Learning Theory, Student Content Creation, Teamwork Assessment, Digital Culture, Organizational Analysis and Mass Media
Ally, M. (2011). The Theory and Practice of Online Learning, second edition — Foundations of Educational Theory for Online Learning, 1–30. Retrieved from papers2://publication/uuid/BD16D511–683B-4B92–9F9D-F00B120204F8
Alonso, F., Lopez, G., Manrique, D., & Vines, J. M. (2008). Learning Objects, Learning Objectives and Learning Design. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ813828
Anderson, J. R. (2005). Cognitive psychology and its implications. Macmillan.
Anderson, T. (Ed.). (2004). Theory and Practice of Online Learning, 1–454. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED530061
Ausubel, D. P. (1967). A cognitive structure theory of school learning. Instruction: Some Contemporary Viewpoints. San Francisco: Chandler.
Bassett, C. (2005). Wisdom in three acts: Using transformative learning to teach for wisdom. Appreciating the Best of What Is: Envisioning What Could Be, 29.
Brooks, J. G. (1999). In search of understanding: The case for constructivist classrooms. ASCD.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354.
Choi, J.-I., & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53–69.
Comings, J. P., Beder, H., Reder, S., Bingman, B., Smith, C., & others. (2003). Establishing an evidence-based adult education system. National Center for the Study of Adult Learning and Literacy, Harvard Graduate School of Education.
Daley, B. J. (1999). Novice to expert: An exploration of how professionals learn. Adult Education Quarterly, 49(4), 133–147.
Daloz, L. A. (1999). Mentor: Guiding the Journey of Adult Learners. The Jossey-Bass Higher and Adult Education Series. ERIC.
Daloz, L. A. P. (2000). Transformative learning for the common good. Learning as Transformation: Critical Perspectives on a Theory in Progress, 103–123.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363.
Ericsson, K. A. (2006). The Cambridge handbook of expertise and expert performance. Cambridge University Press.
Erikson, E. H. (1980). Identity and the life cycle (Vol. 1). WW Norton & Company.
Erikson, E. H. (1968). Identity: Youth and crisis. WW Norton & Company.
Fenwick, T. J. (2003). Learning through experience: Troubling orthodoxies and intersecting questions.
Ferry, N. M., & Ross-Gordon, J. M. (1998). An inquiry into Schön’s epistemology of practice: Exploring links between experience and reflective practice. Adult Education Quarterly, 48(2), 98–112.
Freire, P. (1985). The politics of education: Culture, power, and liberation. Greenwood Publishing Group.
Freire, P. (2000). Pedagogy of the oppressed. Continuum.
Gagne, R. M., Briggs, L. J., & Wager, W. (n.d.). Principles of instructional design. Fort Worth, TX: Harcourt Brace.
Gergen, K. J. (1995). Social construction and the educational process. Constructivism in Education, 17–39.
Grippin, P., & Peters, S. (1984). Learning theory and learning outcomes: The connection. University Press of America Lanham, MD.
Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765.
Kaufman, D. (2003). ABC of learning and teaching in medicine: Applying educational theory in practice, 1–4. Retrieved from papers2://publication/uuid/A2A45579–4277–4000-B77C-0343E0003B58
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212.
Kolb, D. A., & others. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Prentice-Hall Englewood Cliffs, NJ.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218.
Lobo, L. M. A. (2008). From Individual Learning to Organizational Learning, 1–10. Retrieved from papers2://publication/uuid/F7582C37–8EF6–40F0-A7AF-622D6083F1E3
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in adulthood: A comprehensive guide. John Wiley & Sons.
Mezirow, J., & others. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass San Francisco.
Myers, I. B., & McCaulley, M. H. (1988). Myers-Briggs Type Indicator: MBTI. Consulting Psychologists Press.
Ormrod, J. E. (1999). Human learning 3rd ed. Upper Saddle River, NJ: Prentice-Hall, Inc. Schopler, E., Short, A. & Mesibov, G.(1989). Relation of Behavioral Treatment to Normal Functioning: Comment on Lovaas. Journal of Consulting and Clinical Psychology, 57, 162–164.
Resnick, L. B. (1987). Education and learning to think. National Academy Press.
Sousa, D. A. (2011). How the brain learns. Sage.
Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. Cambridge University Press.
Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9–17.
Grabner, R. H., Fink, A., Stipacek, A., Neuper, C., & Neubauer, A. C. (2004). Intelligence and working memory systems: evidence of neural efficiency in alpha band ERD. Cognitive Brain Research, 20(2), 212–225.
Lewis, P. A., Critchley, H. D., Smith, A. P., & Dolan, R. J. (2005). Brain mechanisms for mood congruent memory facilitation. Neuroimage, 25(4), 1214–1223.
Maguire, E. A., Frith, C. D., & Morris, R. G. M. (1999). The functional neuroanatomy of comprehension and memory: the importance of prior knowledge. Brain, 122(10), 1839–1850.
Moore, K. D. (2011). Effective instructional strategies: From theory to practice. Sage.
Moscovitch, M. (1992). Memory and working-with-memory: A component process model based on modules and central systems. Journal of Cognitive Neuroscience, 4(3), 257–267.
Neubauer, A. C., Grabner, R. H., Freudenthaler, H. H., Beckmann, J. F., & Guthke, J. (2004). Intelligence and individual differences in becoming neurally efficient. Acta Psychologica, 116(1), 55–74.
Rittle-Johnson, B., Star, J. R., & Durkin, K. (2009). The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving. Journal of Educational Psychology, 101(4), 836.
Smith, S. M., & Moynan, S. C. (2008). Forgetting and recovering the unforgettable. Psychological Science, 19(5), 462–468.
Student Content Creation
Bagdasarov, Z., Harkrider, L. N., Johnson, J. F., MacDougall, A. E., Devenport, L. D., Connelly, S., … Peacock, J. (2012). An investigation of case-based instructional strategies on learning, retention, and ethical decision-making. Journal of Empirical Research on Human Research Ethics : JERHRE, 7(4), 79–86. doi:10.1525/jer.2012.7.4.79
Bottomley, S., & Denny, P. (n.d.). A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions. Biochemistry and Molecular Biology Education : A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 39(5), 352–61. doi:10.1002/bmb.20526
Jobs, A., Twesten, C., Göbel, A., Bonnemeier, H., Lehnert, H., & Weitz, G. (2013). Question-writing as a learning tool for students — outcomes from curricular exams. BMC Medical Education, 13, 89. doi:10.1186/1472–6920–13–89
Kim, S., Phillips, W. R., Pinsky, L., Brock, D., Phillips, K., & Keary, J. (2006). A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines. Medical Education, 40(9), 867–76. doi:10.1111/j.1365–2929.2006.02544.x
Palmer, E., & Devitt, P. (2006). Constructing multiple choice questions as a method for learning. Annals of the Academy of Medicine, Singapore, 35(9), 604–8. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/17051275
Sircar, S. S., & Tandon, O. P. (1999). Involving Students In Question Writing, 22(1), 84–91.
Anderson, K., Peterson, R., Tonkin, A., & Cleary, E. (2008). The assessment of student reasoning in the context of a clinically oriented PBL program. Medical Teacher, 30(8), 787–94. doi:10.1080/01421590802043819
Baker, D. P., Salas, E., King, H., Battles, J., & Barach, P. (n.d.). The Role of Teamwork in the Professional Education of Physicians: Current Status and Assessment Recommendations. Joint Commission Resources. Retrieved from http://www.ingentaconnect.com/content/jcaho/jcjqs/2005/00000031/00000004/art00002
Brannick, M. T. . E., Salas, E. E., & Prince, C. E. (1996). Team Performance Assessment and Measurement: Theory, Methods, and Applications. Series in Applied Psychology. Retrieved from http://eric.ed.gov/?id=ED435695
Cox, M., Irby, D., & Epstein, R. (2007). Assessment in Medical Education. New England Journal of Medicine. Retrieved from /citations?view_op=view_citation&continue=/scholar?hl=en&as_sdt=0,5&scilib=1&scioq=assessment+in+medical+education&citilm=1&citation_for_view=z2OYcMsAAAAJ:u5HHmVD_uO8C&hl=en&oi=p
Downing, S. M., & Yudkowsky, R. (2009). Assessment in health professions education. Routledge.
Duffy, F. D., Gordon, G. H., Whelan, G., Cole-Kelly, K., Frankel, R., Buffone, N., … Langdon, L. (2004). Assessing competence in communication and interpersonal skills: the Kalamazoo II report. Academic Medicine : Journal of the Association of American Medical Colleges, 79(6), 495–507. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/15165967
Epstein, R. M. (2002). Defining and Assessing Professional Competence. JAMA, 287(2), 226. doi:10.1001/jama.287.2.226
Frankel, A., Gardner, R., Maynard, L., & Kelly, A. (2007). Using the Communication and Teamwork Skills (CATS) Assessment to measure health care team performance. Joint Commission Journal on Quality and Patient Safety / Joint Commission Resources, 33(9), 549–58. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/17915529
Freeman, M., & McKenzie, J. (2002). SPARK, a confidential web-based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects. British Journal of Educational Technology, 33(5), 551–569. doi:10.1111/1467–8535.00291
Henriksen, Kerm and Battles, James B and Keyes, Margaret A and Grady, Mary L and King, Heidi B and Battles, James and Baker, David P and Alonso, Alexander and Salas, Eduardo and Webster, J. and others. (2008, August 1). TeamSTEPPSTM: Team Strategies and Tools to Enhance Performance and Patient Safety. Agency for Healthcare Research and Quality (US). Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK43686/
Jackson, N. (2007). Assessment in medical education and training : a practical guide. Abingdon: Radcliffe.
Lurie, S. J., Schultz, S. H., & Lamanna, G. (2011). Assessing teamwork: a reliable five-question survey. Family Medicine, 43(10), 731–4. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22076717
MacCarrick, G. (2013). Quality Assurance in Medical Education. London: Springer London. doi:10.1007/978–0–85729–713–6
Mayer, C. M., Cluff, L., Lin, W.-T., Willis, T. S., Stafford, R. E., Williams, C., … Amoozegar, J. B. (n.d.). Evaluating Efforts to Optimize TeamSTEPPS Implementation in Surgical and Pediatric Intensive Care Units. Joint Commission Resources. Retrieved from http://www.ingentaconnect.com/content/jcaho/jcjqs/2011/00000037/00000008/art00005
Salas, E. (2005). Is there a “Big Five” in Teamwork? Small Group Research, 36(5), 555–599. doi:10.1177/1046496405277134
Status, C. (2005). Teamwork and Communication The Role of Teamwork in the Professional Education of Physicians :, 31(4), 185–202.
Undre, S., Sevdalis, N., Healey, A. N., Darzi, A., & Vincent, C. a. (2007). Observational teamwork assessment for surgery (OTAS): refinement and application in urological surgery. World Journal of Surgery, 31(7), 1373–81. doi:10.1007/s00268–007–9053-z
Weller, J., Shulruf, B., Torrie, J., Frengley, R., Boyd, M., Paul, a, … Dzendrowskyj, P. (2013). Validation of a measurement tool for self-assessment of teamwork in intensive care. British Journal of Anaesthesia, 111(3), 460–7. doi:10.1093/bja/aet060
Anderson, J., Rainie, L., & Duggan, M. (2014). The Web at 25 in the US. Pew research Center.
Beavis, C. (2012). Digital culture, digital literacies: Expanding the notions of text. P (ICT) Ures of English: Teachers, Learners and Technology, 145–161.
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge.
Buckingham, D. (2013). Beyond technology: Children’s learning in the age of digital culture. John Wiley & Sons.
Deuze, M. (2006). Participation, remediation, bricolage: Considering principal components of a digital culture. The Information Society, 22(2), 63–75.
Jenkins, H. (n.d.). Confronting the Challenges of Participatory Culture : Media Education for the 21 Century.
McCullough, M. (2005). Digital ground: Architecture, pervasive computing, and environmental knowing. The MIT Press.
Parker, K., Lenhart, A., & Moore, K. (2011). The Digital Revolution and Higher Education: College Presidents, Public Differ on Value of Online Learning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED524306
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6.
Prensky, M. (2005). Computer games and learning: Digital game-based learning. Handbook of Computer Game Studies, 18, 97–122.
Rainie, L., & Project, P. I. (n.d.). Networked Learners.
Rosenberg, M. J. (2001). E-learning: Strategies for delivering knowledge in the digital age (Vol. 3). McGraw-Hill New York.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
Argote, L. (2012). Organizational learning: Creating, retaining and transferring knowledge. Springer.
Baum, J. A. C. (1996). Organizational ecology. Studying Organization: Theory and Method, 71–108.
Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40–57.
Carroll, G. R. (1984). Organizational ecology. Annual Review of Sociology, 71–93.
Cohen, M. D., March, J. G., & Olsen, J. P. (1972). A garbage can model of organizational choice. Administrative Science Quarterly, 17(1).
Freeman, J. (1977). The Population Ecology of Organizationsl. American Journal of Sociology, 82(5), 929–964.
Hannan, M. T., & Carroll, G. R. (1995). An introduction to organizational ecology. Organizations in Industry: Strategy, Structure and Selection, 17–31.
Kunda, G. (2009). Engineering culture: Control and commitment in a high-tech corporation. Temple University Press.
Levitt, B., & March, J. G. (1988). Organizational learning. Annual Review of Sociology, 14(1), 319–338.
March, J. G. (1962). The business firm as a political coalition. The Journal of Politics, 24(04), 662–678.
March, J. G. (1991). Exploration and exploitation in organizational learning. Organization Science, 2(1), 71–87.
March, J. G. (1994). Primer on decision making: How decisions happen. Simon and Schuster.
March, J. G. (1999). The pursuit of organizational intelligence: Decisions and learning in organizations. Blackwell Publishers, Inc.
March, J. G., & Olsen, J. P. (2004). The logic of appropriateness. ARENA.
Martin, J. (1992). Cultures in organizations: Three perspectives. Oxford University Press.
Martin, J., Frost, P. J., & O’Neill, O. A. (2006). Organizational culture: Beyond struggles for intellectual dominance. The SAGE Handbook of Organizational Studies, 725–753.
Scott, W. R. (1987). Organizations: Rational, Natural, and Open Systems. Englewood Cliffs, NJ:: Prentice-Hall.
Scott, W. R. (2001). Institutions and organizations. Sage.
AAMC, “Recommendations for Clinical Skills Curricula for Undergraduate Medical Education” (October 19, 2009): 1–39.
Dodge, Courtney, Edward J. Sherwood, and T. Samuel Shomaker. “Organizational performance and teamwork: Achieving interactive excellence.” Academic Medicine 87.11 (2012): 1474.
Jason R Frank et al., “Competency-Based Medical Education: Theory to Practice.,” Medical Teacher 32, no. 8 (August 2010): 638–645, doi:10.3109/0142159X.2010.501190.
Peter Harris et al., “Competency-Based Medical Education: Implications for Undergraduate Programs,” Medical Teacher 32, no. 8 (August 2010): 646–650, doi:10.3109/0142159X.2010.500703.
F. Helsen, W., et al. “The roles of talent, physical precocity and practice in the development of soccer expertise.” Journal of sports sciences 18.9 (2000): 727–736.
David M Irby, Molly Cooke, and Bridget C O’Brien, “Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010.,” Academic Medicine : Journal of the Association of American Medical Colleges 85, no. 2 (February 2010): 220–227, doi:10.1097/ACM.0b013e3181c88449.
Lucey, Catherine Reinis. “Medical education: part of the problem and part of the solution.” JAMA internal medicine 173.17 (2013): 1639–1643.
William C McGaghie et al., “Medical Education Featuring Mastery Learning with Deliberate Practice Can Lead to Better Health for Individuals and Populations,” Academic Medicine 86, no. 11 (November 2011): e8–e9, doi:10.1097/ACM.0b013e3182308d37.
Christopher J Mooney et al., “Development of an Audit Method to Assess the Prevalence of the ACGME’s General Competencies in an Undergraduate Medical Education Curriculum.,” Teaching and Learning in Medicine 22, no. 4 (October 1, 2010): 257–261, doi:10.1080/10401334.2010.512538.
Rouse, William B., Janis A. Cannon-Bowers, and Eduardo Salas. “The role of mental models in team performance in complex systems.” Systems, Man and Cybernetics, IEEE Transactions on 22.6 (1992): 1296–1308.
Segalowitz, Norman S., and Sidney J. Segalowitz. “Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition.” Applied Psycholinguistics14 (1993): 369–369.
Sternberg, Robert J. “Implicit theories of intelligence, creativity, and wisdom.”Journal of personality and social psychology 49.3 (1985): 607.
Sternberg, Robert J. “Why schools should teach for wisdom: The balance theory of wisdom in educational settings.” Educational psychologist 36.4 (2001): 227–245.