Team Collective Intelligence in Dynamically Complex Projects—A Shipbuilding Case

Hansen, Morten Juel; Vaagen, Hajnalka; Oorschot, K.E. van

doi:10.1177/8756972820928695

Cited by 12 publications

(7 citation statements)

References 158 publications

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“…Esta característica de cooperación también se propone en otros estudios como el origen de comunidades de aprendizaje y estrategias de innovación abierta En la literatura científica se hace énfasis en la funcionalidad de las metodologías activas para la adquisición de competencias, donde juegan un papel fundamental la creación, intercambio y utilización del conocimiento (Fuertes et al, 2021;Wasilah et al, 2021). En este sentido la misión es muy similar a la infraestructura del aprendizaje organizacional (Hansen et al, 2020;Nonaka y Takeuchi, 1995;Van Lente y Hogan, 2020), donde se utilizan los mismos elementos que en este trabajo.…”

Section: Discussionunclassified

Método basado en Educación 4.0 para mejorar el aprendizaje: lecciones aprendidas de la COVID-19

Fidalgo-Blanco

Séin-Echaluce

García-Peñalvo

2022

RIED

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La educación 4.0 es un modelo que permite satisfacer las demandas de la Industria 4.0. Esto se consigue desarrollando competencias durante el proceso de aprendizaje que posteriormente se utilizarán en la Industria 4.0. El modelo estructural propuesto en este trabajo tiene cuatro componentes: infraestructuras Cloud Computing (aplicadas en período de confinamiento COVID-19), metodologías activas híbridas (aplicables en modalidad de enseñanza presencial, online y mixto), tecnologías (a través de un ecosistema tecnológico) y competencias 4.0. horizontales. La adquisición de estas competencias se ha obtenido integrando la metodología activa híbrida con las tecnologías. En la experiencia llevada a cabo el alumnado ha utilizado, de forma cooperativa, competencias 4.0 como identificar, buscar, evaluar, recuperar, crear y utilizar conocimiento durante el proceso de aprendizaje. Así mismo, el alumnado ha diseñado el sistema tecnológico que clasifica y gestiona todo el conocimiento creado. Los resultados medidos demuestran que con el modelo de Educación 4.0 propuesto se han obtenido mejoras en los resultados de aprendizaje y se ha favorecido el aprendizaje entre iguales. La aplicación de las competencias 4.0 ha generado un producto 4.0 que es el sistema de gestión de conocimiento para clasificar, organizar y utilizar todo el conocimiento producido por el propio alumnado a través de su experiencia de aprendizaje en una asignatura académica.

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Section: Discussionunclassified

Método basado en Educación 4.0 para mejorar el aprendizaje: lecciones aprendidas de la COVID-19

Fidalgo-Blanco

Séin-Echaluce

García-Peñalvo

2022

RIED

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“…As the number of methods increases, mental activities become increasingly difficult and situational awareness of the 'big picture' becomes blurred (Rudolph & Repenning, 2002). The simultaneous use of several methods can also create increasing time pressure as the project progresses, which is normally experienced in projects, but when the time pressure increases sufficiently, it can impair group performance (Hansen et al, 2020). Future studies on this topic are therefore recommended.…”

Section: Discussionmentioning

confidence: 99%

Findings on the Use of the Last Planner System—a Case Study

Lappalainen¹,

Ibrahim²,

Seppänen³

et al. 2022

Proc. 30th Annual Conference of the International Group for Lean Construction (IGLC)

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The last planner system™ (LPS) is a production control method used in lean construction projects that has offered good results to construction companies in terms of improving labour productivity, increasing collaboration and the possibility for developing continuous learning. This short study contributes to LPS research on the reliability of promises and how parties perceive their effects on schedule and productivity. The study was conducted using a case study on an industrial construction project in which LPS had been in use since its start. Research data were collected using a semi-structured survey conducted online due to the pandemic. The study also utilized project progress data and measurement data from the LPS sessions. The most interesting result of the study was how little the LPS participants felt they had to compromise their goals. We also found how scheduling methods used in parallel with LPS can frustrate users and contribute to reducing its usefulness. Our findings can be used in further research in several ways, either by utilising the questionnaire we developed or by comparing our findings to other studies. We believe that practitioners using LPS will benefit from our results and can use them to address these shortcomings identified in future projects.

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“…Prior research suggests goal interdependence-where the success of one is contingent on the success of another-can improve team performance by setting the stage for effective collaboration (Knight et al, 2001;Tjosvold and Yu, 2004;Lee et al, 2015), particularly where flexibility and rapid response to complex and emergent issues are important (cf. Hansen et al, 2020). Effectiveness of such management strategies is likely to be highly dependent on team context, however.…”

Section: Scale Of Interdisciplinarity and Communicationmentioning

confidence: 99%

Toward a complete interdisciplinary treatment of scale

Iwanaga

Wang

Koralewski

et al. 2021

Elementa: Science of the Anthropocene

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The pathways taken throughout any model-based process are undoubtedly influenced by the modeling team involved and the decision choices they make. For interconnected socioenvironmental systems (SES), such teams are increasingly interdisciplinary to enable a more expansive and holistic treatment that captures the purpose, the relevant disciplines and sectors, and other contextual settings. In practice, such interdisciplinarity increases the scope of what is considered, thereby increasing choices around model complexity and their effects on uncertainty. Nonetheless, the consideration of scale issues is one critical lens through which to view and question decision choices in the modeling cycle. But separation between team members, both geographically and by discipline, can make the scales involved more arduous to conceptualize, discuss, and treat. In this article, the practices, decisions, and workflow that influence the consideration of scale in SESs modeling are explored through reflexive accounts of two case studies. Through this process and an appreciation of past literature, we draw out several lessons under the following themes: (1) the fostering of collaborative learning and reflection, (2) documenting and justifying the rationale for modeling scale choices, some of which can be equally plausible (a perfect model is not possible), (3) acknowledging that causality is defined subjectively, (4) embracing change and reflection throughout the iterative modeling cycle, and (5) regularly testing the model integration to draw out issues that would otherwise be unnoticeable.

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Team Collective Intelligence in Dynamically Complex Projects—A Shipbuilding Case

Cited by 12 publications

References 158 publications

Método basado en Educación 4.0 para mejorar el aprendizaje: lecciones aprendidas de la COVID-19

Método basado en Educación 4.0 para mejorar el aprendizaje: lecciones aprendidas de la COVID-19

Findings on the Use of the Last Planner System—a Case Study

Toward a complete interdisciplinary treatment of scale

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