Collaborative Training Model Research Articles

Innovation of school-enterprise collaborative cultivation mode for university e-commerce majors in the context of symbiosis theory

School-enterprise collaborative training model is a system of cultivating talents through school-enterprise cooperation and combining practice. This paper explores the practical model of university collaborative innovation based on symbiosis theory, aiming at examining and analyzing the complex synergistic relationship between each inner symbiotic unit, revealing the inner practical evolution logic, and providing useful reference and inspiration for the improvement of university collaborative innovation performance. The symbiotic model of collaborative innovation between universities and enterprises interacting with each other is constructed, and innovation is carried out with market demand as the link. Based on this, e-commerce majors in colleges and universities should integrate enterprise elements, form multilateral communication mechanisms and promote the stability of symbiotic relationships. In order to verify that the symbiosis theory can innovate the school-enterprise collaborative training model, a school-enterprise cooperation internship training platform was built. 19.1% of students felt very dissatisfied and 18.9% felt very satisfied with it before the internship. The students who were very dissatisfied after the internship decreased from 19.1% to 2.1% before the internship, and 53.1% of the students completely achieved the goal, which indicates that improving the symbiotic integrated governance system of university collaborative innovation can improve the ability of university collaborative innovation comprehensively.

Evolving partnership: A National Center for Global Health and Medicine Resilient Training Model for clinical research professionals during the COVID-19 pandemic.

The clinical trial industry has encountered challenging circumstances in which the increasing number of trials outpaces the number of trial specialists. For instance, there has been an unprecedented demand for clinical trials following the Covid-19 pandemic, which has worsened the global shortage of qualified personnel. It is therefore imperative to produce more qualified clinical trial professionals. An adaptive and collaborative training model was implemented by the National Center for Global Health and Medicine through the Department of International Trials. This aimed at building capacity among health workers in developing countries and providing them with the skills to be able to conduct all phases of the clinical trial from protocol design to publication of results. It also seeks to foster collaboration and partnership between local health workers and international experts. Since 2016, we have implemented a Japan-led training program, and since 2020, the COVID-19 pandemic has ushered in a shift from a single Train-the-trainer model (ToT) to a mixed model, the Evolving Partnership Training (ePT). In this model, we applied four different methods: train-the-trainer, needs-oriented training, open symposiums, and advanced learning. The total number of training participants increased exponentially from a total of 41 between 2016-2020 to 2,810 in 2021. Our experience has proven that despite the constraint of the pandemic, the ePT is a viable approach compared to a single method for providing quality training and increasing the number of participants.

Medical Image Object Detection Algorithm for Privacy-Preserving Federated Learning

<p indent="0mm">Federated learning technology is a new type of multi-agency collaborative training model paradigm, which is widely used in many fields, among which model parameter privacy protection is a key issue. Aiming at the task of comprehensive lesion detection in CT images, privacy protected federated learning algorithm is proposed. A loosely coupled client-server architecture is deployed firstly. Then an improved RetinaNet detector is used on each client-side, and contextual convolution and backward attention mechanisms are introduced. Finally, federated training process is finished. Each client uses a local update strategy, adopts an adaptive training epoch, and adds the restriction term to the local objective function. The server uses an adaptive gradient clipping strategy and a Gaussian noise differential privacy algorithm to update the global model parameters. Ablation analysis on the DeepLesion dataset demonstrates the importance of each part of the algorithm. Comparative experimental results show that the improved RetinaNet detector effectively improves the detection performance of multi-scale lesions. Compared to the centralized data training model paradigm, the performance of the model obtained by federated learning is slightly lower (with mAP of 75.33% and 72.80% respectively), but the training time is shortened by nearly 38%. The proposed algorithm effectively achieves a good trade-off between privacy protection, communication efficiency, and model performance.

An Ownership Verification Mechanism Against Encrypted Forwarding Attacks in Data-Driven Social Computing

Data-driven deep learning has accelerated the spread of social computing applications. To develop a reliable social application, service providers need massive data on human behavior and interactions. As the data is highly relevant to users’ privacy, researchers have conducted extensive research on how to securely build a collaborative training model. Cryptography methods are an essential component of collaborative training which is used to protect privacy information in gradients. However, the encrypted gradient is semantically invisible, so it is difficult to detect malicious participants forwarding other’s gradient to profit unfairly. In this paper, we propose a data ownership verification mechanism based on Σ-protocol and Pedersen commitment, which can help prevent gradient stealing behavior. We deploy the Paillier algorithm on the encoded gradient to protect privacy information in collaborative training. In addition, we design a united commitment scheme to complete the verification process of commitments in batches, and reduce verification consumption for aggregators in large-scale social computing. The evaluation of the experiments demonstrates the effectiveness and efficiency of our proposed mechanism.

A Study on the Implementation of U-G-S Collaborative Training Mode for Outstanding Teachers in Local Colleges and Universities

To train Excellent teachers, local universities should abandon the "university-led" training model, actively connect local governments and primary and secondary schools, and build a "three-in-one" collaborative training model for local universities (U), local governments (G), and primary and secondary schools (S). The U-G-S co-cultivation mode operates mainly with the following countermeasures: Local universities and local education administrative departments sign a strategic framework cooperation agreement, and carry out all-round cooperation around the cultivation of excellent teacher in the teacher profession; Local universities and local education administrative departments cooperate to build a basic education research institution, and promote the deep integration of theory and practice around the subject research; Local universities and primary and secondary schools cooperate to build Industry-University- Research collaborative platform and construct a whole-course practical teaching system, which include teaching observation, teacher's moral experience, teaching and research practice, case teaching, subject discussion, and inquiry reflection to improve the quality of training talents in normal education; Local universities cooperate and primary and secondary schools cooperate to build a famous teacher studio, fully using the role of famous teachers in the cultivation of Excellent teacher.

Green teams: A collaborative training model

While higher education usually focuses on curriculum development and research to advance sustainability, an alternative approach is to collaborate with business. Collegiate green teams were formed to offer an innovative means to effectively promote business action on sustainability. This paper (a) describes a pilot multidisciplinary student/business internship program, and (b) uses program outcomes and surveys to discern benefits and refine a collaborative approach to taking action on sustainability. Evidence was gathered from participant surveys, administrator's observations, and the managerial assessments of green team reports and presentations to assess the collaborative model. Substantive evidence for effective team building was indicated by high scores among student team participants on measures of team cohesion, viability, satisfaction, and performance. Post-program observations by supervisors further indicated significant team learning and performance on tasks among teams. Collaborative training clearly boosted and broadened engagement among business employees and this spurred action on sustainability. The internship provided students with real-world experience and helped link managers to their local communities.

Developing Trauma-Informed Care Champions: A Six-Month Learning Collaborative Training Model

This paper describes a six-month learning collaborative for service providers seeking to implement trauma-informed care (TIC) into their agencies. Although the professional literature on trauma-informed care has grown substantially over the past 10 years, little research has focused on how to effectively train agencies in creating a trauma-informed culture shift. Participants were trained as “TIC champions” to help facilitate the creation of trauma-informed approaches in their agencies. Through a parallel process, they learned the skills for planning and implementing a trauma-informed approach in their agency. At the completion of the training, trainers observed champions becoming more confident in their ability to assist their agencies in creating a trauma-informed culture shift. Though quantitative studies evaluating the learning collaborative are needed, initial findings suggest the collaborative approach is an effective means of guiding champions through the process of becoming trauma-informed.

Structured Intervention as a Tool to Shift Views of Parent–Professional Partnerships: Impact on Attitudes Toward the IEP

The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Pre- and post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.

Training collaboration in Australia

It is 2020 and the Australian oil and gas industry has experienced unprecedented growth. The transition to steady-state operations has been hugely successful. Australia is now well and truly on the global map for oil and gas, and is regarded as world class. Trades and technical operators are skilled, experienced, and safely delivering their jobs. The Australian collaborative training model has been successfully in place for three years, and operators and contractors are satisfied with its impact. But how did the industry successfully make this happen? Looking back to 2015, there were a number of ad hoc collaborative strategies in place to provide oil and gas related skills in Australia. The economic environment at that time, however, necessitated a new look at the collaborative mechanism for reducing operating costs and realising greater efficiencies on workforce development related activities. In 2015, the Resources Industry Training Council (a joint venture between APPEA and CME) identified workforce development collaboration opportunities, and to articulate the value that could be realised from these opportunities. This project sparked a successful Australian collaborative model for workforce development. A unique FutureNow visioning presentation will be used to bring to life a world in 2020 where workforce development collaboration is intrinsic to Australian operators’ DNA, and why and how it stuck this time round. The value will be clearly identified in terms cost optimisation, building an industry culture of trust, and how this was used as a springboard for other successful collaborative opportunities. FutureNow is a fictional representation of the Australian oil and gas industry in 2020, using storytelling to explain a possible journey and outcome for the operators, service providers, workforce, and training bodies.

English

This research aimed to develop the model of Web-based Collaborative (WBC) Training model for enhancing human performances on ICT for students in Banditpattanasilpa Institute. The research is divided into three phases: 1) investigating students and teachers’ training needs on ICT web-based contents and performance, 2) developing a web-based collaborative training model, 3) assessing the model effectiveness from implementation. The results revealed students and teachers’ needs were at high levels for using the ICT, and students’ performance of ICT levels were fair for supporting students’. In terms of input components, the model composed of six training factors for the system: need analysis, purpose specification, training curriculum, technique design selected, training process, and assessment. In terms of web-based training, there are three factors: multimedia presentation, interaction, and learning instrument. There are five factors in collaborative learning: positive interdependence, interaction, individual accountability, interpersonal skills, and group process. Three sequential stages of collaborative training started from: training arrangement, training procedure, and evaluation. Training procedures include five activities of collaborative learning: training preparation, training, collaborative training, checking outcome, and conclusion. The results of Model Implementation Efficiency (MIE index) of WBC training model were at 81.86/80.83; the Effectiveness Index (E.I.) was at 0.5582. There was a statistically differentiated significance between pre-test and post-test on the WBC training model of their usage effectiveness by the model in promoting ICT performance at level .05. The students’ responses regarding the ICT practical skills were high; also abilities on collaborative learning group processes, individual accountability and positive interdependence were significantly high. Satisfaction from the WBC training model was high. Key words: e-training, collaborative learning, human performances on ICT, Web-based training.

Designing a Set of Procedures for the Conduct of Peer Observation in the EFL Classroom: A Collaborative Training Model towards Teacher Development

Peer observation is a powerful tool by which foreign language teachers can become aware of a broad range of techniques and processes for conducting classes effectively. It constitutes a collaborative model of teacher training which facilitates the exchange of teaching methods and materials among teachers by fostering the development of teaching skills, by stimulating the rethinking of personal teaching methods and by raising awareness of the most supportive behaviours in professional relationships (Vacilotto & Cummings, 2007). Peer observation can yield its greatest benefits when it is not used as a tool for judging or evaluating others but when it stimulates a reflective review of one’s own beliefs on the basis of others’ practice (Cosh 1999; Farrell 2001). To facilitate and foster the training process, several procedures need to be followed encouraging teachers to report the valuable insights that peer observation prompted in them. The purpose of this paper is to design a set of procedures for the conduct of peer observation towards teacher development by engaging EFL teachers in an active collaborative model of training under the guidance of a trainer.

At-home 2.0 – an educational framework for home-based healthcare

This paper intends to describe some of the primary social and cultural dynamics in South African home-based healthcare, using ethnographic case study material and design methodology. This constitutes a detailed narrative of the “care experience” in a poor community, emphasising the needs of and barriers to educational information, particularly concerning caregivers. In reaction to this context, a collaborative training model – AT-HOME 2.0 – emerges through design intervention. This is foreseen as a basic framework whereby caregivers (are encouraged to) develop educational content via information and communication technologies (e.g. mobile phones and social media). Such content can and may include experiences, suggestions, and guidelines that are relevant to the practice of caregiving. ATHOME 2.0 will conceptually – and in some cases practically – demonstrate how educational content may be generated, published, and disseminated in the sphere of home-based healthcare.

A Multidisciplinary Approach to Sexual Dysfunction in Medical Education

Addressing sexual health concerns in medical practice has been an emerging concept for the past two decades. However, there have been very few educational opportunities in medical training that would prepare future physicians for such a responsibility. Since assessing and treating sexual problems requires knowledge that encompasses many disciplines and requires skills typically not within the purview of medical training, the authors propose a multidisciplinary model that includes collaboration with sex therapists. The authors review the extant literature on sexual health education in medical training. The authors describe an existing and evolving model at the University of Michigan which is based on several collaborative initiatives between the medical school, the psychiatry residency program, and several medical departments. The authors propose a collaborative training model that would facilitate future physicians' comfort with the subject and the acquisition of skills necessary to provide optimal care for patients who present with sexual health concerns.

Using pedagogical dialogue as a vehicle to encourage faculty technology use

The pace of technology adoption by university faculty is often slow. Slow faculty technology adoption may result from fear of failure, disinterest, or aversion to change. However, in 2007 we experienced a different faculty response while training faculty for technology-enhanced teaching at Butler University. During a technology upgrade of classrooms on our campus, we installed SMART ™ interactive whiteboards and Sympodiums ™ (SMART Technologies), visual presenters and CopyCams ™ (Polyvision/Steelcase). The technology trainers and information technology (IT) department anticipated a lack of faculty interest in training on these technologies. It was posited that faculty would not be interested in learning about these interactive and presentation technologies unless this learning could be connected in some way to their individual teaching interests and responsibilities. A novel, collaborative training model was developed to achieve this goal of placing technology training into a pedagogical context. A multidisciplinary group of faculty, working closely with representatives from IR, served as trainers for this highly successful faculty development effort in which 27% of the university faculty were trained over a three month period. This article details the methods and outcomes of this collaborative training team approach.

Enhancing entrepreneurship and professionalism in medical informatics instruction: a collaborative training model

This report describes an innovative training program designed to foster entrepreneurship and professionalism in students interested in the field of medical informatics. The course was developed through a private–public interinstitutional collaboration involving four academic institutions, one private firm specializing in health care information management systems, and a philanthropic organization. The program challenged students to serve in multiple roles on multidisciplinary teams and develop an innovative hand-held solution for drug information retrieval. Although the course was technically and behaviorally rigorous and required extensive hands-on experience in a nontraditional learning environment, both students and faculty responded positively.

The Head Start Teaching Center: An Evaluation of an Experiential, Collaborative Training Model for Head Start Teachers and Parent Volunteers

The purpose of this study was to investigate the effectiveness of an experiential, collaborative learning model for teachers and parents in a large, urban Head Start program. This model was compared to an approach based on a more typical out- side-consultant workshop training model. The results show promise for the collaborative model.

The Role of the General Practitioner in Child Protection and Family Support: A Collaborative Training Model

The Role of the General Practitioner in Child Protection and Family Support: A Collaborative Training Model

Enhancing the quality of early childhood education: A follow-up evaluation of an experiential, collaborative training model for head start

The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed.

The head start teaching center: An evaluation of an experiential, collaborative training model for head start teachers and parent volunteers

Forty-eight Head Start teachers and 48 parent volunteers from 24 classrooms were randomly assigned to either the Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training which included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) teacher and parent reports of their level of involvement in training and satisfaction with the training experience, (b) teacher and parent reports of parent classroom activity, and (c) observation of adult-child classroom interactions. CT teachers and parents reported significantly greater levels of active involvement in and satisfaction with the training, as well as significantly greater levels of parent classroom activity than WT participants. With respect to adult-child classroom interactions, CT teachers demonstrated significantly more positive initiations and praise than WT teachers. Parent reports of their perceived role in the classroom as well as parent levels of initiation with children did not differ between training groups. Implications of these findings for further research were discussed.