Meta-Conversation: How Do We Measure the Efficacy of Coaching?

Simple requests for a contributor to pay attention or to let others be heard are very common examples of meta-discussion in both face-to-face conversation and written communication. If all those conversing about a particular subject suddenly start exploring another subject, no meta-discussion has taken place. In fact, such a shift or attempted shift in subject matter will often provoke meta-discussion about contributors not sticking to the topic or trying to avoid issues in the original discussion. On May 24 and 25, the MetaQuotes team will participate in Money Expo 2023 Mexico.

This effort pays attention to a number of issues, including Gricean pragmatics, logical nonomniscience, reasoning with inconsistent data, limited memory, blending in new information during reasoning, and models of human communication competence. ACL materials are Copyright © 1963–2023 ACL; other materials are copyrighted by their respective metadialog.com copyright holders. Materials prior to 2016 here are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 International License. Permission is granted to make copies for the purposes of teaching and research. Materials published in or after 2016 are licensed on a Creative Commons Attribution 4.0 International License.

Faculty Versus Administrator Ratings

Frequency of need was rated as “almost always” (1.0), “frequently” (2.0), “occasionally” (3.0), and “almost never” (4.0). The Meta-University is an initiative of the North-South Centre of the Council of Europe launched last year to ensure interaction, peer-learning and partnership-building among people active in the youth sector at different levels. The Meta-University is an online space to connect and re-connect with different organisations internationally and reflect about the recent critical circumstances and challenges, drawing plans for the future. If you go into it thinking it’s obviously the other person’s fault that your conversations get stuck, it’s not going to be as effective as if you acknowledge that all relationships and interactions are a two-way street. Be honest about what you are feeling and observing, encourage the other person to do the same, and listen.

• Recognizing that institutional patterns differ, effective use of a meta-professional approach requires local data collection and analysis with particular attention to context-sensitive variables that could affect results.
• All significant differences in Table 7.4 were at alpha .05, and most were well below alpha .01.
• It prompted suggestions ranging from various ways to envision the model graphically to assorted applications such as guided mentoring, clarification of tenure and promotion expectations, frameworks for evaluation, and more.
• The focus of the next section is on the U.S. institution, the survey findings, and their relationship to the international dataset.
• The Display time in UTC option toggles the date and time details between local and UTC time.
• The mean scores for local versus international were not analyzed for significant differences, but in some cases (for example, psychometrics/statistics and resource management) the numeric differences were large (almost a full point weaker in the international sample).

We both agreed that next time, I’d start by sharing my intent to be helpful, along with some concrete examples, and if he got defensive I’d remind him of this conversation. The networking activities provide spaces and opportunities for youth-led organisations and youth-related institutions to meet, debate, share good practices and cooperate, fostering partnership and joint actions to advance the global youth agenda. This volume presents the recent developments of the growing area of research taking place at the interface of argumentation theory and multiagent systems.

Domain Adaptive Dialog Generation via Meta Learning

Besides developing their own activity’s programme, all partners and participants will have the opportunity to be involved in plenary sessions, networking meetings, digital exhibitions and connect with everyone through different forms of digital interaction facilitated by professional trainers. One of the most widely studied systems of argumentation is the one described by Dung in a paper from 1995. Unfortunately, this framework does not allow for joint attacks on arguments, which we argue must be required of any truly abstract argumentation framework. A few frameworks can be said to allow for such interactions among arguments, but for various reasons we believe that these are inadequate for modelling argumentation systems with joint attacks. SEMDIAL materials are Copyright © 1997–2019 SEMDIAL; other materials are copyrighted by their respective copyright holders.

Engage college faculty in providing more precise information about the frequency with which the various identified skills are required in their work. A not-for-profit organization, IEEE is the world’s largest technical professional organization dedicated to advancing technology for the benefit of humanity.© Copyright 2023 IEEE – All rights reserved. I had so many conversations in my head with Meela as I was writing the novel.

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To support application of the model, two institutions—one in Canada and the other in the United States—contributed to a contextually grounded dataset by prioritizing participation in the survey. The focus of the next section is on the U.S. institution, the survey findings, and their relationship to the international dataset. In this sense, the North South Centre acts as facilitator providing a common framework of cooperation and interaction, privileging the interregional dimension.

• Given that resources are often limited (this being an almost universal case in current times), they should target areas of greatest need.
• If, for example, a skill is “almost always” needed, one would hope that faculty expertise would approach the “advanced” level.
• To date, preliminary analysis suggests such factors include the Carnegie classification of the institution and its size, location, mission, and resources.
• Unfortunately, this framework does not allow for joint attacks on arguments, which we argue must be required of any truly abstract argumentation framework.
• We will then describe and exemplify the reflecting team’s manner of working and give some guidelines because the process of observation has a tendency to magnify every utterance.
• The accompanying transition in terms of

  learning from experience is from individual discovery of personal and

  environmental realities to collective meaning making.

What these data suggest with respect to faculty development is the importance of using data to drive faculty development activities. Given that resources are often limited (this being an almost universal case in current times), they should target areas of greatest need. Indeed, separate institutional datasets reveal that this pattern of results is consistent. This might be expected, however, because a previous analysis (Theall et al., 2008) found significant differences across four institutional types based on Carnegie classification.

End-to-End Knowledge-Routed Relational Dialogue System for Automatic Diagnosis

A local data collection effort essentially identical to the international survey was conducted concurrently with the international survey. Seventy-four responses were received (approximately 25 percent of full-time faculty) and analyzed in the same way as those in the large survey. T-tests were used as before with alpha levels at .05 or less and most below .01. These results present a close match with the international data with respect to frequency of need for the skill sets across the four roles. The number of significantly stronger expertise ratings differs by only one.

The international survey included respondents from more than twenty-four disciplinary areas, but the two largest groups of related disciplines were science, technology, engineering, and math (STEM, 30 percent of the sample) and education and social science (ED/SOC 40 percent). Significant differences are indicated by the presence of words in the cells and by shading, and blank cells indicate no significant differences. Alpha levels are all at .05 or lower, and most differences are at alpha levels below .01. T-tests were used in this analysis because two groups were rating the same concepts.

– On taking the theoretical substance of outcomes seriously: a meta-conversation

Collecting and using information about faculty skills can serve as an organizational development activity to guide faculty evaluation and professional development policy and practice with the goal of leading to improved teaching and learning. This chapter presents findings from a study with international, local, quantitative, and qualitative components. Readers are encouraged to explore data patterns and consider courses of action that these imply, and to reflect on the potential usefulness of the Meta-Profession model for furthering reflection, dialogue, and action on development and evaluation processes on their own campus. Beginning with the survey, it is relevant to note that even though the current international sample is sufficiently large to allow some analysis, many issues require further exploration.