Current Search:  Knowledge transfer (x)

View All Items

  • CSV Spreadsheet
(1 - 7 of 7)
Knowledge Management: Style, Structure, and the Latent Potential of Documented Knowledge
Title
Knowledge Management: Style, Structure, and the Latent Potential of Documented Knowledge.
Creator
Mcmahon, Sean, Ford, Cameron, Schminke, Marshall, Ciuchta, Michael, Sivo, Stephen, University of Central Florida
Abstract / Description
Despite the volume, growth, and accessibility of documented knowledge (-) the insights and experiences stored on paper and in electronic form - management research has yet to demonstrate the same usefulness for documented knowledge as for knowledge residing in human sources. This dissertation explores two areas of potential for documented knowledge, suggesting the efficacy of a piece of documented knowledge is contingent not only on content, but upon the style and structure associated with...
Show moreDespite the volume, growth, and accessibility of documented knowledge (-) the insights and experiences stored on paper and in electronic form - management research has yet to demonstrate the same usefulness for documented knowledge as for knowledge residing in human sources. This dissertation explores two areas of potential for documented knowledge, suggesting the efficacy of a piece of documented knowledge is contingent not only on content, but upon the style and structure associated with that content. Style, how cognitively 'concrete' and affectively 'memorable' documented knowledge is perceived to be, is hypothesized to affect how much attention it draws and, in turn, to impact its transfer to users. Structure, reflecting the level of parsimony and modularity in documented knowledge, is hypothesized to impact attention to and manipulation of knowledge such that it affects knowledge transfer and creation. Hypotheses were tested in two laboratory studies using scientific research as an exemplar of documented knowledge. Results indicated that style was associated with documented knowledge, but was not related to its transfer. Likewise, structuring documented knowledge for greater parsimony and modularity did not improve knowledge transfer or knowledge creation. Shortcomings of the empirical tests are evaluated and possibilities for future improvements are discussed.
Show less
Date Issued
2013
Identifier
CFE0004717, ucf:49812
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004717
GEOGRAPHIC CLUSTERS AND FIRM INNOVATION
Title
GEOGRAPHIC CLUSTERS AND FIRM INNOVATION.
Creator
Vestal, Donald, Danneels, Erwin, University of Central Florida
Abstract / Description
Scholars dating back to the early 1900s have been interested in the idea that organizations benefit from locating in close proximity to other similar organizations (Marshall, 1920). Largely, this research suggests that economies of agglomeration accrue to clustered organizations which create performance advantages when compared to more isolated organizations. Recently, agglomeration theory researchers have focused on high technology clusters where the primary benefit of collocation is argued...
Show moreScholars dating back to the early 1900s have been interested in the idea that organizations benefit from locating in close proximity to other similar organizations (Marshall, 1920). Largely, this research suggests that economies of agglomeration accrue to clustered organizations which create performance advantages when compared to more isolated organizations. Recently, agglomeration theory researchers have focused on high technology clusters where the primary benefit of collocation is argued to be access to knowledge spillovers from local organizations. This dissertation argues that in order to access local knowledge, firms must be active participants in the local research community. Furthermore, in clusters where inventive activity, measured using patent data, is highly concentrated in one or a few organizations, firms derive less benefit from their participation in local research. Clustering does not come without a price, however. Membership in local research networks, which initially provides an advantage for clustered organizations, ultimately drives a convergence of inventions in the cluster. That is, networks of organizations in clusters channel institutional pressures which ensure that firms' inventions come to resemble the inventions of other organizations in the cluster, over time.
Show less
Date Issued
2011
Identifier
CFE0003901, ucf:48756
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003901
Three Studies Examining the Potential for Relational Reasoning to Enhance Expertise in Complex Audit Domains
Title
Three Studies Examining the Potential for Relational Reasoning to Enhance Expertise in Complex Audit Domains.
Creator
Holt, Matthew, Sutton, Steven, Arnold, Vicky, Roberts, Robin, Dillard, Jesse, University of Central Florida
Abstract / Description
This dissertation consists of three studies that explore the potential for relational reasoning to advance research on the facilitation of expertise in complex audit domains. Study One seeks to explicate the potential that theory and methods from relational reasoning and associated research have to advance the audit expertise research stream. The implications for future research on facilitating auditing expertise are discussed in synchrony with future research questions, including whether or...
Show moreThis dissertation consists of three studies that explore the potential for relational reasoning to advance research on the facilitation of expertise in complex audit domains. Study One seeks to explicate the potential that theory and methods from relational reasoning and associated research have to advance the audit expertise research stream. The implications for future research on facilitating auditing expertise are discussed in synchrony with future research questions, including whether or not such strategies will be effective in domains with more than minor relational complexity. Studies Two and Three experimentally examine the use of metacognitive skills intended to enhance relational knowledge, which is considered to be a fundamental component of domain expertise. Study Two investigates the effects of alternate forms of prompting for analogical comparison and Study Three explores the impact of combining analogical comparison with direct instruction on discerning the relational structure of a domain. The results of Study Two do not support the expected positive effects of the analogical comparison interventions. Implementation of effective interventions to prompt the comparison requires further research. Additionally, the results of Study Three do not support the hypotheses, by conventional standards. However, there is some evidence of positive effects associated with the analogical comparison intervention. This dissertation contributes to the literature on audit expertise by describing how relational reasoning can play a role in advancing research in this stream and by providing some preliminary information regarding the effectiveness of specific implementations aimed at enhancing relational knowledge.
Show less
Date Issued
2018
Identifier
CFE0007192, ucf:52265
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007192
Effective Task Transfer Through Indirect Encoding
Title
Effective Task Transfer Through Indirect Encoding.
Creator
Verbancsics, Phillip, Stanley, Kenneth, Sukthankar, Gita, Georgiopoulos, Michael, Garibay, Ivan, University of Central Florida
Abstract / Description
An important goal for machine learning is to transfer knowledge between tasks. For example, learning to play RoboCup Keepaway should contribute to learning the full game of RoboCup soccer. Often approaches to task transfer focus on transforming the original representation to fit the new task. Such representational transformations are necessary because the target task often requires new state information that was not included in the original representation. In RoboCup Keepaway, changing from...
Show moreAn important goal for machine learning is to transfer knowledge between tasks. For example, learning to play RoboCup Keepaway should contribute to learning the full game of RoboCup soccer. Often approaches to task transfer focus on transforming the original representation to fit the new task. Such representational transformations are necessary because the target task often requires new state information that was not included in the original representation. In RoboCup Keepaway, changing from the 3 vs. 2 variant of the task to 4 vs. 3 adds state information for each of the new players. In contrast, this dissertation explores the idea that transfer is most effective if the representation is designed to be the same even across different tasks. To this end, (1) the bird's eye view (BEV) representation is introduced, which can represent different tasks on the same two-dimensional map. Because the BEV represents state information associated with positions instead of objects, it can be scaled to more objects without manipulation. In this way, both the 3 vs. 2 and 4 vs. 3 Keepaway tasks can be represented on the same BEV, which is (2) demonstrated in this dissertation.Yet a challenge for such representation is that a raw two-dimensional map is high-dimensional and unstructured. This dissertation demonstrates how this problem is addressed naturally by the Hypercube-based NeuroEvolution of Augmenting Topologies (HyperNEAT) approach. HyperNEAT evolves an indirect encoding, which compresses the representation by exploiting its geometry. The dissertation then explores further exploiting the power of such encoding, beginning by (3) enhancing the configuration of the BEV with a focus on modularity. The need for further nonlinearity is then (4) investigated through the addition of hidden nodes. Furthermore, (5) the size of the BEV can be manipulated because it is indirectly encoded. Thus the resolution of the BEV, which is dictated by its size, is increased in precision and culminates in a HyperNEAT extension that is expressed at effectively infinite resolution. Additionally, scaling to higher resolutions through gradually increasing the size of the BEV is explored. Finally, (6) the ambitious problem of scaling from the Keepaway task to the Half-field Offense task is investigated with the BEV. Overall, this dissertation demonstrates that advanced representations in conjunction with indirect encoding can contribute to scaling learning techniques to more challenging tasks, such as the Half-field Offense RoboCup soccer domain.
Show less
Date Issued
2011
Identifier
CFE0004174, ucf:49071
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004174
TRANSFER WITHIN FYC: TRACING THE OPERALIZATION OF WRITING-RELATED KNOWLEDGE AND CONCEPTS IN COMPOSITION
Title
TRANSFER WITHIN FYC: TRACING THE OPERALIZATION OF WRITING-RELATED KNOWLEDGE AND CONCEPTS IN COMPOSITION.
Creator
Martinez, Laura, Wardle, Elizabeth, University of Central Florida
Abstract / Description
This study traces the transfer of writing-related knowledge and concepts from the composition classroom into the writing assignments composed by students within the same course. Working in a first-year-composition classroom taught through a writing-about-writing curriculum, the researcher observed students as they navigated from the initial learning of concepts such as rhetorical situations, writing processes, and discourse communities, into an application of these concepts in various writing...
Show moreThis study traces the transfer of writing-related knowledge and concepts from the composition classroom into the writing assignments composed by students within the same course. Working in a first-year-composition classroom taught through a writing-about-writing curriculum, the researcher observed students as they navigated from the initial learning of concepts such as rhetorical situations, writing processes, and discourse communities, into an application of these concepts in various writing assignments, including rhetorical analyses and discourse community profiles. By analyzing a composition instructor's objectives for her assignments and observing the interaction between students and their instructor in a single composition course for the duration of one semester, the researcher traced how students operationalized knowledge from the classroom and applied it in their own writing. After tracing this operalization through interviews with the instructor, observation of class activities and analysis of assignment sheets and student papers, the researcher proposes that instructors may encourage transfer within their composition classrooms by adequately presenting assignment objectives to students, and by allowing sufficient scaffolding of writing tasks. In this way, the researcher explains that students may be able to understand the objectives of their writing assignments in a way that may encourage them to apply the knowledge they learned in the classroom to the writing tasks assigned by their instructor.
Show less
Date Issued
2011
Identifier
CFE0003696, ucf:48829
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003696
THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER
Title
THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER.
Creator
Sanders, Michael, Williams, Kent, University of Central Florida
Abstract / Description
An After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system...
Show moreAn After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system. In this thesis, different feedback methods for embedded training are evaluated based on the timing and type of feedback used during and after training exercises. Those feedback methodologies include: providing Immediate Directive Feedback (IDF) only, the IDF Only feedback condition group; using Immediate Direct Feedback and delayed feedback with open ended prompts to elicit self-elaboration during the AAR, the IDF with AAR feedback condition group; and delaying feedback using opened ended prompts without any IDF, the AAR Only feedback condition group. The results of the experiment support the hypothesis that feedback timing and type do effect skill acquisition, retention and transfer in different ways. Immediate directive feedback has a significant effect in reducing the number of errors committed while acquiring new procedural skills during training. Delayed feedback, in the form of an AAR, has a significant effect on the acquisition, retention and transfer of higher order conceptual knowledge as well as procedural knowledge about a task. The combination of Immediate Directive Feedback with an After Action Review demonstrated the greatest degree of transfer on a transfer task.
Show less
Date Issued
2005
Identifier
CFE0000441, ucf:46411
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000441
Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice
Title
Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice.
Creator
Jackson-Lee, Marilyn, Hines, Rebecca, Gunter, Glenda, Boote, David, Boulware, Donald, Sena, Leslie, University of Central Florida
Abstract / Description
ABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with...
Show moreABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching.Professional development was on RallyCoach(TM), a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach(TM) was also chosen to increase student engagement.Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.
Show less
Date Issued
2013
Identifier
CFE0004867, ucf:49675
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004867