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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]

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital games designed to support architectural education. This paper introduces a serious game aimed at enhancing basic design knowledge for first-year architecture students. The game focuses on teaching and testing visual design principles such as emphasis, balance, and rhythm. Based on these principles, it allows students to create 2D compositions on a grid pattern by placing and manipulating simple shapes in terms of color, shape, and size. The final composition is evaluated by an artificial intelligence (AI) tool integrated into the game. This AI tool predicts the design principles present in the composition, providing three possible outcomes with associated percentages. The game, currently in the testing phase, has been played by 126 first-year students, and user experience has been assessed through questionnaires, surveys, and basic game metrics. The use of this game to teach visual design principles has proven to be an effective method for engaging students in active learning and enhancing their understanding and application of design concepts. The innovative use of AI to provide real-time feedback and the interactive nature of the game have fostered a deeper, experiential learning process. Additionally, students have proposed various innovative ideas to improve the gaming experience, suggesting potential enhancements that could lead to a more refined and enjoyable gameplay. These insights highlight the potential of digital game-based learning (DGBL) and AI-enhanced tools in creating an engaging and effective educational environment.

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]

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]

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]

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]

Multi-agent learning has made significant strides in recent years. Benefiting from deep learning, multi-agent deep reinforcement learning (MADRL) has transcended traditional limitations seen in tabular tasks, arousing tremendous research interest. However, compared to other challenges in MADRL, scalability remains underemphasized, impeding the application of MADRL in complex scenarios. Scalability stands as a foundational attribute of the multi-agent system (MAS), offering a potent approach to understand and improve collective learning among agents. It encompasses the capacity to handle the increasing state-action space which arises not only from a large number of agents but also from other factors related to agents and environment. In contrast to prior surveys, this work provides a comprehensive exposition of scalability concerns in MADRL. We first introduce foundational knowledge about deep reinforcement learning and MADRL to underscore the distinctiveness of scalability issues in this domain. Subsequently, we delve into the problems posed by scalability, examining agent complexity, environment complexity, and robustness against perturbation. We elaborate on the methods that demonstrate the evolution of scalable algorithms. To conclude this survey, we discuss challenges, identify trends, and outline possible directions for future work on scalability issues. It is our aspiration that this survey enhances the understanding of researchers in this field, providing a valuable resource for in-depth exploration.

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]

IntroductionThe 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.MethodsThis 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.ResultsOur 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.DiscussionResponses gradually become more emotionally complex; participants tend to identify themselves with the victim in the test case while increasingly rejecting the aggressors.

Drawing on relational, embodied and sensuous activations of performing arts practices, “Building Faculties” traces a shared practice workshop as a performance score in the shape of a collaborative writing assemblage. Its writing, images and recurring sound retell the unfolding of a co-hosted workshop and the working sessions that led up to it. Following a compositional structure, the pieces are written by the five hosts and two workshop participants. Authors alternate from one piece of writing to another, and the modes of writing shift from description to close remembering, instruction and broader reflections. As a collaborative and participatory investigation of the theme “Powers of Love”, “Building Faculties” asks questions such as, how do transmissions of performative writing practices spur and intensify collective learning processes? How do practices rooted in shared attentiveness facilitate convivialities that manifest micro-instances of resistance as forms of institutional counter-conduct?

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.

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.

In this interview with Filippo Barbera, Charles F. Sabel discusses his latest book, Fixing the Climate (Princeton University Press, 2022, with D.G. Victor), that dramatically reorients our thinking about the climate crisis. It provides a road map to institutional design oriented around concrete problem-solving that can finally lead to self-sustaining reductions in emissions that years of global diplomacy have failed to deliver. The discussion touches upon a number of key issues of general interest for social scientists: global governance; decisions under uncertainty and risk; pragmatic solutions to wicked problems; technological solutions and innovation.

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]

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]

Breast cancer is the most common cancer in women. The need to diagnose this disease in the early stages increases the chance of treatment. Individuals and reduction of mortality with artificial intelligence approach in medicine. In implementing this applied and supervised study, a histopathological microscopic two data set, including respectively 124 and 576 patients with invasive breast cancer was used. Data preprocessing and image quality improvement, then image segmentation with U-Net network to separate cancer cells from healthy breast tissue and remove pert data, then by combining deep neural networks to extract effective features and by method The majority of data is based on the classification and screening system for the diagnosis of invasive breast cancer carcinoma. Performance in diagnosis and classification Breast cancer is one of the features of this study compared to other studies. According to the results obtained, this study is a step towards helping physicians and specialists in increasing the accuracy and sensitivity of breast cancer screening at the most optimal time, to the lesions. Triad the high risk to appropriate secondary care and increase patients' chances of survival with timely treatment.

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]

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]

This study aims to determine the most relevant attributes that graduate students perceive as defining teamwork. The research design is non-experimental and comparative on the attributes that define teamwork before and after the COVID-19 pandemic. For this purpose, an adapted survey administered to 308 graduate students and analyzed by applying the feature selection algorithm. The results show that teamwork facilitates individual and collective learning and develops interpersonal and communicative skills, with communication, trust, empathy, and leadership being the essential attributes to strengthen; that teamwork is a pedagogical practice that favors a sense of belonging, enjoyment of work and helps to eliminate disturbing emotions. These results have helped identify the relevance of teamwork in graduate students to develop and implement activities focused on collective learning to provoke a challenge in each student to maximize their strengths and achieve lifelong learning. [ABSTRACT FROM AUTHOR]

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]

This paper explores how metaphors can help create and reflect on project-based training initiatives in the public sector. We build on the experience of a capacity-building program for public servants led by the Brazilian National School of Public Administration (Enap) in 2020. We used the metaphor of a project as a collective diving both to design the methodology of the program, and also to analyze its effects after the end of the projects. Through conversations with project facilitators and participants, we expanded the initial metaphor, to explore how diving connects to breathing, a necessary condition for experimentation and learning. Additionally, we found that the project conditions were like bubbles and currents, creating a reference for understanding the relationship with the environment in which teams are embedded. Finally, we looked at the variable yet often overlooked outcomes that can be understood as splashes, a key metaphorical concept for discussing programs that aim to simultaneously foster public innovation and collective learning. In this paper, we present an example of metaphors acting as boundary objects, adding granularity and nuance to the inquiry into public innovation initiatives, and identifying their possible implications in relation to institutional logics and complex structures. [ABSTRACT FROM AUTHOR]