The principles of open collaboration for innovation (and production), once distinctive to open source software, are now found in many other ventures.Cognitive learning theory in the classroom some of these ventures are internet-based: for example, wikipedia and online communities. Others are off-line: they are found in medicine, science, and everyday life.Cognitive learning theory in the classroom such ventures have been affecting traditional firms and may represent a new organizational form. Despite the impact of such ventures, their operating principles and performance are not well understood.Cognitive learning theory in the classroom here we define open collaboration (OC), the underlying set of principles, and propose that it is a robust engine for innovation and production.Cognitive learning theory in the classroom first, we review multiple OC ventures and identify four defining principles. In all instances, participants create goods and services of economic value, they exchange and reuse each other’s work, they labor purposefully with just loose coordination, and they permit anyone to contribute and consume.Cognitive learning theory in the classroom these principles distinguish OC from other organizational forms, such as firms or cooperatives. Next, we turn to performance. To understand the performance of OC, we develop a computational model, combining innovation theory with recent evidence on human cooperation.Cognitive learning theory in the classroom we identify and investigate three elements that affect performance: the cooperativeness of participants, the diversity of their needs, and the degree to which the goods are rival (subtractable).Cognitive learning theory in the classroom through computational experiments, we find that OC performs well even in seemingly harsh environments: when cooperators are a minority, free riders are present, diversity is lacking, or goods are rival.Cognitive learning theory in the classroom we conclude that OC is viable and likely to expand into new domains. The findings also inform the discussion on new organizational forms, collaborative and communal.Cognitive learning theory in the classroom

Book – this volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of creativity in mathematics and mathematical giftedness.Cognitive learning theory in the classroom the book explores (a) the relationship between creativity and giftedness; (b) empirical work with high ability (or gifted) students in the classroom and its implications for teaching mathematics; (c) interdisciplinary work which views creativity as a complex phenomena that cannot be understood from within the borders of disciplines, i.E., to present research and theorists from disciplines such as neuroscience and complexity theory; and (d) findings from psychology that pertain the creatively gifted students.Cognitive learning theory in the classroom as a whole, this volume brings together perspectives from mathematics educators, psychologists, neuroscientists, and teachers to present a collection of empirical, theoretical and philosophical works that address the complexity of mathematical creativity and giftedness, its origins, nature, nurture, and ways forward.Cognitive learning theory in the classroom in keeping with the spirit of the series, the anthology substantially builds on previous ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).Cognitive learning theory in the classroom

Book – in this orwellian moment, the movement of refugees, asylum seekers, and migrants across the increasingly militarised borders of europe have instigated a sociospatial debate about the limits of human rights, national sovereignties, continental values, precipitating and contributing to the ongoing condition of european crises. Although in the era of globalization borders constitute porous passages for capital and commodities, at the same time they have hardened and ossified as “new enclosures” seeking to immobilize migrant and refugee populations.Cognitive learning theory in the classroom fortress europe emerges as a complex of new state control mechanisms, freshly erected border fences, newly built detention centers, and improvised refugee camps; together, these technologies of migration management aim at the criminalisation, classification, stigmatisation, and biopolitical control of moving populations, fomented by xenophobic politics, and managed by humanitarian subcontractors.Cognitive learning theory in the classroom in this hostile climate, people on the move contest european border regimes, peripheries, and cityscapes by claiming spatial justice and political visibility while creating a nexus of emerging common spaces. They are joined by activists defending their right to movement, who are engaged in efforts to “welcome refugees” into a shrinking and contested public sphere, into alternative and self-organized social spaces, responding to the humanitarian crises wrought by militarism, violence, and structural adjustment with solidarity, stemming from a larger vision of sharing in each other’s struggles for survival and social transformation.Cognitive learning theory in the classroom

Several studies have found a positive association between education and health. Confounding factors that an act both education choices and health, such as (observed) parental background and (unobserved) intelligence, may play an important role in shaping this association.Cognitive learning theory in the classroom in this paper we estimate the impact of education on diseases in old age, accounting for this endogeneity. Our estimates are based on administrative data on men born in 1944–1947, who were examined for military service in the netherlands between 1961–1965, linked to national death and medication use records.Cognitive learning theory in the classroom we assume medication use identifies diseases. We estimate a structural model, consisting of (i) an ordered probit model for the educational attainment, (ii) a gompertz mortality model for survival up to old age, (iii) a probit model for medication use in old age and, (iv) a measurement system using IQ tests to identify latent intelligence.Cognitive learning theory in the classroom educational choices, surviving up to old age and medication use all depend on observed individual factors and on latent intelligence. Based on the estimation results, we derive the impact of education on diseases in old age. Our empirical results reveal a strong effect of education on physical diseases, but low or no effect of education on depression and anxiety.Cognitive learning theory in the classroom