Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
ONR/NETC Planning Meeting18 July, 2003
UCLA/CRESST, Los Angeles, CA
ONR Advanced Distributed Learning
Eva L. Baker
Intellectual and Social
Capital: Opportunities
2003 Regents of the University of California
UCLA CRESST
National Center for Research on Evaluation, Standards, and
Student Testing
2Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Intellectual Capital
• Fund of knowledge, skills, and cognitive propensities—analogous to ROI
• CRESST focus for ONR– Content understanding– Problem solving– Teamwork– Communication– Metacognition
3Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Intellectual Capital
ContentUnderstanding
ProblemSolving
Teamwork andCollaboration
MetacognitionCommunication
Learning
4Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Social Capital
• Team performance and skills• Networking and information
sharing• Trust• Efficacy (can do)• Adaptive communication• Environmental stress
management• Leadership roles• Effort
5Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Organizational Development and the Creation of Social
Capital
• Both intellectual and social capital needed
• Social capital is the sizzle• Social capital interacts with
individual differences• Individual differences in the past
has been conceived as general traits or traits that come into play on certain occasions
6Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Trust
EfficacyNetworks
EffortAdaptive
Communication
LearningOrganization
Leadership
Social Capital
Teamwork
7Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Measurement of Social Capital
• In institutions (e.g., schools), as a component of effectiveness
• In programs, as the context and outcome of quality instruction
• In organizations, to improve effectiveness
8Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
What’s New?
• Not trait-, state-, personality-focused• Componential and therefore
instruction-sensitive• Interactive with intellectual capital
formation• Measurement should be iterative and
focus on bottom-up cycles of reporting
• Organizations put self forward like awardees
9Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Program
• Design analytic framework for evaluating social capital, development, duration, predictive elements
• Contrast high-functioning with low-functioning systems to discriminate key predictors
• Create measures for self-assessment and improvement of individuals, teams, and organizations
10Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Components of Social Capital
• Individual behaviors (motivated, persistent, resilient, altruistic)
• Individual meta processes (intellectual and emotional awareness and control)
• Knowledge of how to make social systems work
11Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
• Measurement of Team Performance
– Knowledge maps for team cognition•Content knowledge
– Team process measured by pre-specified messages or online text analysis, e.g., latent semantic analysis E-Rater (ETS)
– Automated generated and scored After-Action Reviews
0
50
100
1st
Qtr
4th
Qtr
East
West
North
Opportunities
12Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Opportunities (cont.)
• Dynamic Testing of Team Performance– Vygotsky (ZPD), feedback (O’Neil),
help seeking (Webb)
• Cognitive Demands of Psychomotor Tasks (rifle marksmanship and SEALS)– Brief SEALS August 14, 2003, for
possible joint program
13Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Opportunities (cont.)
• Comparative Testing of Authoring Systems– Top Down
• Ontology, task analysis, experts
– Bottom Up• “Repurposing” simulations
– Dependent measures• Outcome of instruction is learning
• Outcome of assessment is reliable and valid decisions
• Online Analysis and Reporting
14Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Psychometrics of Simulation
• Psychometric Issues– Validity and accuracy– Design economies– Technical comparability
and equating– Estimation of difficulty– Generalization and
characteristics across topics, contexts, prior knowledge
– Sampling– Scaling – New functional approaches
to norming
• Online administration, diagnostic/ diagnostic/
scoring, reporting prescriptive prescriptive (AAR)
Individual Training Collective Training
15Baker ONR/NETC July 03 v.4 2003 Regents of the University of California
Opportunities (cont.)
Standardizing Quality
• Alignment (R&D)• Linguistics• Search capacity• Evaluation (program
assessment)• 5 Vector mixed models
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