that establishing trust between the CEO and team members is a pivotal factor in cultivating conditions for collective learning and fostering the related processes, which persisted even during the pandemic. This trust catalysed inclusive and interactive actions that encouraged team members' participation in day-to-day decision-making and strategic planning. Consequently, the organisation successfully leveraged its diverse knowledge resources, promoting knowledge sharing and experience exchange, crucial components of successful collective learning. Research limitations/implications: This paper advocates for a departure from conventional leadership perspectives, proposing that a focus on team–leader relationships – a form of leadership in practice – can offer valuable insights into cultivating collective learning. This approach underscores the significance of collaboration and engagement among team members in promoting collective learning and accentuates the role of leadership in creating these conditions. Practical implications: The examples provided on structuring, organising and leading virtual meetings could offer valuable insights for leaders. With the increasing adoption of hybrid workplaces combining remote and office environments, communication challenges within teams may arise. Therefore, these examples can aid leaders in formulating effective communication strategies that bridge the gap between remote and in-person team members, ensuring that everyone stays informed and engaged. Originality/value: This study seized a unique opportunity to explore how leadership can create favourable conditions for collective learning during crises by collecting data both before and during the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic. Design/methodology/approach: Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE? Findings: This study results indicate that collective learning conditions were changed by restructuring the organisation's design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members' new shared understanding of the organisation's vision. Research limitations/implications: This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis. Practical implications: This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns. Originality/value: The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members' reflection of it as a past phenomenon. [ABSTRACT FROM AUTHOR]

Through a process of action research with a non-religious organization, this article provides a foundation for the characteristics of a secular discernment process. Importantly, we argue that discernment can be conceptualized as a process of entwined individual unlearning and collective relearning. Our action research study contributes to both the discernment and the unlearning literatures by unpacking how discernment encourages a process of individual unlearning – which our study suggests entails a process of 'setting aside' and reflexive-distancing from a priori individual knowledge – to be more open and receptive to new ways of emergent collective re-learning. The process of unlearning – and the behavioural norms and routines that are central to discernment – underscores the collective relearning process. The article concludes with future pathways for research. [ABSTRACT FROM AUTHOR]

This article examines policy change in the EU's financial assistance regime through a collective learning perspective. By defining a financial assistance regime as the set of rules governing the disbursement and withdrawal of funding to the member states in the context of crisis management, the article seeks to address the following research question: How can we explain the exact form of change in the EU's financial assistance regime between the euro crisis and the Covid-19 pandemic? The article finds that financial assistance in the EU moved from "intergovernmental coordination" with the European Stability Mechanism to a form of "limited supranational delegation" with the Recovery and Resilience Facility and argues that such a change is due to a collective policy-learning process. This finding suggests that the EU tends to learn from past crisis experiences, freeing itself from established institutional constraints, only when the next crisis becomes a concrete cause for concern. However, when the next crisis strikes, the EU is indeed able to radically alter its practices based on previous policy failures. [ABSTRACT FROM AUTHOR]

We present a biologically inspired design for swarm foraging based on ant's pheromone deployment, where the swarm is assumed to have very restricted capabilities. The robots do not require global or relative position measurements and the swarm is fully decentralized and needs no infrastructure in place. Additionally, the system only requires one-hop communication over the robot network, we do not make any assumptions about the connectivity of the communication graph and the transmission of information and computation is scalable versus the number of agents. This is done by letting the agents in the swarm act as foragers or as guiding agents (beacons). We present experimental results computed for a swarm of Elisa-3 robots on a simulator, and show how the swarm self-organizes to solve a foraging problem over an unknown environment, converging to trajectories around the shortest path, and test the approach on a real swarm of Elisa-3 robots. At last, we discuss the limitations of such a system and propose how the foraging efficiency can be increased. [ABSTRACT FROM AUTHOR]

Today, participatory design (PD) has an increasing focus on sustainable urban futures. Given the complexity of designing with and for urban sustainability, PD in this context often takes place in long-term processes which involve evolving networks of actors operating from different perspectives on this issue. This paper highlights the need for collective learning in these processes and for clarifying how PD methods support it. Hence, we explore the value of learning theories, and – more particularly – the established learning theory of expansive learning to understand how these PD practices engage with learning. We focus on the value of more carefully addressing learning theories in one particular area of PD approaches, namely participatory prototyping. This is done by reflecting on a participatory prototyping trajectory in existing residential suburbs from which conclusions are drawn on participatory prototyping and on PD in a broader sense for supporting collective learning. [ABSTRACT FROM AUTHOR]

Daily surgical ward rounds shape the quality of postoperative care and contribute to positive patient outcomes. Despite their importance, strategies to facilitate and promote deliberate interdisciplinary collaboration within surgical ward rounds have not been comprehensively investigated. This paper systematically reviews the literature to identify what is known from existing publications about interdisciplinary working on surgical ward rounds. Pubmed, Embase, CINAHL, Scopus, and Web of Science were searched from database inception until May 2021 for studies involving interdisciplinary surgical ward rounds. Also, journal hand searches were undertaken. All potential abstracts and papers were screened independently by two reviewers to determine inclusion. All included papers were assessed for methodological quality using the accepted quality criteria outlined in the BEME No. 1 guide. A modified Kirkpatrick model was employed to analyze and synthesize the included studies. The search identified 1765 studies. Reviews of 861 abstracts resulted in the retrieval of 124 articles for full-text screening. Thirty-two papers met the inclusion/exclusion criteria. The levels of research evidence were low with 11 papers scoring either grade 4 (results are clear and very likely to be true) or grade 5 (results are unequivocal) in accordance with the BEME No. 1 guide. These 11 studies had three foci (1) full teams managing specific medical conditions through deliberate interdisciplinary collaboration on ward rounds (n = 5); (2) suggestions on the best format for interdisciplinary collaboration on ward rounds (n = 3); and, (3) the roles of specific disciplines in a collaborative surgical round (n = 3). Physicians, intensivists, and pediatricians embrace the benefits of interdisciplinary working to facilitate the improvement of communication, collaboration, and patient safety. Yet, persistent hierarchies within surgical wards act as a barrier often preventing allied health professionals from speaking up, thus perpetuating intra disciplinary siloed behaviors. This barrier contributes to a dearth of research evidence to facilitate interdisciplinary collaborative intentionality in surgical ward rounds and surgical education. Given the high-risk nature of surgery, interdisciplinary collaboration is a critical component for patient safety. Our findings serve as a call to action to address the rhetoric of interdisciplinary collaboration on surgical ward rounds. An evidence-base is required to design, educate for and implement interdisciplinary collaborative opportunities in surgical wards so this critical aspect of patient care becomes a reality. [ABSTRACT FROM AUTHOR]

El Puente Research Fellowship is a transformative program that uses culturally relevant and reflective pedagogies, curriculum, and praxis for first-generation, working-class college students beyond the traditional classroom. Drawing on the Chicana/Latina feminist epistemologies of plática and convivencia, we argue that the practice of convivencia facilitates a relational and collective learning environment that allows students to learn from one another, build relationships of authentic caring, and support one another academically and holistically. Through our plática, we illuminate the ways convivencia manifests in our pedagogical and curricular approaches. As a teaching framework, the implementation of convivencia in classes, research programs, and learning environments paves the way for new forms of teaching and learning that value and center collective and cultural learning practices from the home. We conclude with practical tools, strategies, and reformulations of classroom environments that can be applied in sociology classrooms and beyond. [ABSTRACT FROM AUTHOR]

A kinetic modeling of crowd evacuation with leaders and followers is considered in this paper, in which the followers may not know the full information about the walking environment and the evacuation strategy, but they follow the leaders and learn the walking strategy to get out of the walking venue. Based on the kinetic theory of active particles, the learning dynamics are considered by introducing an activity variable u , which represents the learning level of the followers and measures how much knowledge a follower has learned about the walking strategy, the walking environment, or the geometry of the walking venue. Several fundamental factors are considered in this leader–follower learning system of crowd evacuation, including: (1) the rational motion of all pedestrians, i.e. the trend to the exit or to a preferred direction, the ability to avoid collisions with walls or obstacles, and the tendency to search for less crowded direction with minimal density gradient, (2) the irrational motion of followers to follow other pedestrians induced by panic, (3) the learning dynamics of the followers who learn the walking strategy during interaction with others, and, (4) the transition from a follower to a leader when one's activity reaches the highest level of learning. A numerical comparison of a metro platform evacuation with and without learning shows a reasonably good predictive ability of the model that the learning effect plays a significant role in the evacuation dynamics. [ABSTRACT FROM AUTHOR]

The public sphere is the site where the collective will of the people is formed. The thesis is that to the extent that the people are constructed as entities that pre-exist their collective will, the public sphere contributes to fostering the evil among a people and between the people. This is discussed using the cases of nationalism, sovereigntism and populism. The narrative of Pandora's box provides the analytical leverage for retelling the theory of the public sphere. The story is that after the evils escaped Pandora's box, hope remained. This leads to two propositions: hope as preventing the closing off of the future of a people and hope as fostering collective learning processes that rectify the evils. These propositions provide the ground for a critical theory of the public sphere in which the force of the better argument is insufficient to explain the capability of a people to rectify the bad. It is a theory in which social relations matter that turn individuals into a people beyond national, statist or populist containers, making a people that is open to define and redefine itself in collective learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Investigación y Ciencia de la Universidad Autónoma de Aguascalientes is the property of Universidad Autonoma de Aguascalientes, Direccion General de Investigacion y Posgrado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning is ubiquitous in animals: individuals can use their experience to finetune behaviour and thus to better adapt to the environment during their lifetime. Observations have accumulated that, at the collective level, groups can also use their experience to improve collective performance. Yet, despite apparent simplicity, the links between individual learning capacities and a collective's performance can be extremely complex. Herewe propose a centralized and broadly applicable framework to begin classifying this complexity. Focusing principally on groups with stable composition, we first identify three distinct ways through which groups can improve their collective performance when repeating a task: each member learning to better solve the task on its own, members learning about each other to better respond to one another and members learning to improve their complementarity. We show through selected empirical examples, simulations and theoretical treatments that these three categories identify distinct mechanisms with distinct consequences and predictions. These mechanisms extend well beyond current social learning and collective decision-making theories in explaining collective learning. Finally, our approach, definitions and categories help generate new empirical and theoretical research avenues, including charting the expected distribution of collective learning capacities across taxa and its links to social stability and evolution. [ABSTRACT FROM AUTHOR]

This study presents a theoretical model of interaction between individual and collective levels of entrepreneurial learning. We conducted a qualitative study on SoftBank Academia (SBA), an institute for human resource development to develop potential successors to Masayoshi Son, the founder of SoftBank Group in Japan. In SBA, there's simultaneously a high level of competition and cooperation. Results suggest that the entrepreneurial learning process, which spans individual and collective levels, features elements of SoftBank Group's business process such as 'comradely association' and 'Cluster of No. 1 Strategy'. [ABSTRACT FROM AUTHOR]

Sharing of spaces enhances networking and collaboration in cultural and creative industries on both formal and informal levels. Nevertheless, there is a lack of awareness concerning coworking spaces (CWS) and their resilience through knowledge sharing in communities, especially in space–community–coworker interactions. The aim is to identify how CWS enhance their resilience through knowledge sharing in communities and develop collective learning in local creative ecosystems to promote adaptation. A total of 34 in-depth face-to-face interviews with CWSs founders or managers and 17 creative entrepreneurs in selected CWS in Europe. Using content analysis by axial and selective coding of the collected primary data, groups of codes were eventually integrated to interpret the issue by its contextualization using grounded theory as a research approach in such qualitative study. Results suggest that CWS strengthen their resilience through cross-over innovation with diverse stakeholder engagement and spillover effects of knowledge sharing as a part of space resilience. These initiatives contribute to community resilience with a focus on entrepreneurial thinking and career development. CWS develop interactive learning models as initiatives to retain and attract creative entrepreneurs in communities. The paper concludes that CWS can develop a creative ecosystem with systematic collective learning engaging different stakeholders. [ABSTRACT FROM AUTHOR]

Although software development teams increasingly use Platform-as-a-Service (PaaS), a minimal amount is known regarding the impact of PaaS on software development. We explored the impact of PaaS on software development through a grounded-theory study, conducting 48 interviews in 16 teams. The data turned our attention to the affordances, or potentials for action, that PaaS provides to software development teams. Two key affordances emerging from our data analysis were self-organizing and triggering continuous feedback. Actualizing these affordances helped accelerate the collective learning processes that underlie software development, thus supporting software development teams in their quest for agility. Our emerging theory explains how, why, and when these affordances arise. The key contribution of our paper lies in unveiling how the use of cloud computing technology can transform technology-mediated collective learning activities by helping to remove barriers to rapid feedback. Our findings also imply that organizations can leverage PaaS to facilitate the transition to agile and continuous software development practices, in particular in conjunction with cross-functional team designs. [ABSTRACT FROM AUTHOR]

The accuracy of artificial intelligence (AI) models is crucial for connected and autonomous vehicles (CAVs). However, in reality, model training under less frequent weather faces the problem of insufficient sampling. Also, in the real world, weather, sunlight, etc., can only change with the speed of the real-time clock, so the traditional sampling process is very slow. Moreover, currently, collective learning, which can make up the limited experience and computing power of a single vehicle, is always introduced to cases where the data from participants have the same structure, wasting massive heterogeneous data from vehicles of different brands. Therefore, in this paper, we propose a quantum collective learning and many-to-many matching game-based scheme in the metaverse for CAVs. The environment is simulated in the metaverse, which has its own time clock system, thereby expanding sample size and speeding up the sampling process. And we quantify the quality of intelligence in collective learning from the perspective of feature diversity. It is the cornerstone of collective learning between heterogeneous vehicles, facilitating maximum utilization of data with different structures. Then, we formulate the distributed vehicles selection problem as a many-to-many matching game and use Gale–Shapely algorithm to solve it. Also, we formulate the spectrum resource allocation problem as a discrete Markov decision process (MDP) and adopt a quantum-inspired reinforcement learning (QRL) algorithm to find the optimal policy to achieve the high revenue of the system. In simulations, the performance of the proposed scheme is compared with existing methods. [ABSTRACT FROM AUTHOR]

Challenges in infrastructure planning require public infrastructure administrators, responsible for providing adequate infrastructure facilities, to be adaptive. These organizations evolve and interact with other organizations in a complex organizational landscape. This paper explores the contribution of inter-organizational communities of practice (CoPs) to collective learning and co-evolution of organizations in infrastructure planning. We conducted a case study of five inter-organizational CoPs in the domain of a typical public infrastructure administrator. The results suggest that inter-organizational CoPs enable, for example, policy and practice to co-evolve. Inter-organizational CoPs seem to provide a neutral ground where long-term sector benefits can overcome short-term organizational interests. [ABSTRACT FROM AUTHOR]

In our contribution to this special issue on "Chronotopes & the COVID-19 Pandemic", we discuss the complexities of human survival and its dependence on collective learning. We argue that collective learning – and thus survival – is a sociolinguistic phenomenon and lay out a fractal system in which the related sociolinguistic processes play out. This system highlights the chronotopic-scalar situatedness of survival and captures the material, textual, and imagined aspects of learning and meaning-making. Drawing on interactions among a small group of Iranian migrants dealing with the effects of COVID-19, we discuss the processes through which participants dynamically construct and update their chronotopic images of their new circumstances, as they interact with material and semiotic data coming from multiple scales/centers. We show how the normative-semiotic indeterminacies caused by COVID-19 are navigated by social actors as they make sense of their spatiotemporal surroundings in pursuit of material and ideological survival. [ABSTRACT FROM AUTHOR]

Purpose: Athletic departments play an important role in sustainability-based collaborative processes due to their boundary spanning connections with both internal and external university stakeholders. As a result, athletic department representatives have become prominent members of university participant-governed network structures. The purpose of this study is to examine the role of dedicated "athletics green teams" as a unique form of control and coordination by considering how green team interactions support and augment the collaborative network of actors who are responsible for executing athletics sustainability practices on university campuses. Design/methodology/approach: A sociocentric analysis is used to explore the network of a green team at a large American university. The analysis focuses on examining the size, composition and structure of relations involving green team members that facilitated various forms of information transmission and strategic action(s). Findings: The results highlight how the presence of the athletic department in the green team provides heterophilous and multiplex relations across the collaborative network and how the green team itself provides a unique forum for planning and coordination, which is critical for providing more sophisticated, advanced structures for sustainability. Practical implications: The findings of this study should reassure practitioners involved in convening green teams that such shared governance structures add value to athletics sustainability collaborative processes. In addition, subtle changes to the network governance structures has the potential to streamline the contribution of athletic departments to university sustainability initiatives and help project a more cohesive "Athletics" sustainability message that transmits across the collaborative network. Originality/value: The outcomes of dedicated athletics green teams have been explored from a largely qualitative perspective. However, this study applies a novel relational approach to understand the shared governance value-added within a largely intra-organizational collaborative network. [ABSTRACT FROM AUTHOR]

Spatial planning as a field in continuous transition needs a way of working that allows for questioning its professional practice. In this paper, we focus on the design of 4-days long 'studios' for planning professionals that aim to reflect on new notions of democratic practice and participatory planning. During these studios, different methods to enhance a collective reflective attitude among participants were tested. The paper describes how the tutors of the studios tried to encourage participants to develop their own theory of practice by iteratively (re)designing the learning artefacts, learning content and learning modes of the studio. In the conclusions of this paper, we introduce the idea of a Participation Studio Conjecture Map to support and structure a culture of collective reflection-in (participatory planning) organizations. [ABSTRACT FROM AUTHOR]

Ever since the eighties, spatial planners have been approaching planning processes as learning processes. In this article we argue that such learning processes not only require a trajectory that helps groups to reflect in and on their actions, but also a trajectory that helps these groups to learn how to participate in such reflections. We refer to such a trajectory as a Place for Continuous Learning. The aim of the article is to explore how to develop such places. Over a period of 18 months, we conducted our own learning experiment and facilitated, on the one hand, three participatory processes in three European countries that each address the societal issue of retrofitting suburbia, and, on the other hand, organized a series of three Collective Learning Workshops in which we invited the main facilitators of these participatory processes to exchange experiences. Together these participatory processes and workshops made up our Place for Continuous Learning. The article first discusses the design of the experiment. It then summarizes the actual workshops and ends with formulating a number of principles on how to develop Places for Continuous Learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Facultad de Ingeniería - UPTC is the property of Universidad Pedagogica y Tecnologica de Colombia, Facultad de Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Visión Contable is the property of Universidad Autonoma Latinoamericana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Learning across teams and organisational levels enables organisations to deal with challenges that arise from changing contexts. Project-oriented organisations increasingly use programme management to cope with such challenges and improve performance. This paper aims to find out how different programme configurations affect learning across project teams and between project teams and their parent organisation in project-oriented organisations. Design/methodology/approach: A case study of a project-oriented organisation involved in five infrastructure programmes was performed. Findings: The studied programmes linked learning processes at group and organisational levels by creating relationships across project teams and their parent organisation and acting as a knowledge centre. Team learning benefits from the learning culture and stable environment that programmes create for project teams. This study indicates that a programme's features and focus strongly determines whether a programme predominantly enhances learning across project teams or learning between project teams and their parent organisation. Originality/value: Although programme management is increasingly used by project-oriented organisations, there are few studies relating to learning in programmes. This study provides new insights into learning across teams through programmes. [ABSTRACT FROM AUTHOR]

A recent call for rethinking education as a collective social endeavor working toward a global common good recognizes the pressing interconnected challenges that we face in learning to live on a planet under social, economic, and environmental pressures. Educational institutions, educators, and researchers are tackling these complex, networked challenges by realizing initiatives designed on parameters privileging collective creativity and action, participatory engagement and inquiry, mutual learning, and system change. The study reported in this article reimagines undergraduate education as a transdisciplinary partnership between students, teachers, and researchers working alongside external collaborators from diverse industry sectors and communities. In this complex research-education-practice ecosystem, a creative (teaching and learning) practice appropriated from medical education was introduced into the studio learning experiences and the design of the first assessment task to investigate how and why students' exploration of unknowns might enable insights about learning collectively, both for students and teachers. To make sense of the extensive dataset, three vignettes were constructed as collective learning accounts using the students' own words to reveal the character of that exploration of unknowns over a threeweek intensive Bachelor of Creative Intelligence and Innovation (BCII) Summer School. Findings indicate the educational power of introducing ignorance mapping and the inquiry-led exploration of unknowns. This reporting also provides insights into how students are active drivers of education by designing their investigations to explore, inquire into, and deal with inevitable uncertainties, ambiguities, complexities, and unknowns of practice. Findings suggest the timeliness of further investigations involving students-as-stakesharers in regenerating anachronistic notions of assessment and the need for further consideration of the ethical implications in rethinking and organizing education as a collective social endeavor. [ABSTRACT FROM AUTHOR]

Memory of past experience is central to many animal decisions, but how long specific memories can influence behaviour is poorly understood. Few studies have reported memories retrieved after several years in nonhuman animals, especially for spatial tasks, and whether the social context during learning could affect long-term memory retention. We investigated homing pigeons' spatial memory by GPS-recording their homing paths from a site 9 km from their loft. We compared solo flights of naive pigeons with those of pigeons that had last homed from this site 3-4 years earlier, having learnt a homing route either alone (individual learning), together with a naive partner (collective learning) or within cultural transmission chains (cultural learning). We used as a control a second release site unfamiliar to all pigeons. Pigeons from all learning treatments outperformed naive birds at the familiar (but not the unfamiliar) site, but the idiosyncratic routes they formerly used several years before were now partially forgotten. Our results show that non-human animals can use their memory to solve a spatial task years after they last performed it, irrespective of the social context during learning. They also suggest that without reinforcement, landmarks and culturally acquired 'route traditions' are gradually forgotten. [ABSTRACT FROM AUTHOR]

Recent Australian research has identified that the success of an Indigenous business greatly relies on the business acumen of its owner. Whilst business education offered through Business Schools is seemingly open to all, Indigenous Australian participation in these educational offerings have been low. In contrast the number of Indigenous businesses emerging in Australia over the past decade is building a demand for Indigenous specific business education offerings. The MURRA Indigenous Business Master Class at Melbourne Business School is such an example of an Indigenous business education program. We discuss how this program implements an andragogical philosophy into the Indigenous teaching and learning approach of business education to take into consideration an individual's cultural and business knowledge to contextualise business learning. This paper identifies a framework of andragogy principles that contributes to the learning environment for Indigenous entrepreneurs. We identify four key learning principles and offer an evidence based model to progress business education. Through well designed Indigenous business education, business education can provide Indigenous entrepreneurs with an effective learning environment that integrates their cultural identity, highlights Indigenous knowledges and allows for the development of skills to support self-determination practices. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The modeling of living systems composed of many interacting entities is treated in this paper with the aim of describing their collective behaviors. The mathematical approach is developed within the general framework of the kinetic theory of active particles. The presentation is in three parts. First, we derive the mathematical tools, subsequently, we show how the method can be applied to a number of case studies related to well defined living systems, and finally, we look ahead to research perspectives. [ABSTRACT FROM AUTHOR]

Research on the wisdom of crowds (WOC) identifies two paradoxical effects of communication. The social influence effect hampers the WOC, whereas the collective learning effect improves crowd wisdom. Yet it remains unclear under what conditions such communication impedes or enhances collective wisdom. The current study examined two features characterizing communication in online communities, communication network centralization and shared task experience, and their effect on the WOC. Both these features can serve as indicators of the likelihood that underlying communication may facilitate either social influence or collective learning. With an 8-year longitudinal behavioral-trace data set of 269,871 participants and 1,971 crowds, we showed that communication network centralization negatively affected the WOC. By contrast, shared task experience positively predicted the WOC. Shared task experience also moderated the effect of communication network centralization such that centralized communication networks became more beneficial for crowd performance as shared task experience increased. [ABSTRACT FROM AUTHOR]

Multiagent systems provide proper modeling in real-world applications such as intelligent transportation systems. The interaction between the agents can be represented by the graph theory. In this article, a fuzzy graph is used for urban traffic network modeling. A network composed of several intersections is considered as a multiagent system composed of multiple interacting agents. The interaction between the agents can be represented by a fuzzy graph in which each vertex shows an agent in the network. The network is divided into correlated agent's sets. In each set, collective learning composed of Q-learning and function approximation method is used to learn the optimal control policy. The total average energy of the sets of correlated agents as fuzzy subgraphs is computed and the relationship between these values and the effectiveness of the collective learning is studied. Experimental results show that the proposed collective learning method leads to better results compared to the independent mode in which each agent controls the intersection individually. In addition, the energy of fuzzy subgraphs related to the set of correlated agents are computed and the dependence of the energy and effectiveness of the collective learning method is studied in the results. [ABSTRACT FROM AUTHOR]

Decentralised autonomous systems rely on distributed learning to make decisions and to collaborate in pursuit of a shared objective. For example, in swarm robotics the best-of-n problem is a well-known collective decision-making problem in which agents attempt to learn the best option out of n possible alternatives based on local feedback from the environment. This typically involves gathering information about all n alternatives while then systematically discarding information about all but the best option. However, for applications such as search and rescue in which learning the ranking of options is useful or crucial, best-of-n decision-making can be wasteful and costly. Instead, we investigate a more general distributed learning process in which agents learn a preference ordering over all of the n options. More specifically, we introduce a distributed rank learning algorithm based on three-valued logic. We then use agent-based simulation experiments to demonstrate the effectiveness of this model. In this context, we show that a population of agents are able to learn a total ordering over the n options and furthermore the learning process is robust to evidential noise. To demonstrate the practicality of our model, we restrict the communication bandwidth between the agents and show that this model is also robust to limited communications whilst outperforming a comparable probabilistic model under the same communication conditions. [ABSTRACT FROM AUTHOR]

This study aims to examine the determinants of team effectiveness and to explain what makes a team more effective than other teams. This research is based on a field study of several project teams and on descriptive and analytical methodological approach. Using the input-process -output model, the results of this study confirmed that there is a positive influence of individual and organisational factors on team performance behaviours. The results also highlight the role of interaction and collaboration in the collective learning and the reflexivity of the project team. [ABSTRACT FROM AUTHOR]

This paper outlines the potential gains for Constructionist research and praxis in modelling that might be obtained by recognising the power of the Patch—a humble computational being in the NetLogo modelling environment that has been overshadowed by its more popular fellow agent, the Turtle. To contextualise this opportunity, I describe how Constructionist modelling has thrived by promoting forms of learning that rely on learners' identifying with agents. I argue that patches are a neglected agent type in this multi‐agent modelling tradition, and that the possibilities for learners to adopt the patch perspective in support of exploratory forms of modelling and aesthetic expression have been under‐researched. Nevertheless, I show there are a variety of powerful ways for learners––both individually and in groups––to identify with patches. I describe ongoing research showing how taking an aesthetic approach to patches has the potential to support individuals and groups in powerful forms of learning with and about multi‐agent modelling. Practitioner notesWhat is already known about this topic Turtles (movable agents in Logo and Constructionist environments descended from Logo) can be 'transitional objects' that provide learners a way to make powerful ideas their own.These agents can be powerful 'objects‐to‐think‐with' in large part because they encourage learners to identify with them in a form of learning known as 'syntonic learning'.Expressive activities that draw on learners' aesthetic interests can support their learning with and about computational representations.Multi‐agent modelling is a powerful extension of Logo‐based learning environments that provides access to powerful ideas about complex systems and their emergent properties.In the multi‐agent setting, individual learners and/or groups of learners can identify syntonically with agents to provide entry points for reasoning about complexity.What this paper adds Patches (non‐movable agents in the NetLogo modelling environment) are under‐represented in the research on multi‐agent modelling, and the potential for learners to adopt the patches' perspective has been neglected.An aesthetically driven approach to patches can ground students' understanding of their expressive value.Participatory activities in which learners play the role of patches (called 'Stadium Card' activities) can ground the patch perspective, so that learners can achieve a form of syntonicity and/or collectively adopt the perspective of patches in the aggregate.Participatory activities that blend intrinsic and extrinsic perspectives on the patch grid can further enhance learners' facility with programming for patches and their understanding of patches' collective expressive power.Implications for practice and/or policy Balancing the focus between turtles and patches can enrich the modelling toolbox of learners new to agent‐based modelling.Patches do capture important aspects of individual and collective experience, and so can be good objects‐to‐think‐with, especially when conceptualising phenomena at a larger scale.The expressive potential of the patch grid is an important topic for computer science as well (eg, through 2D cellular automata). This is a rich context for learning in itself, which can be made accessible to groups of learners through physical or virtual participatory role‐play.Moreover, physical or virtual grids of people‐patches may exhibit novel aggregate computational properties that could in turn become interesting areas for research in computer science. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This paper aims to explore the learning styles of nascent entrepreneurs in developing their entrepreneurial marketing (EM) skills in teams while studying for the entrepreneurial business degree in one UK University. It advances the interlink between EM and entrepreneurial learning (EL) theories and demonstrates how working in teams assists in developing EM skills through EL in the educational context. Design/methodology/approach: This qualitative case study adopts a thematic approach to analysing 9 audio-recorded workshops of 13 entrepreneurial students who work in teams to develop entrepreneurial ventures. Audio-recorded sessions were used to monitor the entrepreneurial and marketing behaviour of the young entrepreneurs and reveal the context and skills used in their learning process. Findings: The findings show that the observed undergraduate entrepreneurial students develop their EM competence through collective, exploratory and exploitative, as well as supportive and individual learning. These learning styles intersect and prove to be effective in mastering both marketing and venture development skills in teampreneurial educational setting. Originality/value: This case study demonstrates how the concepts of EM and EL are linked in both theory and practice. It makes suggestions on how entrepreneurial courses at the university could be further developed to assist the young entrepreneurs in effectively acquiring business knowledge and skills. This knowledge can also be implemented by small and large organisations to foster a co-creative collective learning environment leading to more innovations, experimentations and creative thinking. [ABSTRACT FROM AUTHOR]

Ecosystem restoration is gaining momentum worldwide, but restoration projects frequently fall short of addressing the human dimension, notably through the involvement of local people. While social participation has been recognized to have a fundamental role in the success and sustainability of forest management projects, it is frequently not incorporated into restoration project planning. We gathered responses from a national assessment program regarding the status of terrestrial restoration projects in Mexico. We found that most of these projects were limited to the use of a local short-term work force in tree planting activities and were designed to alleviate short term local socioeconomic tensions, indicating that effective social participation is not well understood by managers. [ABSTRACT FROM AUTHOR]

Copyright of Praktyka Teoretyczna is the property of University of Wroclaw and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)