Learning Models

These models and simulations have been tagged “Learning”.

Related tagsHealth Care

 William T. Powers insight that animate behavior is the purposeful control of perception. Behavior exists to control perceptual signals; internal reference signals are purposes. Continual reorganization of ends and means in the face of obstacles is Learning.

William T. Powers insight that animate behavior is the purposeful control of perception. Behavior exists to control perceptual signals; internal reference signals are purposes. Continual reorganization of ends and means in the face of obstacles is Learning.

A simple generic rich picture view of interactions among concerned people with needs services and resources and abilities (including learning), which can be used as a pattern for many individual health care insights.
A simple generic rich picture view of interactions among concerned people with needs services and resources and abilities (including learning), which can be used as a pattern for many individual health care insights.
 IM-1175 with computable arguments, based on ideas from Micropublications  paper  about Claims, Evidence, Representations and Context Networks

IM-1175 with computable arguments, based on ideas from Micropublications paper about Claims, Evidence, Representations and Context Networks

Flowchart to address learner needs for a positive teaching and learning environment.
Flowchart to address learner needs for a positive teaching and learning environment.
 Clone of IM-752 This model is derived from the paper "Nobody Ever Gets Credit for Fixing Problems that Never Happened: Creating and Sustaining Process Improvement" by Nelson P. Repenning and John D Sterman with Intent Act Effect and Mental models added to show double loop learning IM-619 with IM-89

Clone of IM-752 This model is derived from the paper "Nobody Ever Gets Credit for Fixing Problems that Never Happened: Creating and Sustaining Process Improvement" by Nelson P. Repenning and John D Sterman with Intent Act Effect and Mental models added to show double loop learning IM-619 with IM-897 and IM-1897 ideas. http://bit.ly/jCXGKL

 Technology learning curve calculations see  IM-614  for wider technology and healthcare costs context

Technology learning curve calculations see IM-614 for wider technology and healthcare costs context

 Clone of IM-752 This model is derived from the paper "Nobody Ever Gets Credit for Fixing Problems that Never Happened: Creating and Sustaining Process Improvement" by Nelson P. Repenning and John D Sterman with Intent Act Effect and Mental models added to show double loop learning IM-619 with IM-89

Clone of IM-752 This model is derived from the paper "Nobody Ever Gets Credit for Fixing Problems that Never Happened: Creating and Sustaining Process Improvement" by Nelson P. Repenning and John D Sterman with Intent Act Effect and Mental models added to show double loop learning IM-619 with IM-897 and IM-1897 ideas. http://bit.ly/jCXGKL

A simple generic rich picture view of interactions among concerned people with needs services and resources and abilities (including learning), which can be used as a pattern for many individual health care insights.
A simple generic rich picture view of interactions among concerned people with needs services and resources and abilities (including learning), which can be used as a pattern for many individual health care insights.
 A simplified dynamic model, adapted from Engineering perspectives on healthcare delivery: Can we afford technological innovation in healthcare? Rouse, William B Systems Research and Behavioral Science 2009 Vol 26 (5) p573-582  abstract   Developed by Mark Heffernan. Addition of learning curve effec

A simplified dynamic model, adapted from Engineering perspectives on healthcare delivery: Can we afford technological innovation in healthcare? Rouse, William B Systems Research and Behavioral Science 2009 Vol 26 (5) p573-582 abstract  Developed by Mark Heffernan. Addition of learning curve effects IM-614 to Insight 435

WIP ​Book Summary see  blog entry  Also Chuang2009 ISDC P1127 paper, Newman2017 and Edmondson2014 papers
WIP ​Book Summary see blog entry Also Chuang2009 ISDC P1127 paper, Newman2017 and Edmondson2014 papers
 The relationship between chains of practice and networks of understanding, with threshold concepts as the transforming link. Adapted from Kinchin, I.M. and Cabot, L.B. (2012) Supporting the expert student. Paper presented at the 4th Annual Conference on Higher Education Pedagogy, 8th – 10th Februar

The relationship between chains of practice and networks of understanding, with threshold concepts as the transforming link. Adapted from Kinchin, I.M. and Cabot, L.B. (2012) Supporting the expert student. Paper presented at the 4th Annual Conference on Higher Education Pedagogy, 8th – 10th February, Virginia Tech., Blacksburg, VA, USA. Available  

 Replaced by Map at  IM-1918  WIP Clone of IM-752 This model is derived from the paper "Nobody Ever Gets Credit for Fixing Problems that Never Happened: Creating and Sustaining Process Improvement" by Nelson P. Repenning and John D Sterman with Intent Act Effect and Mental models added to show doubl

Replaced by Map at IM-1918 WIP Clone of IM-752 This model is derived from the paper "Nobody Ever Gets Credit for Fixing Problems that Never Happened: Creating and Sustaining Process Improvement" by Nelson P. Repenning and John D Sterman with Intent Act Effect and Mental models added to show double loop learning IM-619 with IM-897 and IM-1897 ideas. http://bit.ly/jCXGKL Replaced by PCT view at IM-9273

 This map is only of use to me, while I'm trying to gain more insights and playing with this tool: InsightMaker

This map is only of use to me, while I'm trying to gain more insights and playing with this tool: InsightMaker