Academic literature on the topic 'Connectivism Learning Theory'
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Journal articles on the topic "Connectivism Learning Theory"
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AlDahdouh, Alaa A. "Does Artificial Neural Network Support Connectivism's Assumptions?" International Journal of Instructional Technology and Distance Learning 14, no. 3 (2017): 3–26. https://doi.org/10.5281/zenodo.545695.
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Connectivism was presented as a learning theory for the digital age and connectivists claim that recent developments in Artificial Intelligence (AI) and, more specifically, Artificial Neural Network (ANN) support their assumptions of knowledge connectivity. Yet, very little has been done to investigate this brave allegation. Does the advancement in artificial neural network studies support connectivism’s assumptions? And if yes, to what extent? This paper addresses the aforementioned question by tackling the core concepts of ANN and matching them with connectivist's assumptions. The study employed the qualitative content analysis approach where the researcher started with purposely selected and relatively small content samples in connectivism and ANN literature. The results revealed that ANN partially supports connectivism’s assumptions but this does not mean that other learning theories such as behaviorism and constructivism are not supported as well. The findings enlighten our understanding of connectivism and where it may be applied.
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Dennis, Jeremy. "Capitalizing Networked Learning: Connectivism, Multiliteracies and the Architectonics of Pedagogy." Journal of Contemporary Issues in Education 19, no. 1 (2024): 138–67. http://dx.doi.org/10.20355/jcie29626.
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As connectivism is increasingly accepted as a theory of learning for the digital age, scholars and practitioners in education often overlook the dilemma that this creates for its most ardent advocates. In the academic literature, we increasingly find scholarly works that present insouciant descriptions of connectivism. However, such practices often underplay or ignore critiques of connectivism, allowing many of our contentions about its epistemological character and pedagogical effectiveness to calcify. In fact, it is becoming increasingly difficult to rationalize why so many educators have endorsed connectivism as a new theory of learning when there continues to be a need for more empirical testing and greater philosophical substantiation. To illustrate this paradox, this paper examines Stephen Downes’s consideration of connectivism and his connectivist model of literacy. Using the dialogic philosophy of Mikhail Bakhtin, it introduces an architectonic model of connectivism and multiliteracies as an alternative discourse and pedagogical paradigm. A key finding from this study suggests that the lack of attention to capitalist practices, power, and the intermediality of texts in networked learning help to conceal the ways in which connectivist practices rearticulate behaviorism.
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Yusof, Siti Ilyana Mohd, Nor Hasbiah Ubaidullah, and Zulkifley Mohamed. "Connecting Web 2.0 to Connectivism in Supporting Students' Learning." GATR Global Journal of Business Social Sciences Review 1, no. 2 (2013): 135–45. http://dx.doi.org/10.35609/gjbssr.2013.1.2(14).
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Objective- Students' learning has been transformed by the advent of Web 2.0 which is defined as more personalized and a communicative form of the World Wide Web. This paper is positioned within the context of Web 2.0 through connectivism in changing the educational environment. Methodology/Technique Connectivism is a learning theory of the digital age, which reflects social interaction as part of the learning process. In contrast to traditional theories, students' learning can result from social interaction. Students' learning can visualised as connectivity; people derive skills and competencies from forming connections while focusing on connecting specialised information sets. Connectivity has established communication networks that enable students to obtain applicable knowledge and experiences. Findings Web 2.0 tools such as blogs, social networking sites and wikis allow for a variety of online social interactions and moulding the way people relate to each other. It also supports students' learning through the lens of connectivism. Novelty - People can still learn by applying the traditional learning theories, but the fundamental insight, aligning with the underpinning connectivism, relates to people's ability to construct their own social networks that integrates with their personal learning environments to foster and sustain the flow of knowledge. Type of Paper Empirical paper Keywords: , Web 2.0; connectivism; students' learning
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Jeny, Desak Putu. "Classrooms to Networks: Applying Connectivism Principles in Pedagogy ```." Journal of Pedagogi 1, no. 5 (2024): 63–73. http://dx.doi.org/10.62872/0ypqjy52.
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The integration of digital technologies has led to a significant transformation in educational practices, shifting from traditional classroom models to more dynamic, networked learning environments. This paper explores the concept of connectivism, a learning theory developed by Siemens and Downes, which emphasizes the importance of networks, connectivity, and collaboration in acquiring knowledge. Unlike traditional pedagogies that focus on content delivery, connectivism promotes the creation and navigation of networks to facilitate continuous learning. Key principles of connectivism include the diversity of opinions, the distribution of knowledge across networks, and the critical role of digital tools in learning processes. The paper discusses the practical applications of connectivism approaches in contemporary pedagogy, focusing on how educators can transform traditional classrooms into engaging, networked learning spaces. Despite its theoretical strengths, the implementation of connectivism faces challenges, including technological access, information management, and the need for pedagogical adaptation. Through this exploration, the paper aims to provide insights into how connectivism can enhance educational practices and prepare students for the complexities of a rapidly evolving, networked society.
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Downes, Stephen. "Recent Work in Connectivism." European Journal of Open, Distance and E-Learning 22, no. 2 (2020): 113–32. http://dx.doi.org/10.2478/eurodl-2019-0014.
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AbstractSince the introduction of connectivism as a learning theory in 2004 a body of literature has developed both offering criticisms and expanding on applications and empirical validation. This article surveys recent literature on the topic, grouping it into themes, and developing an understanding of current perspectives in connectivism. It surveys current perspectives and criticisms of connectivism, views of connectivism as a pedagogy and as a theory of learning, recent evidence supporting connectivism, and a wider understanding of connectivism as it is developing today.
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Rahma, Rahma Hayati Harahap, Cyndy Buulolo, and Nahwa Zainab Marpaung. "Analisis Teori Connectivisme, Alternatif Pada Pembelajaran Daring dan Dampaknya Terhadap Motivasi Belajar Peserta Didik." CONTENT: Journal of Communication Studies 1, no. 02 (2023): 01–09. http://dx.doi.org/10.32734/cjcs.v1i02.13097.
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The theory of learning Connectivism is a learning theory characterized by “Strengthening learning, knowledge and understanding through the expansion of personal networks”. This research focuses on (1) Describing the characteristics of the theory of learning connetivism by Goerge Siemens (2) Describing how the theory of learning connectivism affects the learning motivation of students in online learning.
 The theory of learning connectivism is an alternative to facing the COVID-19 pandemic in 2020 where in learning, various individuals are connected who are looking for relevant information on the available platform and used as a source of information. Individuals involved in it are expected to be critical and active in any information collected on the internet.The theory of learning connectivism is to distribute knowledge facilitated by internet networks to stay connected to each other. The use of connectivism learning theory in online learning also requires teachers to change their learning system by utilizing various available facilities such as laptops, smartphones, and notebooks to help with learning activities. This is also one of the things that encourages students to take advantage of advances in information technology by accessing the internet to enrich knowledge, learning references, and motivate students to be more selective and critical. The method used in this study is a study of literature obtained through journal literacy, collecting various journals related to related topic titles.
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Daukilas, Sigitas, and Irma Kačinienė. "Mokymasis konstruktyvizmo ir konektyvizmo sandūroje." Management Theory and Studies for Rural Business and Infrastructure Development 37, no. 2 (2015): 201–11. http://dx.doi.org/10.15544/mts.2015.18.
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Planning of study process and research of quality standards in learning organisations is based on the theory of knowledge (epistemology). Modern studies in higher education systems are generally based on the learning theory principles of connectivism and constructivism. However, these teaching/ learning principles are not adequately applied in learning organisations. The aim of the research is to reveal the problems related with inadequate application of connectivism and constructivism pedagogy principles in education and business organisations. The results of the research show that application of connectivism principles in education organisations impersonalises study content, diminishes pedagogic conditions of value system education, increases study costs. Connectivism ppedagogy is more effective in business organisations, because it guarantees interactive, reflection and learnerexperience based cognition. The theory is effective in business organisations because of its flexible content and the system oriented towards learner needs and individualised learning strategy.
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Gvozdii, Svitlana, Anastasiia Litvinova, and Ganna Tymchenko. "Connectivism Theory in Safety and Health Education in Classical Universities." Educological discourse 43, no. 1 (2023): 200–223. http://dx.doi.org/10.28925/2312-5829.2023.112.
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Planet Earth, humanity in general and the education system in particular, in the first quarter of the XXI century have faced a large number of problems and situations that require regulation. The use of modern technologies based on connectivism theory in the study of health and safety issues within classical (non-medical) higher education institutions in Ukraine is relevant. The aim of the article was to test the effectiveness of using online learning, e-learning, as well as open educational resources, distance learning technologies based on connectivism theory in teaching health and safety issues in classical universities. The Internet has now become a huge collaborative learning space. In today’s dynamic theory of learning «connectivism», it is the Internet that has become the main link. Connectivism is a conceptual framework that sees learning as a networked phenomenon influenced by technology and socialisation and learning as a process of pattern recognition. Connectivism emphasises the need to consider, if possible, all the changes that took place yesterday in order to realise new knowledge today and in the future. In the context of safety and health, the need to learn from yesterday’s life experiences to ensure health and safety today and in the future becomes relevant. The article substantiates how connectivism theory can be used to explore issues of safety and health. Many forms of implementation of technologies combining e-learning and open educational services to build a blended learning system in higher education are provided. The first accessible and open educational resource (distance learning course) «My Health» was created to implement quality learning on safety and health issues. The course also uses technology to combine e-learning and open educational services of the educational platforms Coursera, Khanacademy, Canvas, Udemy and Eliademy. Studying health and safety issues based on connectivism theory was implemented using social media; the use of gamification techniques involved performing tasks and exercises and turning them into a competitive game to make learning more interactive. Sites with simulations of different processes engaged students in deep learning that promoted understanding, as opposed to superficial learning that required only memorization. A post-study survey of both full-time and part-time students showed an increase in academic achievement with the use of e-learning based on connectivism theory. At the same time, the authors draw attention to the need for offline work to build sustainable practical skills in safety and health. A promising direction remains the development of educational platforms and introduction of open educational services and E-learning in professional training of specialists in other fields of science, creation of high-quality open Ukrainian distance learning courses and services worthy of international level, as well as introduction of mass interactive courses on a modern open Internet platform.
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Bell, Frances. "Symposium 2: Network theories for technology-enabled learning and social change." Proceedings of the International Conference on Networked Learning 7 (May 3, 2010): 526–33. http://dx.doi.org/10.54337/nlc.v7.9224.
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Learning never was confined to classrooms. We all learn in, out of, before, during and after episodes of formal education. The changing sociotechnical context offers a promise of new opportunities, and the sense that somehow things may be different. Use of the Internet and other emerging technologies is spreading in frequency, time and space. People and organizations wish to use technology to support learning seek theories to frame their understanding and their innovations. In this article we explore Connectivism, that is positioned as a theory for the digital age, in use on a Massive Open Online Course (MOOC), Connectivism and Connective Knowledge, in 2008. We then compare Connectivism with another network theory, Actor Network Theory, to explore possible synergies. We found that Connectivism enables educators and learners to legitimise their use of technology to support teaching and learning. Connectivism, a relatively new theory, can benefit from a richer empirical base as it develops. Since the scope of educational change can vary from a specific learning setting through organisational and societal settings, we can develop theories through empirical exploration of cases across the range of settings to support our understanding and actions.
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Kim, Mi-Soo. "A Case Study of a Connectivism Based Lecture as an Online Teaching and Learning Course in the Digital Era." Korean Association of General Education 16, no. 1 (2022): 131–46. http://dx.doi.org/10.46392/kjge.2022.16.1.131.
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In this study, a consideration and case study on the theory of connectivism were conducted to suggest an effective learning method in the digital era. Presently, education is mainly conducted in an online environment Learning proceeds while an individual actively participates within a digital network in order to connect data and to generate meaning. Therefore, this study considered a theory known as “connectivism,”which may prove to be consistent and compatible with learning in the digital era. The type of learning involved in connectivism emphasizes the characteristics of the digital network because it is achieved through constant connection and disconnection of data (what is meant by “disconnection” of data? Are you sure this is the right word?), as well as with the communication taking place among the learning members. Therefore, this study developed a connectivism program based on an examination surrounding the concept and characteristics of connectionism (do you mean “connectivism”?), the teaching and learning principles, and the learning stage according to the formative study method. After this, the difference in the learning effect was compared by applying 7 lectures each to the same university online course as the existing class and the connectivism class, and then collecting the questionnaires and learning outcomes. As a result, the possibility of applying connectivism as a practical methodology for effective learning in the digital era was confirmed.
Dissertations / Theses on the topic "Connectivism Learning Theory"
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Barajas, Alonso Elia. "Exploring teaching approaches in the transition to contemporary curricula in pharmacy." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118570/2/Elia%20Barajas%20Alonso%20Thesis.pdf.
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This study aimed to investigate and identify the teaching approaches in traditional and contemporary curricula, and the teaching practices employed by academics from the discipline of pharmacy who were involved in the curriculum transition. There is growing interest in teaching practices and the perceptions of academics to contribute and improve teaching in higher education. This thesis was a step forward to explore the trends of the five most common learning theories. A series of surveys and classroom observations provided a framework of the academics perspectives and teaching practices trends when delivering the pharmacy curriculum.
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Sinicaitė-Karikova, Ramunė. "Informacinės technologijos ir matematikos mokymo filosofija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20140627_171114-81206.
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Darbe nagrinėjamas informacinių technologijų fenomenas dabarties žinių visuomenėje, interneto technologijas siejant su mokymo(si) procesu. Pateikiama mokymosi proceso samprata technologinio kitimo amžiuje. Aptariamas konstruktyvizmu grindžiamo mokymosi aiškinimas (konstrukcionizmo pedagoginė teorija), atskleidžiami esminiai konektyvizmo principai ir užduotys, su kuriomis turi susidurti besimokantysis skaitmeninio amžiaus eroje. Pristatomi matematikos mokymo filosofijos (matematikos filosofijos) keliami klausimai. Galiausiai ieškoma atsakymų į klausimus: kokį vaidmenį kompiuterinės technologijos, pastarojo meto interneto tecnologijos ir paslaugos atlieka matematikos mokymo bei mokymosi proceso metu, kaip jį paliečia, kokias galimybes atveria, kaip keičia šį procesą.<br>This theme paper analyses the phenomenon of information technologies in relation with the present knowledge-based society and the Web technologies in the process of education. The concept of learning process is discussed in the age of technological change. The constructivism based learning (constructionism learning theory) is presented in this paper too. Besides this, the most essential principles and tasks of connectivism which a learner is supposed to deal with in the digital surroundings are being analysed as well. Moreover, the issues raised by the phylosophy of mathematics education (and the phylosophy of mathematics) are also introduced in this paper. Finally, the reply search to the following issues – what role do computer-based technologies, modern internet technologies and services play in the process of teaching and learning mathematics; how do the above mentioned factors influence a process of education; what are the perspectives of the mentioned processes; how do the discussed issues change the process of teaching and learning mathematics – is analysed in the paper.
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Marzullo, Aldo. "Deep Learning and Graph Theory for Brain Connectivity Analysis in Multiple Sclerosis." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE1005.
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La sclérose en plaques (SEP) est une maladie chronique du système nerveux central, principale cause de handicap d'origine non traumatique chez l'adulte jeune. Il se caractérise par de nombreux processus de démyélinisation inflammatoire qui provoquent une vaste gamme de symptômes, notamment des déficits cognitifs et invalidité irréversible. L'imagerie par résonance magnétique (IRM) est aujourd'hui l'outil de référence pour le diagnostic de la maladie. L'emploi de techniques d'imagerie avancées comme la spectroscopie par résonance magnétique et l'IRM de diffusion (DTI) sont les principaux outils de détection des altérations autres que les lésions cérébrales visibles. Ces techniques ont également permis de mieux comprendre mécanismes pathologiques dans la substance blanche. En particulier, de nouvelles approches basées sur la représentation d'images IRM utilisant la théorie des graphes ont été appliquées avec succès pour l'étude et la quantification des dommages à la substance blanche. La dernière décennie a vu l'émergence de prometteuses méthodes d'apprentissage profond pour l'étude des réseaux sociaux. Ces méthodes ont ouvert des perspectives fascinantes en neurosciences pour l'étude de la connectivité structurelle et fonctionnelle du cerveau. Grâce à leur capacité à analyser d'énormes quantités de données et à identifier les relations latentes, ce domaine de l'intelligence artificielle a connu un assez grand succès dans la communauté scientifique et s'applique désormais dans de nombreux contextes, notamment le diagnostic médical. Dans ce manuscrit, nous présenterons les différentes techniques d'apprentissage profond développées dans ce travail concernant l'analyse des images biomédicales et, en particulier, pour la classification et la caractérisation des patients atteints de SEP. Dans ce contexte, la connectivité structurelle est utilisée pour représenter les patients. En fait, la théorie des graphes est devenue un outil sensible pour la détection des altérations causées par les pathologies cérébrales, et peut être combinée à des techniques d'apprentissage automatique afin d'identifier les propriétés structurelles latentes utiles pour étudier la progression de la maladie. La première partie de ce manuscrit est consacré à la description de l'état de l'art. Cet état de l'art se focalisera sur les études montrant les effets de la SEP sur les faisceaux de SB grâce à l'emploi de l'imagerie de tenseur de diffusion. Une description des principales techniques d'apprentissage profond sera également fournie, ainsi que des exemples d'applicabilité dans le contexte biomédical. Dans la seconde partie, deux techniques d'apprentissage profond seront proposées, concernant la génération de nouvelles images IRM du cerveau humain et l'identification automatique du disque optique dans les images du fond oculaire. Dans la troisième partie, nous présenterons les techniques d'apprentissage profond combinées à la théorie des graphiques que développée dans ce travail pour étudier la connectivité structurelle des patients atteints d'une SEP. Nous présenterons en particulier des modèles de réseaux de neurones basés sur la théorie des graphes pour la classification des patients dans leurs formes cliniques. Une attention particulière sera accordée à l'interprétation de ces modèles afin d'identifier les sous-structures cérébrales potentiellement importantes. Enfin, nous explorerons des approches semi-supervisées et non supervisées pour réduire l'intervention humaine dans les processus de décision<br>Multiple sclerosis (MS) is a chronic disease of the central nervous system, leading cause of nontraumatic disability in young adults. MS is characterized by inflammation, demyelination and neurodegenrative pathological processes which cause a wide range of symptoms, including cognitive deficits and irreversible disability. Concerning the diagnosis of the disease, the introduction of Magnetic Resonance Imaging (MRI) has constituted an important revolution in the last 30 years. Furthermore, advanced MRI techniques, such as brain volumetry, magnetization transfer imaging (MTI) and diffusion-tensor imaging (DTI) are nowadays the main tools for detecting alterations outside visible brain lesions and contributed to our understanding of the pathological mechanisms occurring in normal appearing white matter. In particular, new approaches based on the representation of MR images of the brain as graph have been used to study and quantify damages in the brain white matter network, achieving promising results. In the last decade, novel deep learning based approaches have been used for studying social networks, and recently opened new perspectives in neuroscience for the study of functional and structural brain connectivity. Due to their effectiveness in analyzing large amount of data, detecting latent patterns and establishing functional relationships between input and output, these artificial intelligence techniques have gained particular attention in the scientific community and is nowadays widely applied in many context, including computer vision, speech recognition, medical diagnosis, among others. In this work, deep learning methods were developed to support biomedical image analysis, in particular for the classification and the characterization of MS patients based on structural connectivity information. Graph theory, indeed, constitutes a sensitive tool to analyze the brain networks and can be combined with novel deep learning techniques to detect latent structural properties useful to investigate the progression of the disease. In the first part of this manuscript, an overview of the state of the art will be given. We will focus our analysis on studies showing the interest of DTI for WM characterization in MS. An overview of the main deep learning techniques will be also provided, along with examples of application in the biomedical domain. In a second part, two deep learning approaches will be proposed, for the generation of new, unseen, MRI slices of the human brain and for the automatic detection of the optic disc in retinal fundus images. In the third part, graph-based deep learning techniques will be applied to the study of brain structural connectivity of MS patients. Graph Neural Network methods to classify MS patients in their respective clinical profiles were proposed with particular attention to the model interpretation, the identification of potentially relevant brain substructures, and to the investigation of the importance of local graph-derived metrics for the classification task. Semisupervised and unsupervised approaches were also investigated with the aim of reducing the human intervention in the pipeline
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Bader, El Dine Kamil. "Uterine synchronization analysis during pregnancy and labor using graph theory, classification based on machine learning." Thesis, Compiègne, 2022. http://www.theses.fr/2022COMP2680.
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L'objectif global de cette thèse est d'étudier le phénomène de la propagation de l'activité électrique utérine par une approche basée sur la théorie de graphe. La première étape dans cette thèse est de trouver de nouveaux paramètres extraits des graphes qui conviennent pour représenter les évolutions physio-pathologiques de l'utérus. Ces paramètres seront testés directement sur les signaux EHG enregistrés au niveau de l'abdomen puis au niveau des sources identifiées à partir des EHG. Cette analyse sera appliquée sur le signal EHG i) globalement (en utilisant toute la contraction) et ii) dynamiquement (en utilisant des fenêtres temporelles dans la contraction pour caractériser à chaque fois le graphe correspondant). La deuxième étape sera de développer une nouvelle méthode basée sur les réseaux de neurones et de l'appliquer sur tous les paramètres déjà utilisés afin de sélectionner les meilleurs paramètres qui peuvent différencier les contractions de grossesse et de travail. Les résultats attendus seront utilisés à la fois pour enrichir les connaissances scientifiques dans ce domaine et pour essayer d'améliorer les performances de la prédiction de la prématurité chez les femmes<br>The overall objective of this thesis is to study the phenomenon of the propagation of uterine electrical activity by a approach based on graph theory. The first step in this thesis is to find new parameters extracted from the graphs which are suitable to represent the physio-pathological evolutions of the uterus. These parameters will be tested directly on th EHG signals recorded at the level of the abdomen then at the level of the sources identified from the EHGs. This analysis will be applied to the EHG signal i) globally (using the entire contraction) and ii) dynamically (using time windows in the contraction to characterize each time the corresponding graph). The second step will be to develop a new method based on neural networks and apply it on all the parameters already used in order to select the best parameters that can differentiate pregnancy and labor contractions. The expected results will be used both to enrich scientific knowledge in this field and to try to improve the performance of the prediction of prematurity in women
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Labache, Loïc. "Création d'Atlas des Réseaux Cérébraux Sous-tendant les Fonctions Cognitives Latéralisées : Application à l'Étude de la Variabilité Inter-individuelle du Langage." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0155.
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Mon travail de thèse s'inscrit dans une approche d'intégration multimodale et multi-échelle qui a conduit à l'émergence de la neuroimagerie cognitive et de population. Il repose sur deux modalités de cartes fonctionnelles tridimensionnelles cérébrales obtenues en IRMf : les cartes d'activation permettant de visualiser les régions dont l’activité est évoquée par un processus cognitif et les cartes de connectivité intrinsèque mesurant la synchronisation entre des régions spatialement distantes, mais connectées fonctionnellement. J'ai appliqué à ces deux types de cartes de nouvelles méthodologies statistiques permettant de traiter à la fois les dimensions individuelles et spatiales. Dans une première partie, j'ai conçu des atlas de régions cérébrales dédiées à des fonctions cognitives spécifiques, basés sur leur latéralisation hémisphérique et ciblant une population sélectionnée pour sa faible variabilité. Je présente ici les deux premiers atlas du langage. En effet, bien qu'il existe de nombreuses approches pour cartographier les régions du langage chez les patients, il n'existait pas d'atlas des réseaux langagiers chez les individus sains. J’ai tout d’abord identifié les régions activées dans l'hémisphère gauche et asymétriques gauche, à la fois pendant la production, l'écoute et la lecture de phrases, chez 137 individus sains droitiers. L’analyse de la connectivité intrinsèque entre les 32 régions identifiées a permis de mettre en évidence qu'elles faisaient partie de 3 réseaux fonctionnels distincts. Le tout constituant ainsi l’atlas cérébral SENSAAS (SENtence Supramodal Areas AtlaS). Parmi ces réseaux, l'un comprenant 18 régions contient les zones essentielles du langage (SENT_CORE), c'est-à-dire les aires cérébrales dont la lésion entraînerait une déficience dans l'intégration du sens de la parole. Plus particulièrement, SENT_CORE contient 3 régions clés (hubs) de l’intégration et de la diffusion de l'information situées au niveau de l’aire de Broca et de Wernicke. J'ai ensuite appliqué cette méthodologie à l’élaboration d’un atlas des réseaux du traitement du mot. J’ai ainsi identifié 21 régions cérébrales organisées en 2 réseaux distincts, dont un réseau phonologique incluant la boucle audio-motrice. Pour la première fois, une forte connectivité intrinsèque entre la boucle audio-motrice de l’hémisphère gauche et le traitement prosodique situé au niveau du sillon temporal supérieur de l’hémisphère droit a été mis en évidence. Enfin, j'ai développé une nouvelle méthode d’étude de la variabilité de données tridimensionnelles. Cette nouvelle méthode comporte deux outils mathématiques différents se basant sur un algorithme de classification ascendante hiérarchique. Le premier permet d'identifier les variables conduisant à une instabilité des partitions, le second permet d'extraire des sous-populations stables d'une population de départ. Les applications de l’ensemble de ce travail sont nombreuses : j'ai par exemple utilisé le réseau SENT_CORE pour étudier la variabilité interindividuelle de la latéralisation hémisphérique des aires supramodales de la phrase. J’ai ainsi identifié deux groupes de sujets typiques asymétriques gauche pour le langage, avec une forte connectivité intra-hémisphérique gauche et une faible connectivité inter-hémisphérique, ainsi qu’un groupe de sujets atypiques : asymétriques droit pour le langage, présentant une forte connectivité intrinsèque des réseaux du langage dans les deux hémisphères et une forte connectivité inter-hémisphérique. SENSAAS a également été utilisé afin d’étudier le support génétique de l’atypicalité du langage, ainsi que pour la caractérisation topologique des réseaux mnésiques et linguistiques des individus souffrant d'épilepsie temporale. La nouvelle méthode d’évaluation de la variabilité interindividuelle a, elle, été utilisée afin d’évaluer la stabilité des réseaux intrinsèques d’un nouvel atlas fonctionnel adapté aux individus de plus de 55 ans<br>My thesis work is part of a multi-modal and multi-scale integration approach which has led to the emergence of cognitive and population neuroimaging. More specifically, fMRI provides two types of three-dimensional functional brain maps: activation maps allowing for visualizing brain regions directly involved in a cognitive process, and intrinsic connectivity maps measuring the synchronization between spatially distant but functionally connected regions. I have applied new statistical methodologies to these two types of maps, allowing me to deal with both the individual and the spatial dimensions. In the first part, I designed atlases of brain regions dedicated to specific cognitive functions, based on their hemispheric lateralization and targeting a population selected for its low variability. I present here the first two language atlases. Indeed, although there are many approaches to map language areas in patients, there was no atlas of networks supporting language functions in healthy individuals so far. I first identified left activated and left asymmetrical regions, both during sentence production, listening and reading, in 137 healthy right-handed individuals. Analysis of the intrinsic connectivity between the 32 identified regions reveals that they are part of 3 distinct functional networks, which constitute the SENSAAS (SENtence Supramodal Areas AtlaS) brain atlas. Among these networks, one with 18 regions contains the essential language areas (SENT_CORE), i.e. the brain areas whose lesion leads to an impairment in the integration of the meaning of speech. Specifically, SENT_CORE contains 3 hubs supporting the information integration and dissemination, localized in the Broca and Wernicke area. I then applied this methodology to the elaboration of an atlas of word processing networks. I identified 21 brain regions organized into 2 distinct networks, one of which is a phonological network including the audio-motor loop. For the first time, a strong intrinsic connectivity between the left audio-motor loop and the prosodic processing, located in the upper temporal sulcus of the right hemisphere, is evidenced. Finally, I developed a new method for studying the variability of three-dimensional data. This new method includes two different mathematical tools based on hierarchical agglomerative clustering algorithms. The first one makes it possible to identify variables leading to partition instability, the second one allows for extracting stable sub-populations from a starting population. The applications of all of this work are numerous: for example, I used the SENT_CORE network to study the inter-individual variability of hemispheric lateralization of the sentence supramodal areas. I have thus identified two groups of typical asymmetric left language individuals, with high left intra-hemispheric intrinsic connectivity and low inter-hemispheric connectivity, and a group of atypical individuals: rightward asymmetrical for language, with high intrinsic connectivity of language networks in both hemispheres and high inter-hemispheric connectivity. SENSAAS has also been used to study the genetic support of language atypicality, as well as for the topological characterization of the memory and language networks of individuals with mesial temporal lobe epilepsy. The new method for assessing inter-individual variability was used to evaluate the stability of the intrinsic networks of a new functional atlas adapted for late adulthood
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YAMIN, MUHAMMAD ABUBAKAR. "Investigating Brain Functional Networks in a Riemannian Framework." Doctoral thesis, Università degli studi di Genova, 2021. http://hdl.handle.net/11567/1040663.
Full textAbstract:
The brain is a complex system of several interconnected components which can be categorized at different Spatio-temporal levels, evaluate the physical connections and the corresponding functionalities. To study brain connectivity at the macroscale, Magnetic Resonance Imaging (MRI) technique in all the different modalities has been exemplified to be an important tool. In particular, functional MRI (fMRI) enables to record the brain activity either at rest or in different conditions of cognitive task and assist in mapping the functional connectivity of the brain.
The information of brain functional connectivity extracted from fMRI images can be defined using a graph representation, i.e. a mathematical object consisting of nodes, the brain regions, and edges, the link between regions. With this representation, novel insights have emerged about understanding brain connectivity and providing evidence that the brain networks are not randomly linked. Indeed, the brain network represents a small-world structure, with several different properties of segregation and integration that are accountable for specific functions and mental conditions. Moreover, network analysis enables to recognize and analyze patterns of brain functional connectivity characterizing a group of subjects.
In recent decades, many developments have been made to understand the functioning of the human brain and many issues, related to the biological and the methodological perspective, are still need to be addressed. For example, sub-modular brain organization is still under debate, since it is necessary to understand how the brain is functionally organized. At the same time a comprehensive organization of functional connectivity is mostly unknown and also the dynamical reorganization of functional connectivity is appearing as a new frontier for analyzing brain dynamics. Moreover, the recognition of functional connectivity patterns in patients affected by mental disorders is still a challenging task, making plausible the development of new tools to solve them.
Indeed, in this dissertation, we proposed novel methodological approaches to answer some of these biological and neuroscientific questions. We have investigated methods for analyzing and detecting heritability in twin's task-induced functional connectivity profiles. in this approach we are proposing a geodesic metric-based method for the estimation of similarity between functional connectivity, taking into account the manifold related properties of symmetric and positive definite matrices.
Moreover, we also proposed a computational framework for classification and discrimination of brain connectivity graphs between healthy and pathological subjects affected by mental disorder, using geodesic metric-based clustering of brain graphs on manifold space. Within the same framework, we also propose an approach based on the dictionary learning method to encode the high dimensional connectivity data into a vectorial representation which is useful for classification and determining regions of brain graphs responsible for this segregation. We also propose an effective way to analyze the dynamical functional connectivity, building a similarity representation of fMRI dynamic functional connectivity states, exploiting modular properties of graph laplacians, geodesic clustering, and manifold learning.
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Limnios, Stratis. "Graph Degeneracy Studies for Advanced Learning Methods on Graphs and Theoretical Results Edge degeneracy: Algorithmic and structural results Degeneracy Hierarchy Generator and Efficient Connectivity Degeneracy Algorithm A Degeneracy Framework for Graph Similarity Hcore-Init: Neural Network Initialization based on Graph Degeneracy." Thesis, Institut polytechnique de Paris, 2020. http://www.theses.fr/2020IPPAX038.
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L'extraction de sous-structures significatives a toujours été un élément clé de l’étude des graphes. Dans le cadre de l'apprentissage automatique, supervisé ou non, ainsi que dans l'analyse théorique des graphes, trouver des décompositions spécifiques et des sous-graphes denses est primordial dans de nombreuses applications comme entre autres la biologie ou les réseaux sociaux.Dans cette thèse, nous cherchons à étudier la dégénérescence de graphe, en partant d'un point de vue théorique, et en nous appuyant sur nos résultats pour trouver les décompositions les plus adaptées aux tâches à accomplir. C'est pourquoi, dans la première partie de la thèse, nous travaillons sur des résultats structurels des graphes à arête-admissibilité bornée, prouvant que de tels graphes peuvent être reconstruits en agrégeant des graphes à degré d’arête quasi-borné. Nous fournissons également des garanties de complexité de calcul pour les différentes décompositions de la dégénérescence, c'est-à-dire si elles sont NP-complètes ou polynomiales, selon la longueur des chemins sur lesquels la dégénérescence donnée est définie.Dans la deuxième partie, nous unifions les cadres de dégénérescence et d'admissibilité en fonction du degré et de la connectivité. Dans ces cadres, nous choisissons les plus expressifs, d'une part, et les plus efficaces en termes de calcul d'autre part, à savoir la dégénérescence 1-arête-connectivité pour expérimenter des tâches de dégénérescence standard, telle que la recherche d’influenceurs.Suite aux résultats précédents qui se sont avérés peu performants, nous revenons à l'utilisation du k-core mais en l’intégrant dans un cadre supervisé, i.e. les noyaux de graphes. Ainsi, en fournissant un cadre général appelé core-kernel, nous utilisons la décomposition k-core comme étape de prétraitement pour le noyau et appliquons ce dernier sur chaque sous-graphe obtenu par la décomposition pour comparaison. Nous sommes en mesure d'obtenir des performances à l’état de l’art sur la classification des graphes au prix d’une légère augmentation du coût de calcul.Enfin, nous concevons un nouveau cadre de dégénérescence de degré s’appliquant simultanément pour les hypergraphes et les graphes biparties, dans la mesure où ces derniers sont les graphes d’incidence des hypergraphes. Cette décomposition est ensuite appliquée directement à des architectures de réseaux de neurones pré-entrainés étant donné qu'elles induisent des graphes biparties et utilisent le core d'appartenance des neurones pour réinitialiser les poids du réseaux. Cette méthode est non seulement plus performant que les techniques d'initialisation de l’état de l’art, mais il est également applicable à toute paire de couches de convolution et linéaires, et donc adaptable à tout type d'architecture<br>Extracting Meaningful substructures from graphs has always been a key part in graph studies. In machine learning frameworks, supervised or unsupervised, as well as in theoretical graph analysis, finding dense subgraphs and specific decompositions is primordial in many social and biological applications among many others.In this thesis we aim at studying graph degeneracy, starting from a theoretical point of view, and building upon our results to find the most suited decompositions for the tasks at hand.Hence the first part of the thesis we work on structural results in graphs with bounded edge admissibility, proving that such graphs can be reconstructed by aggregating graphs with almost-bounded-edge-degree. We also provide computational complexity guarantees for the different degeneracy decompositions, i.e. if they are NP-complete or polynomial, depending on the length of the paths on which the given degeneracy is defined.In the second part we unify the degeneracy and admissibility frameworks based on degree and connectivity. Within those frameworks we pick the most expressive, on the one hand, and computationally efficient on the other hand, namely the 1-edge-connectivity degeneracy, to experiment on standard degeneracy tasks, such as finding influential spreaders.Following the previous results that proved to perform poorly we go back to using the k-core but plugging it in a supervised framework, i.e. graph kernels. Thus providing a general framework named core-kernel, we use the k-core decomposition as a preprocessing step for the kernel and apply the latter on every subgraph obtained by the decomposition for comparison. We are able to achieve state-of-the-art performance on graph classification for a small computational cost trade-off.Finally we design a novel degree degeneracy framework for hypergraphs and simultaneously on bipartite graphs as they are hypergraphs incidence graph. This decomposition is then applied directly to pretrained neural network architectures as they induce bipartite graphs and use the coreness of the neurons to re-initialize the neural network weights. This framework not only outperforms state-of-the-art initialization techniques but is also applicable to any pair of layers convolutional and linear thus being applicable however needed to any type of architecture
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Marx, Rona. "Investigating the effectiveness of using MOOCs and webinars in enhancing teaching and learning in a Teaching English as a Foreign Language (TEFLA) course in a distance education environment : a case study of a Short Learning Programme." Diss., 2015. http://hdl.handle.net/10500/21044.
Full textAbstract:
Distance education is, by its very nature, a response to the development of
communications technology in the Industrial Era, coupled with the societal
changes initiated by these developments (Garrison and Cleveland-Innes,
2010: 14). The current distance learning landscape is thus shaped by
changing social needs brought about by the impact of advancements in
technology.
This case study investigates the effectiveness of new aspects of digital
learning tools as additional resources in the TEFLA course, a Short
Learning Programme (SLP), offered by UNISA. These aspects of digital
course delivery introduce e-learning by incorporating synchronous and
asynchronous digital teaching and learning tools, in the shape of MOOCs
(asynchronous learning), as well as webinars (synchronous learning). This
study reviews the effectiveness of these online tools in enhancing the
learning experience of TEFLA students.
The theoretical framework that informs this study is based on the
connectivism and socio-cultural theories of knowledge acquisition.<br>English Studies<br>M.A. (English)
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Allie, Wasiema. "Student culture and changing identities: an investigation into the use of new media technologies to enhance educational engagement in open and distance learning." Diss., 2018. http://hdl.handle.net/10500/26024.
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Text in English with abstracts in English and Afrikaans<br>The objective of this study was to investigate how the integration of social media applications such as Facebook can be advantageous to students in Open Distance Learning (ODL) settings or environments.
This study was carried out in the context and recognition that the use of social media has become a norm in modern-day society where people in general, and students in particular, can upload videos, images and texts towards achieving a common purpose.
In order to achieve the objectives of this study, the researcher employed two theoretical frameworks, namely Connectivism and New Media Theory. The study also used Qualitative Research Methodology, particularly the qualitative content analysis research technique and focus group interviews.
The study found that the use of Facebook provided students with better access to online resources and facilitated more interaction with fellow students. In an ever-changing world, the study established that technology has the potential to innovate distance learning, providing students with an open space to learn, collaborate and communicate
more effectively. This means that social media applications have the power to connect people and bridge the gaps of time and distance. This is especially relevant in ODL environments where students operate in isolated spaces and have little or no direct interaction with their lecturers and fellow students.<br>Die doel van die studie is om ‘n ondersoek te loods na sosiale media integrasie, meer spesifiek Facebook, en hoe voordelig die gebruik daarvan vir studente in die konteks van ‘n Oop- en Afstandsonderrigleer (OAL) is.
Die studie was gedoen binne die konteks, en met inagneming van, hoe die gebruik van sosiale media ‘n norm in die hedendaagse samelewing geword het, en hoe mense oor die algemeen videos, prente, en teks kan oplaai om ‘n gesamentlike akademiese doel te bereik.
Ten einde die doel van die betrokke studie te bereik, het die navorser twee teoretiese raamwerke gebruik, naamlik Konnektivisme (Connectivism) en Nuwe media-teorie. Die studie het gebruik gemaak van ‘n kwalitatiewe navorsingsmetode, meer spesifiek kwalitatiewe inhoudsanalise en fokus-groep onderhoude.
Die studie het bevind dat die gebruik van Facebook studente beter toegang tot aanlynhulpbronne verleen, en ook meer interaksie tussen studente bewerkstellig. In ‘n veranderende wêreld het die studie bevestig dat die gebruik van tegnologie oor die potensiaal beskik om innoverende afstandonderrig aan te bied en ope platforms vir
studente bied om met mekaar saam te werk asook meer effektief te kommunikeer.
Sosiale media beskik dus oor die vermoë om mense nader aan mekaar te bring, en ook die gaping van tyd en afstand te oorbrug. Dit is hierin ook die geval waar studente dikwels in isolasie, met min of geen direkte kontak met dosente of mede studente in ‘n OAL konteks, studeer.<br>Communication Science<br>M.A. (Communication Science)
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(10514360), Uttara Vinay Tipnis. "Data Science Approaches on Brain Connectivity: Communication Dynamics and Fingerprint Gradients." Thesis, 2021.
Find full textAbstract:
<div>The innovations in Magnetic Resonance Imaging (MRI) in the recent decades have given rise to large open-source datasets. MRI affords researchers the ability to look at both structure and function of the human brain. This dissertation will make use of one of these large open-source datasets, the Human Connectome Project (HCP), to study the structural and functional connectivity in the brain.</div><div>Communication processes within the human brain at different cognitive states are neither well understood nor completely characterized. We assess communication processes in the human connectome using ant colony-inspired cooperative learning algorithm, starting from a source with no <i>a priori</i> information about the network topology, and cooperatively searching for the target through a pheromone-inspired model. This framework relies on two parameters, namely <i>pheromone</i> and <i>edge perception</i>, to define the cognizance and subsequent behaviour of the ants on the network and the communication processes happening between source and target. Simulations with different configurations allow the identification of path-ensembles that are involved in the communication between node pairs. In order to assess the different communication regimes displayed on the simulations and their associations with functional connectivity, we introduce two network measurements, effective path-length and arrival rate. These measurements are tested as individual and combined descriptors of functional connectivity during different tasks. Finally, different communication regimes are found in different specialized functional networks. This framework may be used as a test-bed for different communication regimes on top of an underlying topology.</div><div>The assessment of brain <i>fingerprints</i> has emerged in the recent years as an important tool to study individual differences. Studies so far have mainly focused on connectivity fingerprints between different brain scans of the same individual. We extend the concept of brain connectivity fingerprints beyond test/retest and assess <i>fingerprint gradients</i> in young adults by developing an extension of the differential identifiability framework. To do so, we look at the similarity between not only the multiple scans of an individual (<i>subject fingerprint</i>), but also between the scans of monozygotic and dizygotic twins (<i>twin fingerprint</i>). We have carried out this analysis on the 8 fMRI conditions present in the Human Connectome Project -- Young Adult dataset, which we processed into functional connectomes (FCs) and time series parcellated according to the Schaefer Atlas scheme, which has multiple levels of resolution. Our differential identifiability results show that the fingerprint gradients based on genetic and environmental similarities are indeed present when comparing FCs for all parcellations and fMRI conditions. Importantly, only when assessing optimally reconstructed FCs, we fully uncover fingerprints present in higher resolution atlases. We also study the effect of scanning length on subject fingerprint of resting-state FCs to analyze the effect of scanning length and parcellation. In the pursuit of open science, we have also made available the processed and parcellated FCs and time series for all conditions for ~1200 subjects part of the HCP-YA dataset to the scientific community.</div><div>Lastly, we have estimated the effect of genetics and environment on the original and optimally reconstructed FC with an ACE model.</div>
Books on the topic "Connectivism Learning Theory"
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Hendriks, Carolyn M., Selen A. Ercan, and John Boswell. Mending Democracy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198843054.001.0001.
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This book advances the idea of democratic mending in response to the growing problem of disconnections in contemporary democracies. Around the globe vital connections in our democratic systems are wearing thin, especially between citizens and their elected representatives, between citizens in polarized public spheres, and between citizens and their complex governance systems. The wide scale of disrepair in our democratic fabric cannot realistically be patched over through institutional redesign or one-off innovation. Instead this book calls for a more connective and systemic approach to repairing democracies. For reform inspiration the authors engage in a critical dialogue between systems thinking in deliberative democracy and contemporary practices of political participation. They present three rich empirical cases of how everyday actors — citizens, community groups, administrators, and elected officials—are seeking to create and strengthen democratic connections in unpromising or challenging circumstances. The cases uncover the practical and varied work of democratic mending; these are small-scale, incremental interventions aimed at repairing disconnects in different parts of democratic systems. The empirical insights revealed in this book push forward ideas on connectivity in democratic theory and practice. They demonstrate that even in moments of dysfunctional disconnection, considerable learning, adaptation, and improvisation for democratic renewal can emerge. Ultimately, this book pioneers an approach to analysing democratic politics which might spark a ‘connective turn’ in the way scholars and practitioners think about and seek to improve democracy at the large scale.
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Wishart, Jeffrey, Yan Chen, Steven Como, Narayanan Kidambi, Duo Lu, and Yezhou Yang. Fundamentals of Connected and Automated Vehicles. SAE International, 2022. http://dx.doi.org/10.4271/9780768099829.
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The automotive industry is transforming to a greater degree that has occurred since Henry Ford introduced mass production of the automobile with the Model T in 1913. Advances in computing, data processing, and artificial intelligence (deep learning in particular) are driving the development of new levels of automation that will impact all aspects of our lives including our vehicles. What are Connected and Automated Vehicles (CAVs)? What are the underlying technologies that need to mature and converge for them to be widely deployed? Fundamentals of Connected and Automated Vehicles is written to answer these questions, educating the reader with the information required to make informed predictions of how and when CAVs will impact their lives. Topics covered include: History of Connected and Automated Vehicles, Localization, Connectivity, Sensor and Actuator Hardware, Computer Vision, Sensor Fusion, Path Planning and Motion Control, Verification and Validation, and Outlook for future of CAVs.
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Rajakumar, P. S., S. Geetha, and T. V. Ananthan. Fundamentals of Image Processing. Jupiter Publications Consortium, 2023. http://dx.doi.org/10.47715/jpc.b.978-93-91303-80-8.
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"Fundamentals of Image Processing" offers a comprehensive exploration of image processing's pivotal techniques, tools, and applications. Beginning with an overview, the book systematically categorizes and explains the multifaceted steps and methodologies inherent to the digital processing of images. The text progresses from basic concepts like sampling and quantization to advanced techniques such as image restoration and feature extraction. Special emphasis is given to algorithms and models crucial to image enhancement, restoration, segmentation, and application. In the initial segments, the intricacies of digital imaging systems, pixel connectivity, color models, and file formats are dissected. Following this, image enhancement techniques, including spatial and frequency domain methods and histogram processing, are elaborated upon. The book then addresses image restoration, discussing degradation models, noise modeling, and blur, and offers insights into the compelling world of multi-resolution analysis with in-depth discussions on wavelets and image pyramids. Segmentation processes, especially edge operators, boundary detections, and thresholding techniques, are detailed in subsequent chapters. The text culminates by diving deep into the applications of image processing, exploring supervised and unsupervised learning, clustering algorithms, and various classifiers. Throughout the discourse, practical examples, real-world applications, and intuitive diagrams are integrated to facilitate an enriched learning experience. This book stands as an essential guide for both novices aiming to grasp the basics and experts looking to hone their knowledge in image processing. Keywords: Digital Imaging Systems, Image Enhancement, Image Restoration, Multi-resolution Analysis, Wavelets, Image Segmentation, Feature Extraction, SIFT, SURF, Image Classifiers, Supervised Learning, Clustering Algorithms.
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Kurtzberg, Terri R., and Jennifer L. Gibbs. Distracted. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798400641510.
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What are the benefits and negative consequences of our increased connectivity at school, at work, and at home? Is being constantly distracted now a worldwide problem? This book examines how new technologies and social pressures have changed the way we use our attention, and the extent to which they drive us to distraction, by interpreting hundreds of scientific studies from the literatures in cognitive and social psychology, sociology, communication, management, and decision making. While distraction is ever-present in daily life, staying connected in an efficient way is the goal for one and all. To accomplish that, some amount of fine-tuning of typical interactions with technology is in order. Nearly everyone recognizes the addictive nature of constant connectivity—and its destructive effect on productivity and quality of work. But the availability of technology also promotes better engagement, control, and flexibility in both professional and personal settings. An in-depth analysis of these tradeoffs can lead to smarter choices about when and how to be connected throughout the day and across settings. The ultimate objective is to have technology enhance our lives without serving as a source of constant distraction. Distracted: Staying Connected without Losing Focus explains the nuances of what this addiction stems from—considering both societal and technological factors—and identifies both the invaluable opportunities and the counterproductive consequences of living in our technology-enabled, instant-access-to-everything world. The chapters examine a wide swath of scientific research to expose how technology use affects our attention and the extent to which it causes distraction. Authors Terri Kurtzberg and Jennifer Gibbs apply the science of human attention to reveal how specific areas of our lives are significantly changed with the advent of “continuous connectedness,” including in the workplace, in personal relationships, in childhood development, and with regard to education and learning. Readers will clearly understand why multitasking fails us, what the consequences are—to ourselves and those around us—of being focused on a screen for much of the day, and how each of us can adjust our use of technology in order to improve our lives.
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Jules-Rosette, Bennetta, and J. R. Osborn. African Art Reframed. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043277.001.0001.
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This book approaches the reframing of African art through dialogues with collectors, curators, and artists on three continents. It explores museum exhibitions, storerooms, artists’ studios, and venues for community outreach. Part One (Chapters 1-3) addresses the history of ethnographic and art museums, ranging from curiosity cabinets to modernist edifices and virtual websites. Museums are considered in terms of five transformational nodes, which contrast ways in which museums are organized and reach out to their audiences. Diverse groups of artists interact with museums at each node. Part Two (Chapters 4-5) addresses museum practices and art worlds through dialogues with curators and artists examining museums as ecosystems and communities within communities. Processes of display and memory work used by curators and artists are analyzed with semiotic methods to investigate images, signs, and symbols drawn from curating the curators and exploring artists’ experiences. Part Three (Chapters 6-8) introduces new strategies for displaying, disseminating, and reclaiming African art. Approaches include the innovative technology of unmixing and the reframing of art for museums of the future. The book addresses building exchanges through studies of curatorial networks, south-north connections, genre classifications, archives, collections, databases, and learning strategies. These discussions open up new avenues of connectivity that range from local museums to global art markets and environments. In conclusion, the book proposes new methods for interpreting African art inside and outside of museums and remixing the results.
Book chapters on the topic "Connectivism Learning Theory"
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Vokwana, Nonkanyiso, Lulekwa Baleni, and V. Nkonki. "Positioning of Technology-Enhanced Learning Practice Within Connectivism Theory for Developing Blended Learning." In Online Teaching and Learning in Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56953-1_4.
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Zurita, Gustavo, and Nelson Baloian. "Situated Learning Theory and Geo-collaboration for Seamless Learning." In Seamless Learning in the Age of Mobile Connectivity. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-113-8_10.
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Downes, Stephen. "Newer Theories for Digital Learning Spaces." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_8-1.
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AbstractThe emergence of newer theories for digital learning spaces occurs because of a general dissatisfaction with the theorizing of earlier generations of open and distance education (ODE). After an outline of the traditional conception of the requirements for a “learning theory,” this article traces the sources for this dissatisfaction in traditional theories such as behaviourism and cognitivism, then traces some theoretical attempts to address them. It identifies a range of emerging theories, including connectivist pedagogy, personal learning environments, and open educational practices, characterizing these in terms of their response to the original dissatisfaction. It then returns to the characterization of a “learning theory,” suggesting that in the light of this new work a reconceptualization of theory may be required.
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Downes, Stephen. "Newer Theories for Digital Learning Spaces." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_8.
Full textAbstract:
AbstractThe emergence of newer theories for digital learning spaces occurs because of a general dissatisfaction with the theorizing of earlier generations of open and distance education (ODE). After an outline of the traditional conception of the requirements for a “learning theory,” this chapter traces the sources for this dissatisfaction in traditional theories such as behaviourism and cognitivism, then traces some theoretical attempts to address them. It identifies a range of emerging theories, including connectivist pedagogy, personal learning environments, and open educational practices, characterizing these in terms of their response to the original dissatisfaction. It then returns to the characterization of a “learning theory,” suggesting that in the light of this new work a reconceptualization of theory may be required.
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Ryberg, Thomas, Lillian Buus, and Marianne Georgsen. "Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?" In Exploring the Theory, Pedagogy and Practice of Networked Learning. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0496-5_3.
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Engelbrecht, Julia Maria, Sven Grunwald, Oliver Michler, Koteshwara Raju, and Wilson Lee. "Learning Vehicular Wireless Connectivity in Steps: From Theory to Vehicle Protocol." In Lecture Notes in Networks and Systems. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26190-9_90.
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Harasim, Linda. "Connectivism as an Online Learning Theory." In Learning Theory and Online Technologies. Routledge, 2017. http://dx.doi.org/10.4324/9781315716831-6.
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Boring, Christine. "From Correspondence to Connectivism." In Instructional Technology Theory in the Post-Pandemic Era. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-7645-4.ch002.
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By examining the historical milestones, pedagogical theories, and technological advancements that have shaped distance learning, we can gain insights into its effectiveness, scalability, and adaptability in times of crisis. Furthermore, this historical review offers a unique perspective to evaluate current practices and envision future uses for educational technology and methodology innovations. This research synthesizes findings from a review of literature consisting of 105 articles, offering insights into the challenges and triumphs of the rapid transition to remote learning. The lessons learned from the COVID-19 pandemic influence the ongoing integration of distance learning in education and help to ensure resilience, accessibility, and quality in schooling across diverse contexts and challenges. Combining the lessons learned and best practices realized during this extreme experience can shape the new normal in education.
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Coelho, Denis A. "Learning Theories Supporting Massive Open Online Courses." In Furthering Higher Education Possibilities through Massive Open Online Courses. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8279-5.ch006.
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Learning theories lay at the core of every educational paradigm; especially applicable to MOOCs are the ones that originate in constructivism. Connectivism is a de facto learning theory that is framing the growing enthusiasm surrounding the design and the worldwide dissemination of MOOCs. This chapter shows how connectivism has become the digital age's natural successor to the stream of learning theories that preceded it, despite its questionable ability to fulfill the totality of pre-digital requirements drafted for learning theories. As a disruptive phenomenon, several obstacles to materializing the promise of inclusiveness and equality in access to learning that is signified by MOOCs remain, including learner autonomy, presence (cognitive, social and teacher's) and critical literacies, as well as recognition, validation and accreditation. Finally, fostering the widespread development of the set of educators' skills essential to fully implement connectivism is needed in order to fully reap the potential benefits of MOOCs.
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"Theories of Learning." In A Conceptual Framework for SMART Applications in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1542-6.ch004.
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There are a host of theories of learning. Many of these have been around for a long while, and all of them offer sound insight into how people learn, but none offer a unifying theory of learning. Of all these theories, four are treated in this chapter: behaviorism, constructivism, cognitivism, and connectivism. The issue becomes one of selecting a learning theory that matches instructional content and learner characteristics. Instructional objectives guide how the instruction is to be delivered and assessed. These objectives cover three domains: cognitive, psychomotor, and affective with skills contained within them structured hierarchically. The learner's age, interests in the subject content, the nature of the subject, and time available for instruction significantly affect the instructional process. The most important thing an instructor can do is to make the content in their course interesting and relevant to their students.
Conference papers on the topic "Connectivism Learning Theory"
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Craig, Patrick, Jonathan Pearson, Shajib Ghosh, Nitin Varshney, Sanjeev J. Koppal, and Navid Asadizanjani. "Optical Automated Interconnect Inspection of Printed Circuit Boards." In ISTFA 2024. ASM International, 2024. http://dx.doi.org/10.31399/asm.cp.istfa2024p0022.
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Abstract In critical fields such as automotive, medicine, and defense, ensuring the reliability of microelectronics has been paramount given the extensive nature of their globalized supply chain. Automated visual inspection (AVI) of printed circuit boards (PCBs) offers a solution through computer vision and deep learning to automate defect detection, component verification, and quality assurance. In this paper, our research follows this precedent by introducing a novel dataset and annotations to train artificial intelligence (AI) models for extracting PCB connectivity components. Utilizing high-resolution images, and state-of-the-art instance segmentation models, this study aims to examine the difficulties in this implementation and lay the groundwork for more robust automated visual inspection.
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Herlo, Dorin. "Connectivism, A New Learning Theory?" In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.41.
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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.
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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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Wei, Xu, and Zhang Jianping. "Functional design of the virtual learning community based on the connectivism learning theory." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056958.
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Yousef, Ahmed, Radwa Salah, and Eman Makram. "Investigating Different Educational Blog Characteristics to Support Collaborative Learning based on Connectivism Learning Theory." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009425601180129.
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Spiess, Teresa, Felix Salcher, and Thomas Dilger. "THE REALITY OF ARTIFICIAL INTELLIGENCE: SOCIAL LEARNING THEORY, CONNECTIVISM, AND HUMAN STANDARDS IN LEARNING VERSUS MACHINE LEARNING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0473.
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Karlsone, Inguna. "Spatial Reasoning Skills as a Universal Learning Outcome." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.38.
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Over the last decades, the importance of spatial reasoning skills in all areas of life, including education, has received increasing attention while at the same time recognizing the need for solutions to organize learning processes to foster spatial reasoning skills. Connectivism learning theory emphasizes the importance of an individual’s ability to navigate today’s information space in the learning process. According to Connectivism, to learn is to create a microsystem of personal learning within the macrosystem of society by creating a Personal Learning Environment to promote learning autonomy and self-regulated learning strategies. Implementing Universal Design principles in education provides a theoretical framework for an inclusive educational solution based on respect for each learner’s unique learning and strategies, as determined by innate abilities and experiences gained through interactions with the environment and society. This study aims to explore the possibilities of modeling the educational process using a Universal Design approach and principles in the context of Connectivism learning theory, focusing on spatial reasoning skills as a prerequisite for diversity and developing an organizational process-oriented model to foster spatial reasoning skills as a learning outcome. The developed model of study organization has been validated in a design study process; the results allowed for the creation and justification of recommendations for using the research results in other study programs and future research.
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Mohamed, Zulkifley, Nor Ubaidullah, and Siti Yusof. "An Evaluation of Structural Model for Independent Learning Through Connectivism Theory and Web 2.0 Towards Studentsr Achievement." In International Conference on Applied Science and Engineering (ICASE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icase-18.2018.1.
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Kamonjo, Florence, and David Ngatia. "University Students’ Preferences, Perception and Challenges of Online Learning. A Case of University of Kabianga, Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6074.
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An online class is a system where students can learn, discuss issues with fellow students, clarify doubts with teachers, share material and assess academic progress through the help of computer and internet-oriented technologies. Online learning (OL) had been ignored in many parts of developing countries due to challenges such as lack of access and affordability of Information Communication Technology (ICT). Since the breakout of Covid–19 pandemic in 2020, lockdowns became a challenging situation for everyone and in every sector of the economy, education included. As a result online classes are gaining so much importance all over the world, and has shifted the thought of educators that “Online class is Optional” to “Online class is necessary”. This study looked at students’ preferences, perception and challenges during newly introduced OL at University of Kabianga (UoK). The study is anchored on connectivism theory of learning. Descriptive quantitative and qualitative research design was used and was conducted through an online survey. Study population was 600 2nd year student at UOK, who were taking OL for their first time due to Covid-19 pandemic. Sample size was 240 2nd year students randomly selected. Data was analyzed using descriptive and inferential statistics. Findings indicate that learners preferred smart phones as their learning device, and blended OL. Learners have positive perception towards OL despite citing a number of challenges experienced during OL, such as lack of digital devices, poor and unreliable internet, and power connectivity, unconducive OL environment at campus and lack of digital skills needed for OL.
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Adewoyin, Adeyinka, and Abosede Ebabhi. "Needs and Prospects of a Virtual Science Laboratory in Open and Distance Education during and Post Covid-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4431.
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Since the outbreak of the Covid-19 virus, a lot has been achieved in the effective dissemination of knowledge through Open and Distance Learning (ODL). However, one area of challenge is the use of Virtual Science laboratories (VSL). Hence, this study has examined the needs and prospects of virtual science laboratories in an ODL institute post-covid-19 era which is based on the theory of connectivism. A case study research design was adopted for this research. A sample size of 560 participants, which represents 30% of the population of Science Education learners, was considered. Data were collected using a structured questionnaire. Results showed that 77% of the respondents showed a positive response toward the need and prospects of VSL in ODL, while 16% had a contrary view. This result indicates that Virtual science laboratories will enhance the learning delivery system, research, and training during and post-pandemic.
Reports on the topic "Connectivism Learning Theory"
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Jengo, Eunice, Salome Maro, and Björn Haßler. Leveraging IOT Systems to Assess and Reduce the Impact of Climate Change in Learning Environments. Open Development & Education, 2025. https://doi.org/10.53832/opendeved.1185.
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Learning environments in low- and middle-income countries are increasingly impacted by climate change, facing challenges such as extreme heat, poor air quality, and noise pollution. However, there is limited research that comprehensively assesses these conditions across diverse climatic zones. This study addresses that gap by designing and piloting a low-cost, energy-efficient, solar-powered IoT system to monitor environmental conditions in schools. Using a mixed-methods, multi-phase research design, the study deploys sensor networks in Tanzanian classrooms—including retrofitted and control spaces—to collect real-time data on temperature, humidity, air quality, and noise levels. Data is transmitted via LoRa to an IoT gateway and then to the cloud using mobile connectivity. The pilot aims to inform decisions on classroom design, scheduling, and retrofitting to mitigate climate-related stress. With plans to scale across other regions and countries, this initiative supports evidence-based interventions for creating more resilient and conducive learning environments in resource-constrained settings.
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Munira, Sirajum, and Wahid bin Ahsan. E-Reading Adoption and Digital Literacy in Rural Bangladesh: Overcoming Barriers and Improving Educational Outcomes. Userhub, 2024. http://dx.doi.org/10.58947/journal.rkmd65.
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This study examines the adoption and impact of e-books and PDFs among students in rural Bangladesh, exploring how digital reading influences study habits and educational outcomes. In-depth interviews with 27 participants, including students, teachers, and parents, reveal patterns of e-reading adoption, its effects on learning, and the challenges of accessing digital resources in rural areas. The research also investigates the role of educational and parental support and the broader cultural and social implications of digital learning in these communities. Key findings show that while students recognize the benefits of e-books, they face significant barriers, including limited access to devices, unreliable internet connectivity, and a lack of digital literacy training. The study emphasizes the need for targeted interventions to improve digital infrastructure and support systems in rural schools, offering practical insights for policymakers and educators.
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Kibret, Alemu Kassaw, Getachew Azeze Eriku, and Melisew Mekie Yitayal. Challenges and opportunities of adopting online learning at the University of Gondar: Lecturers’ and higher officials’ perspectives. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i7.
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E-learning is the use of the internet and ICT to access learning material, interact with the content, instructor, and learners, and acquire knowledge. Education has grown rapidly and transformed the present isolated, teacher-center face-to-face education into online. Despite the impact of e-Learning, there are many challenges in adopting and implementing it in higher education. Therefore, the main purpose of the study was to investigate the perspective of lectures, challenges, and opportunities of adopting online learning. The study conducted institutional-based mixed quantitative and qualitative study designs at the University of Gondar from June to October 2022. Simple random sampling techniques were employed to select study participants for the quantitative study and purposive sampling was used to select higher officials for an in-depth interview. A structured self-administered and in-depth interview guide questionnaire was used for the quantitative and qualitative data respectfully. Linear regression analysis conducted for the quantitative data while inductive thematic analysis was undertaken for the qualitative data. Thirteen (13) higher officials were involved in an in-depth interview and 366 instructors participated in the quantitative study. The majority of participants believed that e-Learning is applicable. However, almost all participants agreed that the infrastructures are inadequate at the University of Gondar. Five main themes emerged from an inductive thematic analysis which includes: perceptions of adopting online learning, challenges of adopting online learning, opportunities of adopting online learning, strategies to overcome challenges, and higher officials’ willingness and support. Most instructors and all higher officials are willing and happy to adopt. Internet connectivity, electric power, computer access, and poor perception of instructors, students, and employees will be a challenge to adopting e-Learning. Capacity-building training for the instructors and supporting teams and fulfilling infrastructures for the successful implementation of e-Learning at the University of Gondar is recommended.
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.
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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.
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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/axvn7639.
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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Hancox, Donna, Sandra Gattenhof, Helen Klaebe, Freya Wright-Brough, Morgan Batch, and Imogen Smith. Social Impact Framework for Puuya Foundation. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.227726.
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This is the final report on a three-year QUT-led research project that was conducted for The Puuya Foundation (2019-2023). Our brief was to: Assist the Puuya Foundation to develop and implement a Social Impact Evaluation Strategy (the Strategy) to strengthen the Foundation’s evaluation approach and build on the outcomes of the Foundation’s education and health projects in the Lockhart River region. The strategy will develop a robust approach with practical tools to measure the social impact of the Foundation’s programs, and the outcomes and learnings that emerge from these findings will inform the design, implementation and evaluation of all projects and programs delivered by the Foundation. As a practical outcome a social impact assessment framework has been co-created and tested in partnership with the Puuya Foundation and the Lockhart River community. The co-creative and codesign process is grounded in respect, reciprocity, and self-determination. Co-creation consciously seeks to have low barriers for participation across all aspects of the research, experiment with culturally meaningful modes of place-based communication and are suited to shared decision-making (Hancox, 2021). This process also aims to ‘address power differences, level hierarchies and connect hearts and minds of participants and stakeholders’ (Langley, Wolstenholme & Cooke 2018, 6). This has been made possible through the facilitative leadership of Board Director, Kirsty Davis and CEO Emily Schuh in these final years. This report details the methods or steps we have taken together from February 2021 to October 2023 and provides detail of our collaboration. The research team were initially informed by the foundational ‘Puuya Approach’: holistic thinking; shared learning; connectivity; partnerships and collaboration; opportunities for action; skills and knowledge; personal motivation, confidence, and commitment; valuing others; hope and determination; and authentic relationships to ensure our evaluation strategy aligned with, as well as collaborated and respected Puuya Foundation and Lockhart River community ways. The outcome has exceeded our hopes in that the co-designed evaluation framework has already been adopted beyond the use of just the Puuya Foundation and taken up by the community more broadly as their own for determining and designing new initiatives, to provide a methodology in grant applications, through to gauging the success of projects and programs. The framework is rightfully known in Lockhart River as ‘their’ (social impact) framework. Our aim that an active, meaningful framework for and by community would be co-created through this project.
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The Experience of Latin America and the Caribbean in Urbanization: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0007004.
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The developing region that has experienced one of the greatest urban growth in the world is Latin America and the Caribbean (LAC). More than 80% of its population currently lives in cities and this figure is projected to reach 90% in 25 years. As part of this process, we can identify different urbanization trends across the region: slow growth rates of megacities due to lower levels of rural-urban migration and greater intra-city migration; high growth rates of mid-size cities; and urban footprints growing faster than populations. Therefore, this more contained growth in larger cities, the existence of a 'demographic bonus'in the next 30 years, and new poles of development in secondary cities offer new opportunities to grow in a more sustainable and equitable way while addressing existing challenges in cities. Rapid urban growth in the countries of LAC has posed a series of challenges that cities, especially intermediate cities, must address to ensure their sustainability in the coming years. Those challenges include limited mobility, poor urban planning, pollution, increased vulnerability to natural hazards, inequity, lack of compliance with labor and building regulations, unemployment, crime, and weak institutional and fiscal capacity, among others. These conditions undermine cities' sustainability and reduce the quality of life of their inhabitants. Given this context, the Bank has developed the Emerging and Sustainable Cities Initiative (ESCI) as a particular approach to help mid-size cities understand their challenges and address them in a more integrated way based upon a model of efficiency in planning and the use of resources that prioritizes sustainability and a higher quality of life for all citizens. The ESCI's action-oriented methodology prioritizes projects in critical areas for sustainability, promoting a better quality of life by strengthening planning, incorporating climate change features, and ensuring citizenship engagement. From the ESCI's experience in more than 20 cities in LAC, important lessons have been learned: introducing adaptation and mitigation measures is an opportunity to address environmental issues and limit the impact of climate change; urban economic development should be based on dense, compact, efficient cities, with mixed land use, and concrete actions to generate productive employment; planning should be considered a basic tool for sustainable urban development and growth; and finally, fiscal capacity should be strengthened with greater access to financial resources and connectivity. Cities that cannot provide an adequate quality of live and preserve physical and environmental assets for future generations will not be competitive. These cities will have a tough time attracting investments and generating productive jobs. As a result of ESCI's learning process, we have realized that it is necessary to examine in a more direct and detailed manner the competitiveness of a city proposing concrete actions to increase investments and to generate productive employment. Involving civil society in city planning and engaging the private sector in urban infrastructure services are also key ingredients of a competitive and successful city. As part of the Bank's knowledge dissemination series, this document exhibits the Latin American and Caribbean experience in terms of urbanization, the identification of the challenges posed by this trend, the IDB's approach to promote the sustainability of LAC mid-size urban centers, the lessons learned from how those challenges are being solved, and their impact on medium-term sustainability of cities and their quality of life.