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This paper examines activity‐based costing (ABC) as a tool for organizational learning. More specifically, it is suggested that ABC can help business organizations engage in adaptive as well as generative learning. ABC facilitates adaptive learning by supporting continuous improvement and the management of existing knowledge. It facilitates generative learning by supporting the development of a learning culture and the social context in which new mental models can be developed. Important guidelines for implementing ABC to enhance organizational learning are distilled from a mini case study of a health care services provider.

The purpose of this study is to examine the prevalence of different workplace learning models in healthcare organizations and examine whether these learning styles and activities differ across hierarchical level.

Results of a survey of US healthcare executives and executive‐track employees were analyzed (n=492). The survey asked for information on workplace learning style, hierarchical position, and workplace learning opportunities.

Employees at all levels of the organization report learning in a variety of ways in the workplace, including through transmission, experience, communities of practice, competence, and activity. However, employees at lower hierarchical levels report fewer workplace learning opportunities than those at higher levels.

The study utilizes cross‐sectional data on healthcare executives who are relatively homogenous with regard to race and gender.

The results of the study are positive in that a variety of workplace learning opportunities are available to executives and executive‐track employees. However, placing more emphasis on the development of director and manager level employees would further enhance the talent pool for executive level leadership in US hospitals.

The study demonstrates differences in learning styles and opportunities for learning across hierarchical level.

This paper aims to provide an understanding of the experience of developing instruction to first-year-experience (FYE) students by introducing multiple library resources in 20 minutes.

Introduce FYE students to library resources using activity-based learning models. Using activity-based learning models, FYE students at Cal Poly Pomona, in Pomona, California, were introduced to multiple library resources that were woven into major library resources that fulfilled FYE competencies.

This paper demonstrates that librarians can effectively conduct library instruction to introduce FYE students to the core library resources in a 20-minute breakout session without the use of written assessments.

This paper would be beneficial for academic librarians developing library instruction for FYE students. The instruction designed within this paper provides useful examples for teaching information literacy for limited time, one-shot sessions and semester-long library instruction courses, using active teaching and learning methods that call for student participation and engagement.

This paper aims to explore the contextual problems and priorities that create tensions in the implementation of activity-based learning reforms such as learning enhancement through active pedagogy in Jammu and Kashmir (J&K). By doing so, it aims to understand the relevance of activity-based learning (ABL) in diverse contexts as perceived by stakeholders.

Using qualitative data drawn from semi-structured interviews with 29 teachers, this study uses an anthropological approach to policy implementation to unleash factors creating a disjunction between policy text and policy practice.

Narratives from teachers reveal how critical awareness about context raises tensions and shapes beliefs about ABL. Their beliefs about ABL can be summed as “pedagogy for its own sake”, reflecting the perceived ineptness of ABL in bringing about considerable improvements in students learning outcomes. Reference to “outcomes” was invoked as a crucial recontextualising discourse in teacher’s pedagogic orientation which resulted primarily from the poor learning attainments of rural children in the prevalent outcome-focussed educational setup.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of pedagogic reforms in the school education system in J&K.

The study has significant implications in terms of helping immediate functionaries such as headmasters, teacher trainers and administrators and policy planners in understanding the dilemmas faced by teachers in enacting pedagogic reforms. It also adds to the field of policy implementation in terms of understanding the tensions of policy implementation at peripheries.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of the school education system in J&K.

The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play.

In this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game.

The course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field.

The training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members.

With 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer.

It is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

While designing group assessment for student learning outcomes is always difficult, the task is made more challenging in an interdisciplinary context. How much focus should be placed on assessment of discipline-specific knowledge, how much on the interdisciplinary knowledge that emerges as students work together in a non-linear, co-rational design and how much on the group dynamic (generic capabilities) being developed? While additional learning outcomes can be expected from the activities in which students engage in an interdisciplinary context, there is also an expectation, particularly for disciplines such as accounting, engineering and architecture where courses are professionally accredited, that discipline-specific learning outcomes are not compromised. This vignette presents some of the complexities that surfaced during the implementation of a pilot course designed as an experiential real world of work challenge for student.

Purpose: Nikoletta Taylor and Close, (2022) asserts that a skill gap analysis can be used to determine the lacking skill and carry out recruitment based on that gap. It goes without saying that for a student, that would be their first employment, and with internships, there is no way to experience all aspects of the working world.

Need for This Study: When it comes to the recruiter’s expectations and the applicant’s skills, specifically among students, a gap still exists, leading to a need for practical exposure for applicants.

Study Design/Methodology/Approach: A quantitative study was adopted. A questionnaire was prepared with constructs and variables from the review and a total of 403 responses was collected from reputed institutions in Tamil Nadu.

Findings: This study reveals that skill development is needed; it is found that experiential learning through the gamification process is a suitable learning strategy. The experiential learning factors supporting skill development are self-efficacy, outcome expectation, interest, choice actions, and performance, followed by review, feedback, and continuous improvement.

Originality/Value: Learning all these factors through the gamification process would give students practical exposure to real-time scenarios of the corporate world. The proposed model gives students experience through gamification and learning activities.

Smart learning analytics (Smart LA) – i.e. the process of collecting, analyzing and interpreting data on how students learn – has great potentials to support opportunistic learning and offer better – and more personalized – learning experiences. The purpose of this paper is to provide an overview of the latest developments and features of Smart LA by reviewing relevant cases.

The paper studies several representative cases of Smart LA implementation, and highlights the key features of Smart LA. In addition, it discusses how instructors can use Smart LA to better understand the efforts their students make, and to improve learning experiences.

Ongoing research in Smart LA involves testing across various learning domains, learning sensors and LA platforms. Through the collection, analysis and visualization of learner data and performance, instructors and learners gain more accurate understandings of individual learning behavior and ways to effectively address learner needs. As a result, students can make better decisions when refining their study plans (either by themselves or in collaboration with others), and instructors obtain a convenient monitor of student progress. In summary, Smart LA promotes self-regulated and/or co-regulated learning by discovering opportunities for remediation, and by prescribing materials and pedagogy for remedial instruction.

Characteristically, Smart LA helps instructors give students effective and efficient learning experiences, by integrating the advanced learning analytics technology, fine-grained domain knowledge and locale-based information. This paper discusses notable cases illustrating the potential of Smart LA.

Computer based systems have great potential for delivering learning material. However, problems are encountered, such as: difficulty of Learning resource sharing, high redundancy of learning material, and deficiecy of the course brief. In order to solve these problems, this paper aims to propose an automatic inquiring system for learning materials which, utilize the data‐sharing and fast searching properties of the Lightweight Directory Access Protocol (LDAP) and JAVA Architecture for XML Binding (JAXB).

The paper describes an application to utilize the techniques of LDAP and JAXB to reduce the load of search engines and the complexity of content parsing. Additionally, through analyzing the logs of learners' learning behaviors, the likely keywords and the association among the learning course contents is ascertained. The integration of metadata of the learning materials in different platforms and maintenance in the LDAP server is specified.

As a general search engine, learners can search contents by using multiple keywords concurrently. The system also allows learners to query by content creator, topic, content body and keywords to narrow the scope of materials.

Teachers can use this system more effectively in their education process to help them collect, process, digest and analyze information.

The purpose of this paper is to report on a co-design process that was initiated between government and the private sector in Botswana to redesign current ISD practice with particular focus on finding a solution for learning failure. Learning failure was analysed retrospectively using concepts of “task conscious” and “learning conscious” learning.

On the basis of a typical Botswana ISD project in which the lead researcher participated, inefficiencies and shortcomings in the standardised Botswana ISD process in terms of full utilisation of learning processes to support systems success were examined. Through the Developmental Work Research (DWR) methodology, which is based on Cultural-Historical Activity Theory (CHAT) principles, IS practitioners from government and the private sector, together with users collaborated to redesign the current Botswana ISD work practice in order to address this shortcoming.

The result has been the incorporation of activity-based learning and reflection into a proposed improved ISD practice framework for Botswana.

Through collaborative redesign between government and industry, a new Botswana ISD practice model that incorporates activity-based learning and reflection has been designed, and findings from examination of the model suggest that it has potential to address current learning deficiencies and thus contribute to efforts of avoiding IS failures. There have also been contributions to DWR resulting from the way in which the methodology was applied.

This is the first known study that uses concepts of “task-conscious” and “learning-conscious” learning to analyse learning retrospectively and at the same time adopting the DWR methodology in the social context of a developing country such as Botswana.