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CingleVue: An early internationalisation organisation with dynamic innovation capabilities

Posted on 27 July 2017

This blog post follows on from my June article, which discussed, ‘What’s going on inside organisational capabilities?’ This month I delve deeper into how bringing together the specialised knowledge(s) of diverse employees supports the development of organisational capabilities, with CingleVue International as my case study.

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Emerging trends and technologies in education that educational leaders should keep an eye on: Part 2 – Learning Analytics

Posted on 24 July 2017

Learning analytics is the collection and analysis of rich contextual data about learning interactions. Data about learners and their instructional and learning contexts is being collected, measured, analysed, and visualised with the goal of improving learning outcomes and environments. Using this data, educators are able to assess which activities and content lead to the desired outcomes as well as compare the effectiveness of different learning content and tasks.

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Emotional Intelligence

Posted on 14 July 2017

Emotional Intelligence (EI) describes an individual’s capacity to accurately perceive, assess, generate, understand, and reflectively regulate emotions so as to promote emotional and intellectual growth (Mayer, Salovey, & Caruso, 2004). EI is called upon to understand expected behaviours, curb impulses, follow directions, express needs, ask for help, get along with others, and regulate self-confidence and motivation (Zins, 2004).

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Human Action in 3D Virtual Training Environments: representation, classification and codification

Posted on 7 July 2017

A simplified definition of immersion is the degree of believability and engrossment of a virtual experience created by various embedded stimuli. Immersion is the user side of the virtual experience. On the other hand, to observe the user’s performance in a 3D immersive environment, the observers should be able to describe the performed actions as close as possible to the real-life performance.

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What’s going on inside organisational capabilities?

Posted on 28 June 2017

Organisational capabilities is a term that is used to cover a range of factors that contribute to business success. For example, McKinsey & Company define organisational capabilities as, “anything an organization does well that drives meaningful business results.” Because organisational capabilities is such a broad term, and it is used to cover a range of business features, it can be difficult to get a good sense of what it is drawing our attention to.

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Genetic algorithms

Posted on 21 June 2017

Genetic algorithms (GAs) describe probabilistic search procedures designed to work on large problem spaces that are based on the principles of natural selection and genetics (Goldberg & Holland, 1988; Sastry, Goldberg, & Kendall, 2014). GAs employ methods which move from one population of ‘chromosomes’ to a new population, mimicking the principles of natural selection, whilst also utilising the genetics-inspired operators of crossover, mutation, and inversion (Mitchell, 1998).

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Emerging trends and technologies in education that educational leaders should keep an eye on: Part 1 – Adaptive Learning Platforms

Posted on 16 June 2017

Today, leadership teams of educational organisations are under increasing pressure to make well-informed choices about their institution’s digital strategy. In their search for tools that will support them in achieving their core mission, CIOs face a seemingly ever-changing list of software vendors and a steadily growing number of education-related technologies.

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Automatic Assessment of Students’ Performed Actions in Virtual Training Environment

Posted on 1 June 2017

For many years students were used to just sitting in the classroom, listening to the teacher and only speaking if they were asked a question. Even the adults employed in different industries such as mining had the same ‘listen to the presentation and sign the forms’ kind of training.

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Curricula interventions that support executive function in early childhood

Posted on 26 May 2017

This blog post follows on from my April article, “Executive Brain Function and School Readiness in Early Childhood”. Briefly, executive functions are higher order cognitive processes that develop particularly rapidly during the preschool years. When well developed, these brain functions help young children to learn to pay attention, follow directions, control their impulses, remember things on purpose and behave pro-socially (Bodrover & Leong, 2007; Raver, 2003).

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Deep Learning

Posted on 18 May 2017

A previous post in this blog provided a brief introduction to Artificial Neural Networks, which describe adaptive, nonlinear information processing systems which attempt to loosely model the information processing capabilities of the brain by combining multiple processing units together with self-adapting, self-organising, and real-time learning behaviours (Ding, Li, Su, Yu, & Jin, 2013; Rojas, 2013).

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Using data analysis to inform learning and educational practice

Posted on 21 December 2016

Educational organisations worldwide are increasingly expected to understand student performance at an individual level so that they can intervene before a student falls behind or is at risk of dropping out prior to concluding their schooling. Legislative accountability requirements in many countries, such as the No Child Left Behind (NCLB) policy in the United States and initiatives implemented in Western Australia such as the School Improvement and Accountability Framework and the Western Australian Monitoring Standards in Education (WAMSE), have further exacerbated this trend.

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