DOCSLIB.ORG

Providing Educational Feedback

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Providing Educational Feedback Providing Educational Feedback Higher Education Services WHITE PAPER What is feedback? Feedback in educational contexts is information provided to a learner to reduce the gap between current performance and a desired goal (Sadler, 1989). The primary purpose of feedback is to help Why is feedback important in learners adjust their thinking and behaviors to online instruction? produce improved learning outcomes (Shute, Feedback is widely touted as one of the most 2008). This definition of feedback differentiates important elements for promoting successful it from other types of information that might student learning (Bransford, Brown, & Cocking, be provided to learners such as a summative 2000; Chickering & Gamson, 1987). Decades evaluations or praise. of research on the topic of feedback have Feedback is a critical component of an ideal supported this view and have found it to be one instructional cycle. Feedback is a consequence of the most effective methods for improving of teaching and a response to learner student achievement. In an extensive meta- performance. Typically feedback is provided by analysis of more than 100 factors influencing an external agent (e.g., teacher or peer) but can educational achievement, Hattie (2009) found also be self-generated in response to learner the effect of feedback great enough to place it in self-monitoring. Although feedback is generally the top 5 of all in-school influences studied. perceived as information provided to learners in order to improve their performance, an equally powerful function of feedback is to cue the Feedback is widely regarded by attention of instructors to errors or weaknesses researchers as crucial for improving in their teaching methods that might be not only knowledge acquisition but improved (Hattie, 2011). learner motivation and satisfaction. Instruction Feedback is widely regarded by researchers as crucial for improving not only knowledge acquisition but learner motivation and satisfaction (Espasa & Meneses, 2009; Narciss Instructional Learner Adaptation Performance & Huth, 2004). In addition, the development of self-regulatory learning skills depends on receiving adequate feedback during the learning process (D. L. Butler & Winne, 1995; Nicol & Macfarlane-Dick, 2006). In particular, feedback can be a major influence regarding students’ Learner Application Feedback goal orientations—a factor found to significantly influence student success and effort in school (Dweck & Leggett, 1988; Hoska, 1993). 2 | Providing Educational Feedback White Paper However, despite its overall positive effects, feedback while more skilled learners, often tackling feedback is characterized as a doubled-edged higher cognitive-level questions, can profit from sword and has been found to have negative effects delayed feedback that allows greater time for on learning outcomes in roughly a third of all processing (Clariana, Wagner, & Roher Murphy, research studies (Bangert-Drowns & Kulik, 1991; 2000; Shute, 2008). Low-achieving learners find Kluger & DeNisi, 1998). This variability in feedback greatest gains from directive feedback that is effects precludes any simple recommendation to scaffolded (i.e., given only enough information increase feedback as a way to improve learning. A to progress), while research has found that high- major focus of contemporary feedback research achieving learners are often best supported is investigating the factors that influence and by simple response verification and facilitative moderate the effectiveness of instructional information such as hints and cues (Shute, 2008; feedback. Wiliam, 2005). Learner beliefs about the learning process and What makes feedback effective? goal orientations have also been found to strongly Feedback effectiveness has been found to be influence learner receptiveness and perceptions mediated by a multitude of factors. Successful of received feedback (D. L. Butler & Winne, 1995). feedback interventions must take into Ideally feedback should encourage mindfulness consideration learner, instructional, and structural about learning through self-referencing of learner characteristics to avoid ineffective or even performance, an emphasis on the incremental detrimental effects to learner outcomes (Narciss nature of the learning process, and by stressing & Huth, 2004). Listed below are four factors that the positive relationship between effort and have been found to robustly influence feedback achievement (Hoska, 1993; Mory, 2004). Conversely, effectiveness as well as a brief discussion of some feedback emphasizing normative or comparative major findings related to each. measurement (e.g., grades or rankings) encourages an ego-involving focus and results in Learner characteristics reduced learner effort, self-efficacy, and overall The skill and prior knowledge of learners has been achievement—an effect that persists even when found to powerfully influence the effectiveness of provided in conjunction with more elaborative feedback interventions. Novice learners working feedback (R. Butler, 1987; Chan & Lam, 2008; on simple tasks benefit strongly from immediate Narciss & Huth, 2004). Learner Characteristics Instructional Context Effective Feedback Feedback Structure Feedback Level 3 | Providing Educational Feedback White Paper Feedback should provide forward-looking suggestions for improvement and be used to inform revised goal targets that are at, or just beyond, learners’ current abilities. Instructional context however, is likely to be confusing, misunderstood, Effective feedback must include next steps or simply ignored by learners (Hattie, 2011). for learners, indicating a clear path forward, Furthermore, positive learner response to rather than simply addressing past errors critical feedback, in the form of increased effort and performance (Nicol & Macfarlane-Dick, and persistence, has been found to depend on 2006; Wiliam, 2005). Feedback should provide learner commitment to academic goals, largely forward-looking suggestions for improvement determined by their perceived meaningfulness, and and be used to inform revised goal targets that an instructional climate that embraces failure and are at, or just beyond, learners’ current abilities error (Hattie & Yates, 2014; Kluger & DeNisi, 1996). (Hattie & Gan, 2011; Locke & Latham, 1990). Feedback structure Additionally, benefiting from feedback requires instructional opportunities for applying received Feedback should be designed to avoid cognitive feedback through practice efforts or the design overload and be as minimally complex as of assignments that build toward comprehensive necessary to convey needed corrective or course projects (Ambrose, Bridges, & DiPietro, elaboration information (Kulhavy, White, & Topp, 2010; Narciss & Huth, 2004). Too often feedback 1985; Sweller, Merrienboer, & Paas, 1998). The is provided only in conjunction with terminal amount of feedback information a learner receives summative assessments which deny learners the should be limited and focus on a few critical areas opportunity to improve their performance. of improvement while avoiding more tangential or trivial corrections that might divert learner Good feedback reduces learner uncertainty attention (Ambrose et al., 2010; Narciss & Huth, regarding current performance level and a desired 2004). In addition, feedback should be clear and goal (Bangert-Drowns & Kulik, 1991). Clear and specific in communicating the criteria by which a challenging academic goals, in conjunction with learner’s performance has succeeded or failed in frequent feedback, are crucial factors in sustaining order to avoid frustrating or confusing learners the levels of learner engagement and interest (Moreno, 2004). Evaluative information without required for high achievement (Black & Wiliam, clear links to relevant success criteria are likely 1998; Kluger & DeNisi, 1996; Locke & Latham, to lead to poor learner performance and self- 2002). Feedback provided in an instructional handicapping (Lipnevich & Smith, 2009; Thompson context characterized by unclear or trivial goals, & Richardson, 2001). 4 | Providing Educational Feedback White Paper Elaborative feedback, which provides how, when, specific tasks being taught. Process and regulative and why information in response to leaner feedback, however, is extremely valuable to performance, is generally superior to corrective more skilled learners working to develop deeper or answer-until-correct feedback (Bangert- understanding and broader meta-cognitive skills Drowns & Kulik, 1991; Shute, 2008). Verifying the that can apply across a field of study (Hattie & correctness of an answer or giving students the Yates, 2014). opportunity to select answers until identifying However, feedback directed at the self level, which the correct solution does not provide enough involves no substantial task-related information, information to address misunderstandings should be avoided. Providing learners praise or and can interfere with successful encoding of more tangible rewards has consistently been found knowledge (Mason & Bruning, 2001). It is also the to hinder achievement, intrinsic motivation, and case that positive feedback effects are mitigated learning outcomes (E. Deci, Koestner, & Ryan, 2001; if students are given the option to view answers Kessels, U., Warner, L.M., Holle, J., & Hannover, B., prior to submitting a response, for instance by 2008). Even including praise alongside substantive “peeking ahead” (Bangert-Drowns & Kulik, 1991). feedback, often as a way to mitigate
Load more

Recommended publications
  • What Is a Complex Adaptive System?
    PROJECT GUTS What is a Complex Adaptive System? Introduction During the last three decades a leap has been made from the application of computing to help scientists ‘do’ science to the integration of computer science concepts, tools and theorems into the very fabric of science. The modeling of complex adaptive systems (CAS) is an example of such an integration of computer science into the very fabric of science; models of complex systems are used to understand, predict and prevent the most daunting problems we face today; issues such as climate change, loss of biodiversity, energy consumption and virulent disease affect us all. The study of complex adaptive systems, has come to be seen as a scientific frontier, and an increasing ability to interact systematically with highly complex systems that transcend separate disciplines will have a profound affect on future science, engineering and industry as well as in the management of our planet’s resources (Emmott et al., 2006). The name itself, “complex adaptive systems” conjures up images of complicated ideas that might be too difficult for a novice to understand. Instead, the study of CAS does exactly the opposite; it creates a unified method of studying disparate systems that elucidates the processes by which they operate. A complex system is simply a system in which many independent elements or agents interact, leading to emergent outcomes that are often difficult (or impossible) to predict simply by looking at the individual interactions. The “complex” part of CAS refers in fact to the vast interconnectedness of these systems. Using the principles of CAS to study these topics as related disciplines that can be better understood through the application of models, rather than a disparate collection of facts can strengthen learners’ understanding of these topics and prepare them to understand other systems by applying similar methods of analysis (Emmott et al., 2006).
    [Show full text]
  • The Effects of Feedback Interventions on Performance: a Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory
    Psychological Bulletin Copyright 1996 by the American Psychological Association, Inc. 1996, Vol. II9, No. 2, 254-284 0033-2909/96/S3.00 The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory Avraham N. Kluger Angelo DeNisi The Hebrew University of Jerusalem Rutgers University Since the beginning of the century, feedback interventions (FIs) produced negative—but largely ignored—effects on performance. A meta-analysis (607 effect sizes; 23,663 observations) suggests that FIs improved performance on average (d = .41) but that over '/3 of the FIs decreased perfor- mance. This finding cannot be explained by sampling error, feedback sign, or existing theories. The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes. The results suggest that FI effectiveness decreases as attention moves up the hierarchy closer to the self and away from the task. These findings are further moderated by task characteristics that are still poorly understood. To relate feedback directly to behavior is very confusing. Results able has been historically disregarded by most FI researchers. This are contradictory and seldom straight-forward. (Ilgen, Fisher, & disregard has led to a widely shared assumption that FIs consis- Taylor, 1979, p. 368) tently improve performance. Fortunately, several FI researchers The effects of manipulation of KR [knowledge of results] on motor (see epigraphs) have recently recognized that FIs have highly vari- learning.
    [Show full text]
  • An Analysis of Power and Stress Using Cybernetic Epistemology Randall Robert Lyle Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1992 An analysis of power and stress using cybernetic epistemology Randall Robert Lyle Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Educational Psychology Commons, Family, Life Course, and Society Commons, and the Philosophy Commons Recommended Citation Lyle, Randall Robert, "An analysis of power and stress using cybernetic epistemology " (1992). Retrospective Theses and Dissertations. 10131. https://lib.dr.iastate.edu/rtd/10131 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from lefr to right in equal sections with small overlaps.
    [Show full text]
  • Feedback, a Powerful Lever in Teams: a Review
    Educational Research Review 7 (2012) 123–144 Contents lists available at SciVerse ScienceDirect Educational Research Review journal homepage: www.elsevier.com/locate/EDUREV Review Feedback, a powerful lever in teams: A review ⇑ Catherine Gabelica a, , Piet Van den Bossche a,b, Mien Segers a, Wim Gijselaers a a Maastricht University, Faculty of Economics and Business Administration, Department of Educational Research and Development Tongersestraat 53, 6211 LM Maastricht, PO BOX 616, 6200 MD Maastricht, The Netherlands b University of Antwerp, Institute for Education and Information Sciences, Venusstraat 35, 2000 Antwerpen, Belgium article info abstract Article history: This paper reviews the literature on the effects of feedback provided to teams in higher Received 19 June 2011 education or organizational settings. This review (59 empirical articles) showed that most Revised 30 September 2011 of the feedback applications concerned ‘‘knowledge of results’’ (performance feedback). In Accepted 15 November 2011 contrast, there is a relatively small body of research using feedback conveying information Available online 25 November 2011 regarding the way individuals or the team performed a task (process feedback). Moreover, no research compared the effectiveness of process versus performance feedback. Concern- Keywords: ing feedback effectiveness, half of the studies implementing performance feedback Review of the literature research reported uniformly positive effects while the other half resulted in positive effects Feedback Teams on some dependent variables and no effect on others. All the studies using solely process Performance feedback feedback showed mixed positive results: some dependent variables improved while some Process feedback others did not change. None of the studies reported any negative effects. This review also highlighted 28 key factors supporting feedback interventions effectiveness.
    [Show full text]
  • Adventures Beyond Reductionism. the Remarkable Unfolding of Complex Holism: Sustainability Science
    Adventures Beyond Reductionism. The Remarkable Unfolding of Complex Holism: Sustainability Science A. Sengupta Institute for Complex Holism, Kolkata, INDIA E-mail: [email protected] Abstract “If it could be demonstrated that any complex organ existed, which could not possibly have been formed by numerous successive, slight modifications, my theory would absolutely break down”. Can Darwinian random mutations and selection generate biological complexity and holism? In this paper we argue that the “wonderful but not enough” tools of linear reductionism cannot lead to chaos and hence to complexity and holism, but with ChaNoXity this seems indeed plausible, even likely. Based on the Pump-Engine realism of mutually interacting supply and demand — demand institutes supply that fuels demand — we demonstrate that the “supply” of symmetry breaking Darwinian genetic variation, in direct conflict with the symmetry inducing “demand” of natural selection, defines the antagonistic arrows of the real and negative worlds. Working in this competitively collaborating nonlinear mode, these opposites generate the homeostasy of holistic life. Protein folding, mitosis, meiosis, hydrophobicity and other ingredients have their respective expressions in this paradigm; nucleotide substitution, gene duplication-divergence, HGT, stress-induced mutations, antibiotic resistance, Lamarckism would appear to fit in naturally in this complexity paradigm defined through emergence of novelty and self-organization. With obvious departures from mainstream reductionism, this can have far reaching implications in the Darwinian and nano medicine of genetic diseases and disorders. Our goal is to chart a roadmap of adventure beyond (neo)-Darwinian reductionism. Keywords: Chanoxity; Reductionism; Darwinian Holism; Self-organization and Emergence; Demand, Sup- ply, Logistic. 1 Introduction: Beyond Reductionism Biological systems are complex holistic systems: thermodynamically open and far-from-equilibrium, self organizing, emergent.
    [Show full text]
  • Language Is a Complex Adaptive System: Position Paper
    Language Learning ISSN 0023-8333 Language Is a Complex Adaptive System: Position Paper The “Five Graces Group” Clay Beckner Nick C. Ellis University of New Mexico University of Michigan Richard Blythe John Holland University of Edinburgh Santa Fe Institute; University of Michigan Joan Bybee Jinyun Ke University of New Mexico University of Michigan Morten H. Christiansen Diane Larsen-Freeman Cornell University University of Michigan William Croft Tom Schoenemann University of New Mexico Indiana University Language has a fundamentally social function. Processes of human interaction along with domain-general cognitive processes shape the structure and knowledge of lan- guage. Recent research in the cognitive sciences has demonstrated that patterns of use strongly affect how language is acquired, is used, and changes. These processes are not independent of one another but are facets of the same complex adaptive system (CAS). Language as a CAS involves the following key features: The system consists of multiple agents (the speakers in the speech community) interacting with one another. This paper, our agreed position statement, was circulated to invited participants before a conference celebrating the 60th Anniversary of Language Learning, held at the University of Michigan, on the theme Language is a Complex Adaptive System. Presenters were asked to focus on the issues presented here when considering their particular areas of language in the conference and in their articles in this special issue of Language Learning. The evolution of this piece was made possible by the Sante Fe Institute (SFI) though its sponsorship of the “Continued Study of Language Acquisition and Evolution” workgroup meeting, Santa Fe Institute, 1–3 March 2007.
    [Show full text]
  • 11 Introduction to the Nervous System and Nervous Tissue
    11 Introduction to the Nervous System and Nervous Tissue ou can’t turn on the television or radio, much less go online, without seeing some- 11.1 Overview of the Nervous thing to remind you of the nervous system. From advertisements for medications System 381 Yto treat depression and other psychiatric conditions to stories about celebrities and 11.2 Nervous Tissue 384 their battles with illegal drugs, information about the nervous system is everywhere in 11.3 Electrophysiology our popular culture. And there is good reason for this—the nervous system controls our of Neurons 393 perception and experience of the world. In addition, it directs voluntary movement, and 11.4 Neuronal Synapses 406 is the seat of our consciousness, personality, and learning and memory. Along with the 11.5 Neurotransmitters 413 endocrine system, the nervous system regulates many aspects of homeostasis, including 11.6 Functional Groups respiratory rate, blood pressure, body temperature, the sleep/wake cycle, and blood pH. of Neurons 417 In this chapter we introduce the multitasking nervous system and its basic functions and divisions. We then examine the structure and physiology of the main tissue of the nervous system: nervous tissue. As you read, notice that many of the same principles you discovered in the muscle tissue chapter (see Chapter 10) apply here as well. MODULE 11.1 Overview of the Nervous System Learning Outcomes 1. Describe the major functions of the nervous system. 2. Describe the structures and basic functions of each organ of the central and peripheral nervous systems. 3. Explain the major differences between the two functional divisions of the peripheral nervous system.
    [Show full text]
  • Assessing the Impact of Positive Feedback in Constraint-Based Tutors
    Swinburne Research Bank http://researchbank.swinburne.edu.au Barrow, D., Mitrovic, A., Ohlsson, S., & Grimley, M. (2008). Assessing the impact of positive feedback in constraint-based tutors. Originally published in B. P. Woolf, E. Aimeur, R. Nkambou, & S. Lajoie (eds.). Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008), Montreal, Canada, 23–27 June 2008. Lecture notes in computer science (Vol. 5091, pp. 250–259). Berlin: Springer. Available from: http://dx.doi.org/10.1007/978-3-540-69132-7_29 Copyright © Springer-Verlag Berlin Heidelberg 2008. This is the author’s version of the work, posted here with the permission of the publisher for your personal use. No further distribution is permitted. You may also be able to access the published version from your library. The definitive version is available at http://www.springerlink.com/. Swinburne University of Technology | CRICOS Provider 00111D | swinburne.edu.au Assessing the Impact of Positive Feedback in Constraint-based Tutors Devon Barrow1, Antonija Mitrovic1, Stellan Ohlsson2 and Michael Grimley1 1University of Canterbury, Private Bag 4800 Christchurch 8140, New Zealand [email protected] {tanja.mitrovic,[email protected]} 2Department of Psychology, University of Illinois, Chicago [email protected] Abstract. Most existing Intelligent Tutoring Systems (ITSs) are built around cognitive learning theories, such as Ohlsson's theory of learning from performance errors and Anderson's ACT theories of skill acquisition, which focus primarily on providing negative feedback, facilitating learning by correcting errors. Research into the behavior of expert tutors suggest that experienced tutors use positive feedback quite extensively and successfully.
    [Show full text]
  • Developmental Systems Science 1
    DEVELOPMENTAL SYSTEMS SCIENCE 1 Developmental Systems Science: Exploring the Application of Systems Science Methods to Developmental Science Questions Manuscript #: 8(1)_1 Date: October 27, 2010 Running head: Developmental Systems Science Urban, J.B., Osgood, N., & Mabry, P. (2011). Developmental systems science: Exploring the application of non- linear methods to developmental science questions. Research in Human Development, 8(1), 1-25. doi: 10.1080/15427609.2011.549686 DEVELOPMENTAL SYSTEMS SCIENCE 2 Abstract Developmental science theorists fully acknowledge the wide array of complex interactions between biology, behavior, and environment that together give rise to development. However, despite this conceptual understanding of development as a system, developmental science has not fully applied analytic methods commensurate with this systems perspective. This paper provides a brief introduction to systems science, an approach to problem-solving that involves the use of methods especially equipped to handle complex relationships and their evolution over time. Moreover, we provide a rationale for why and how these methods can serve the needs of the developmental science research community. A variety of developmental science theories are reviewed and the need for systems science methodologies is demonstrated. This is followed by an abridged primer on systems science terminology and concepts, with specific attention to how these concepts relate to similar concepts in developmental science. Finally, an illustrative example is presented to demonstrate the utility of systems science methodologies. We hope that this article inspires developmental scientists to learn more about systems science methodologies and to begin to use them in their work. Urban, J.B., Osgood, N., & Mabry, P. (2011). Developmental systems science: Exploring the application of non- linear methods to developmental science questions.
    [Show full text]
  • Sustainability As "Psyclically" Defined -- /
    Alternative view of segmented documents via Kairos 22nd June 2007 | Draft Emergence of Cyclical Psycho-social Identity Sustainability as "psyclically" defined -- / -- Introduction Identity as expression of interlocking cycles Viability and sustainability: recycling Transforming "patterns of consumption" From "static" to "dynamic" to "cyclic" Emergence of new forms of identity and organization Embodiment of rhythm Generic understanding of "union of international associations" Three-dimensional "cycles"? Interlocking cycles as the key to identity Identity as a strange attractor Periodic table of cycles -- and of psyclic identity? Complementarity of four strategic initiatives Development of psyclic awareness Space-centric vs Time-centric: an unfruitful confrontation? Metaphorical vehicles: temples, cherubim and the Mandelbrot set Kairos -- the opportune moment for self-referential re-identification Governance as the management of strategic cycles Possible pointers to further reflection on psyclicity References Introduction The identity of individuals and collectivities (groups, organizations, etc) is typically associated with an entity bounded in physical space or virtual space. The boundary may be defined geographically (even with "virtual real estate") or by convention -- notably when a process of recognition is involved, as with a legal entity. Geopolitical boundaries may, for example, define nation states. The focus here is on the extent to which many such entities are also to some degree, if not in large measure, defined by cycles in time. For example many organizations are defined by the periodicity of the statutory meetings by which they are governed, or by their budget or production cycles. Communities may be uniquely defined by conference cycles, religious cycles or festival cycles (eg Oberammergau). Biologically at least, the health and viability of individuals is defined by a multiplicity of cycles of which respiration is the most obvious -- death may indeed be defined by absence of any respiratory cycle.
    [Show full text]
  • Gregory Bateson, Cybernetics, and the Social/Behavioral Sciences
    GREGORY BATESON, CYBERNETICS, AND THE SOCIAL/BEHAVIORAL SCIENCES ABSTRACT Gregory Bateson's interdisciplinary work in Anthropology, Psychiatry, Evolution, and Epistemology was profoundly influenced by the ideas set forth in systems theory, communication theory, information theory and cybernetics. As is now quite common, Bateson used the single term cybernetics in reference to an aggregate of these ideas that grew together shortly after World War II. For him, cybernetics, or communication theory, or information theory, or systems theory, together constituted a unified set of ideas, and he was among the first to appreciate the fact that the patterns of organization and relational symmetry evident in all living systems are indicative of mind. Here, we must not forget that due to the nineteenth century polemic between science and religion, any consideration of purpose and plan, e.g., mental process, had been a priori excluded from science as non-empirical, or immeasurable. Any reference to mind as an explanatory or causal principle had been banned from biology. Even in the social/behavioral sciences, references to mind remained suspect. Building on the work of Norbert Wiener, Warren McCulloch, and W. Ross Ashby, Bateson realized that it is precisely mental process or mind which must be investigated. Thus, he formulated the criteria of mind and the cybernetic epistemology that are pivotal elements in his "ecological philosophy." In fact, he referred to cybernetics as an epistemology: e.g., the model, itself, is a means of knowing what sort of world this is, and also the limitations that exist concerning our ability to know something (or perhaps nothing) of such matters.
    [Show full text]
  • Complex Adaptive Systems Theory Applied to Virtual Scientific Collaborations: the Case of Dataone
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2011 Complex adaptive systems theory applied to virtual scientific collaborations: The case of DataONE Arsev Umur Aydinoglu [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Communication Technology and New Media Commons, Library and Information Science Commons, and the Organizational Behavior and Theory Commons Recommended Citation Aydinoglu, Arsev Umur, "Complex adaptive systems theory applied to virtual scientific collaborations: The case of DataONE. " PhD diss., University of Tennessee, 2011. https://trace.tennessee.edu/utk_graddiss/1054 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Arsev Umur Aydinoglu entitled "Complex adaptive systems theory applied to virtual scientific collaborations: The case of DataONE." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Communication and Information. Suzie Allard, Major Professor We
    [Show full text]