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Who Says We R0 Ready for Change?

A primary assumption in this article is that individual-based learning tends to use local information to increase an individual's "fitness" while collaborative learning, based on the sharing of information, knowledge and resources, increases group fitness. We frame our discussion about the importance of cooperative learning at the community and individual level with theories of intellectual development based on the views of Vygotsky ("individualistic") and Piaget ("social"), and mediated by concepts and ideas from the fields of epidemiology and evolutionary biology. Our approach is motivated by evolutionary biology metaphors and modeled via epidemiological (contact) processes. Furthermore, using a simple cooperative learning model, we address the belief that sharp community thresholds characterize separate learning cultures such that one must cross a tipping point to move from one culture to the other. Our results allow us to discuss the impact of individual learning on community intellectual development and its resilience to change.

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Nicolas Crisosto, University of California-Berkeley
Project supervisors: Carlos Castillo-Chávez, Cornell University
Christopher Kribs-Zaleta, University of Texas-Arlington
Stephen Wirkus, California State Polytechnic University, Pomona