This study examines technological, educational/learning, and social affordances associated with the facilitation of team learning during technology-mediated collaborative problem solving. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e., discussions) associated with team lea...

Multi-agent systems in complex, real-time domains require agents to act e ectively both autonomously and as part of a team. This dissertation addresses multi-agent systems consisting of teams of autonomous agents acting in real-time, noisy, collaborative, and adversarial environments. Because of the inherent complexity of this type of multi-agent system, this thesis investigates the use of mach...

This paper proposes a mechanism for learning a best-response strategy to improve opponent intelligence in team-oriented commercial computer games. The mechanism, called TEAM2, is an extension of the TEAM mechanism for team-oriented adaptive behaviour explored in [Bakkes et al., 2004] and focusses on the exploitation of relevant gameplay experience. We compare the performance of the TEAM2 mechan...

Proponents of classroomand team-based exercises argue that structured group problemsolving activities enhance student learning. A team-based, guided design exercise conducted annually from 1985-2002 supports the claim that most teams reach superior decisions than individual students left to their own knowledge. However, a very small percentage of teams were not successful reaching a learning go...

Abstract Healthcare delivery is evolving from individual, autonomous practice to collaborative team practice. However, barriers such as professional autonomy, time constraints and the perception of error as failure preclude learning behaviours that can facilitate organizational learning and improvement. Although experimentation, engaging in questions and feedback, discussing errors and reflecti...

This paper investigates relations between team learning and a quasi-closedness property inherent in many identiication types considered in inductive inference. This property is as follows: there exists such n that, if every union of n ?1 classes out of U1; : : : ; Un is identiiable, so is the union of all n classes. This property can be formulated in terms of team learning, but in practice the ...