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Transactional distance theory states that when an instructional designer makes decisions, these decisions will result in a certain amount of structure, dialog and autonomy. These amounts can be either unwitting consequences of the instructional design process, or the result of conscious instructional design decisions.
Process Model The Process Model (PM) of an organisation is the ontological model of the state space and the transition space of its coordination world. Regarding the state space, the PM contains, for all internal and border transaction kinds, the process steps and the existence laws that apply, according to the complete transaction pattern.
The name open–closed principle has been used in two ways. Both ways use generalizations (for instance, inheritance or delegate functions) to resolve the apparent dilemma, but the goals, techniques, and results are different. The open–closed principle is one of the five SOLID principles of object-oriented design.
Learning organizations use the active process of knowledge management to design organizational processes and systems that concretely facilitate knowledge creation, transfer, and retention. Organizational metacognition is used to refer to the processes by which the organization 'knows what it knows'.
Coordination refers to the extent of necessity in explicit revealed planning and coordinating efforts during teamwork. [19] When a group possesses a strong transactive memory system, the need for explicit coordination efforts reduces since teammates are aware of other teammates strengths and weaknesses, can anticipate their behavior and ...
The commit-request phase (or voting phase), in which a coordinator process attempts to prepare all the transaction's participating processes (named participants, cohorts, or workers) to take the necessary steps for either committing or aborting the transaction and to vote, either "Yes": commit (if the transaction participant's local portion ...
Co-construction of learning is referred to in Primary and Secondary Schools and other learning settings in the UK, and generally refers to collaboration in learning beyond delivery of learning or projects, for example in Curriculum co-construction. [5] Co-construction learning is considered to be "complex, multi-dimensional, and involves everyone."
The learning process uses information from previous repetitions to improve the control signal, ultimately enabling a suitable control action to be found iteratively. The internal model principle yields conditions under which perfect tracking can be achieved but the design of the control algorithm still leaves many decisions to be made to suit ...