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Articulation errors substantially reduce speech intelligibility and the ease of spoken communication. Moreover, the articulation learning process that speech-language pathologists must provide is time consuming and expensive. The purpose of this paper, to facilitate the articulation learning process, is to develop a computer-aided articulation learning system to help subjects with articulation disorders.

Facial animations, including lip and tongue animations, are used to convey the manner and place of articulation to the subject. This process improves the effectiveness of articulation learning. An interactive learning system is implemented through pronunciation confusion networks (PCNs) and automatic speech recognition (ASR), which are applied to identify mispronunciations.

Speech and facial animations are effective for assisting subjects in imitating sounds and developing articulatory ability. PCNs and ASR can be used to automatically identify mispronunciations.

Future research will evaluate the clinical performance of this approach to articulation learning.

The experimental results of this study indicate that it is feasible for clinically implementing a computer-aided articulation learning system in learning articulation.

This study developed a computer-aided articulation learning system to facilitate improving speech production ability in subjects with articulation disorders.

Electronic texts are an essential component of any e‐learning environment. This paper extends previous research on navigation and learning with electronic texts by examining the effects of a novel approach to navigation: allowing the learner to create their own navigation aids. We present two experimental studies investigating the effects of creating versus using A‐Z indexes and graphical maps on knowledge development and feelings of ownership for learning. Findings revealed that using a graphical map for navigation has advantages for knowledge development and for feelings of ownership, whereas creating a graphical map offers no significant benefits over plain hypertext; there were no benefits to using or creating A‐Z indexes over plain hypertext. It was also found in comparisons of using vs. creating graphical maps that high feelings of ownership were correlated with higher quality knowledge development. These findings have three major implications for designers of e‐learning environments: including graphical map navigation aids should be considered; designers should not assume that allowing learners to create their own navigation aids will improve learning; feelings of ownership for learning should be encouraged in learners.

Reviews a range of theories, concepts and learning approaches that are relevant to the development of professionals. Goes on to take a look at how professionals actually learn, once they are in practice. The latter is based on empirical research conducted across 20 professions. Reports on the range of experiences and events that practitioners had found particularly formative in helping them become fully competent professionals; this point often not having been reached until long after their formal professional training had ended. An attempt is made to relate the formative experiences reported to particular theoretical approaches to learning. The experiences are classified into a number of general kinds of “learning mechanism” and these are placed within a “taxonomy of informal professional learning methods”. The results of the research should be of use both to professional developers and to individual professionals. They should assist developers in their planning of placements or post‐formal training. They should help individual professionals to maximise their professional learning, by seeking out particular kinds of experience and making the most of those that come their way.

How would a learning arena that promotes “just‐in‐time” learning in the workplace ideally be created? This was one of the most important questions the Norwegian research project, NEMLIG, aimed to illustrate through a series of work place experiments. The present article presents the evaluation of the project in the form of a number of dilemmas. These are clustered into three categories: those that related to present and future work organisation, those related to the user‐interface, and those dealing with user‐participation and systems development.

Reflection is key to learning from experience, including the experience of teaching. Aims to investigate whether critical reflection is as important in faculty development as it is in student learning.

Offers the authors' experience with a service‐learning program as a case study of the benefits and challenges of structuring faculty development around reflection.

Reflection on their teaching both deepens faculty's understanding of their roles as educators and allows them to model those abilities and perspectives they want their students to develop. Further, collaborating with our students in the reflective process promotes a strong sense of learning community, positioning students and faculty alike as engaged in collaborative inquiry.

Provides useful information on reflection as a means of development for faculty.

This paper aims to explore Master of Business Administration (MBA) students’ “reflections” and/or “reflection on practice” of sustainability into responsible management education using Bain et al.’s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale.

This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments.

This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences.

This study adopted a small-scale content analysis using an Australian university’s MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts.

Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development.

Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach.

This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

Learning can be viewed as a communication process that puts the learner in contact with concepts created by others. A result of communication is that an act of interpretation starts, which invokes a process of conceptualization. According to Mayes, successful conceptualization will need the support of learning activities. Hence, machine mediated communication is important for creating online e‐Learning opportunities; not only for relaying communication content, but also for supporting the cognitive processes associated with the necessary learning activities required for conceptualization. In Laurillard’s conversational theory, a communication loop should be established between learners and teachers. The articulation element in this loop is necessary for engaging the learner in a collaborative activity, which is essential for developing further the conceptualization process. This paper discusses the acts of communication, conceptualization and articulation within a machine mediated multimodal communication, and it proposes a framework within which a supporting set of cognitive activities can be developed.

The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to articulate their employability skills effectively to prospective employers and to retain this ability post-course.

The study included 3,400 students in 44 courses at a large Canadian university. Stage 1 involved a course-level teaching and learning intervention with the experimental student group, which received employability skills articulation instruction. Stage 2 involved an online survey administered six months post-course to the experimental group and the control group. Both groups responded to two randomly generated questions using the Situation/Task, Actions, Result (STAR) format, a format that employers commonly rely on to assess job candidates’ employability skills. The researchers compared the survey responses from the experimental and control groups.

Survey results demonstrate that previous exposure to the STAR format was the only significant factor affecting students’ skills articulation ability. Year of study and program (co-operative or non-co-operative) did not influence articulation.

The findings suggest that universities should integrate institution-wide, course-level employability skills articulation assignments for students in all years of study and programs (co-op and non-co-op).

This research is novel because its study design combines practical, instructional design with empirical research of significant scope (institution-wide) and participant size (3,400 students), contributing quantitative evidence to the employability skills articulation discussion. By surveying students six months post-course, the study captures whether articulation instruction can be recalled, an ability of particular relevance for career preparedness.

The purpose of this paper is to improve understanding and provide guidance for investments in organizational learning mechanisms for the establishment and evolution of organizational capabilities such as project portfolio management (PPM) and project management capabilities.

A multiple‐case study research project investigates the development of PPM capabilities in six successful organizations across diverse industries.

The research indicates that PPM and organizational learning are dynamic capabilities that enhance an organization's ability to achieve and maintain competitive advantage in dynamic environments. PPM capabilities are shown to co‐evolve through a combination of tacit experience accumulation, explicit knowledge articulation and explicit knowledge codification learning mechanisms. Although all three learning mechanisms are important throughout the establishment and evolution of PPM capability development, the research indicates that the development of an effective PPM capability will require particularly strong investments in enhancing tacit experience accumulation mechanisms and explicit knowledge codification mechanisms during the initial establishment or during periods of radical change to the PPM process.

The research includes a sample of six case studies and the results may not be generalisable. In addition, the research was conducted over a short period of time whereas a longitudinal study would be required to gain more detailed information about the development of capabilities over time.

The findings suggest that managers can enhance and sustain competitive advantage by investing in tacit experience accumulation as well as explicit knowledge articulation and codification learning mechanisms to develop their PPM capability. Strengthened investment in experience accumulation and knowledge codification learning mechanisms is recommended during establishment of the PPM capability.

This paper contributes to the understanding of the links between organizational learning and the development of dynamic capabilities. Original hypotheses are proposed and some initial support for these hypotheses is provided through multiple‐case study research.

Industry and academia are interested to understand how companies develop alliance capabilities through managing the knowledge, for alliance success. This study aims to investigate how alliance learning process is related to the overall success of any alliance, and how openness culture moderates the relationship of alliance learning process and alliance success.

English language questionnaires were sent to top executives of 400 companies because English is a commonly understood language at managerial level in Pakistani companies. In total, 186 usable answers were received. Hierarchical linear regression was used for hypothesis testing.

Alliance learning is significantly and positively related to alliance success. Openness plays a role as moderator between the relationship of alliance learning process and alliance success. Contrary to the literature, at low level of alliance learning, high level of openness increases the chances of alliance but as we move toward high level of alliance leaning, low level of openness is more effective to achieve the alliance success.

The data in this study was collected from Pakistan. The results may not be generalized to other regions, especially to developed countries.

The results have implications for managers involved in alliances. They can be benefitted by this study to understand the role of alliance (knowledge) learning process on alliance success and contingent role of openness on this relationship.

This study is an important contribution to understand the notion of organizational learning and knowledge management in alliance context. To the best of the authors’ knowledge, this is the first study to investigate openness as a moderator of the relationship between alliance learning process and alliance success.