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1
Smith, Raymond. "Work(er)-driven innovation." Journal of Workplace Learning 29, no. 2 (March 6, 2017): 110–23. http://dx.doi.org/10.1108/jwl-06-2016-0048.
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Purpose The focus on innovation as a foundational element of enhanced organisational performance has led to the promoting and valuing of greater levels of employee participation in innovation processes. An emergent concept of employee-driven innovation could be argued to have hindered understandings of the creative and transformative nature of work and the kinds of work and learning practices that all workers engage in as part of their routine occupational practices. The purpose of this paper is to propose that a stronger focus on work-learning as workers’ personal enactment of the collective activities that comprise their occupational practice and its circumstances can clarify the nature of innovation. Design/methodology/approach The paper is based on an extended ethnographic study (18 months) of 12 employees from four different workplaces and who were engaged in a variety of different occupational practices. Findings The argument is advanced through discussion of four kinds of innovation that were identified through examining the work-learning practices of restaurant, gymnasium, computing and fire service workers. They are personal heuristics, test benching, efficiencies and shared needs. Originality/value These innovation forms illuminate personal work-learning practices and offer means of explaining innovation as a foundational factor of work, suggesting that work that supports these work-learning practices can enhance organisational innovation.
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Dickerson, Mark S. "Emergent School Leadership: Creating the Space for Emerging Leadership through Appreciative Inquiry." International Journal of Learning and Development 2, no. 2 (March 24, 2012): 55. http://dx.doi.org/10.5296/ijld.v2i2.1550.
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Much has been written on the importance of increasing leadership capacity in schools and managed systems for leadership development; however, little focus has been given to creating conditions to facilitate the emergence of leadership. This research study examines associations of strength-based reflexive processes to the emergence of educational leadership. Specifically, through qualitative analysis, the author explores the emergence of school leadership during an appreciative inquiry initiative in a large, urban school district and identifies the features of appreciative inquiry that were conducive to such emergence. In addition, the author notes that the initiative also provided participants with many of the elements considered vital to leading a healthy learning community: a greater understanding of the big picture, opportunities for professional reflection and sense making, a safe and affirming learning community, time to dialogue with others in the system regarding their core values and commitments, a collaborative work culture, space for networking, and the freedom to take action. Keywords: Emergent Leadership, Appreciative Inquiry, School Improvement
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Lindley, David, and Heila Lotz-Sisitka. "Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation." Sustainability 11, no. 15 (August 5, 2019): 4230. http://dx.doi.org/10.3390/su11154230.
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This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.
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Wiggins, Jackie, and Karen Bodoin. "Painting a Big Soup: Teaching and Learning in a Second-Grade General Music Classroom." Journal of Research in Music Education 46, no. 2 (July 1998): 281–302. http://dx.doi.org/10.2307/3345629.
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Through collaboration, a music teacher and a researcher attempted to learn more about the teaching/learning processes in one second-grade general music classroom. While some components of the teaching/learning processes that occurred in this music classroom were identified through tins qualitative study, the most important findings were those that emerged during the collaborative process of analysis and interpretation of data. Through active participation in the analysis process, the teacher came to understand the impact of the emergent issues on the teaching and learning in her own classroom and, as a result, made some concerted efforts to change her teaching. Her reactions point to the importance of providing teachers with opportunities to examine their own work and to consider how issues related to teaching and learning processes manifest themselves in their work. They also suggest that unless teachers have these opportunities, discussions of issues related to their teaching may be meaningless to them.
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Vennebo, Kirsten Foshaug. "Innovative work in school development." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 298–315. http://dx.doi.org/10.1177/1741143215617944.
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Leadership is recognised in both policy and research as a key enabler of innovation in schools. Numerous researchers have focused on how school leaders formally narrate their experiences of leading innovations including their observations of effect; however, modest attention has been paid to the processes through which leaders engage in innovative work. This study focuses on the work of project teams running Norwegian school projects that aim to advance teaching and enhance student learning using information and communication technologies. By employing cultural-historical activity theory, leadership is examined as enactment that is consequential to the directions of the work. The findings demonstrate that the locus of agentive actions change from moment to moment within sequences of interactions. Thus, leadership in this kind of work is not under the control of any of the actors involved or any specific individual: the centre does not hold. The study contributes to understanding leadership in innovative work by demonstrating how leadership is an outcome in emergent multi-voiced work processes. Moreover, the study indicates that the ‘making of newness’ involves innovative work at collective and individual levels, and suggests that projects conducted between loosely coupled partners would profit from adopting routines for the management of interactions.
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Cope, Jason. "Toward a Dynamic Learning Perspective of Entrepreneurship." Entrepreneurship Theory and Practice 29, no. 4 (July 2005): 373–97. http://dx.doi.org/10.1111/j.1540-6520.2005.00090.x.
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This conceptual article introduces a dynamic learning perspective of entrepreneurship that builds upon existing “dominant” theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this article maps out and extends current boundaries of thinking regarding how entrepreneurs learn. It presents key conclusions from emergent empirical and conceptual work on the subject and synthesizes a broad range of contributory adult, management, and individual learning literature to develop a robust and integrated thematic conceptualization of entrepreneurial learning. Three distinctive, interrelated elements of entrepreneurial learning are proposed—dynamic temporal phases, interrelated processes, and overarching characteristics. The article concludes by demonstrating how a “learning lens” can be applied to create further avenues for research in entrepreneurship from a learning perspective.
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Armstrong, Alayne, and Mirela Gutica. "Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities." Exceptionality Education International 30, no. 1 (April 25, 2020): 1–24. http://dx.doi.org/10.5206/eei.v30i1.10912.
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Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.
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Norling, Martina, and Gunilla Sandberg. "Swedish Preschool Teachers Perspectives on Multilingual Children’s Emergent Literacy Development." World Journal of Educational Research 5, no. 1 (December 11, 2017): 1. http://dx.doi.org/10.22158/wjer.v5n1p1.
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<p><em>This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent literacy development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for literacy development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent literacy development.</em><em></em></p><em>This study highlights the importance of paying attention to multilingual children’s emergent literacy processes already in preschool.</em>
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Botha, Neels, James A. Turner, Simon Fielke, and Laurens Klerkx. "Using a co-innovation approach to support innovation and learning: Cross-cutting observations from different settings and emergent issues." Outlook on Agriculture 46, no. 2 (June 2017): 87–91. http://dx.doi.org/10.1177/0030727017707403.
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Co-innovation has gained interest in recent years as an approach to tackle issues in agriculture and natural resource management. Co-innovation requires new roles for researchers supporting these processes and enabling settings in the programs they work in and the organizations they pertain to. The contributions to this special issue explore experiences with co-innovation in different settings from different angles. The special issue presents several studies on co-innovation in a large program in New Zealand, a study based on an EU Horizon 2020 project in the Czech Republic, The Netherlands, Spain, Sweden and the United Kingdom as well as co-innovation experiences from Uruguay and Tanzania. Cross-cutting findings and emergent issues include (i) the need to consider the issue of simultaneously scaling both co-innovation project results and the co-innovation practice, (ii) the issue of flexibility in pace of co-innovation to allow different participants to converge and the flexibility in learning space needed to enable reflection, (iii) the issue of changing the dominant logics of the innovation systems in which co-innovation is embedded and (iv) the need for reflexive monitoring to support processes of co-innovation and their institutional embedding.
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Ehlers, Ulf-Daniel, and Laura Eigbrecht. "Reframing Working, Rethinking Learning: The Future Skills Turn." EDEN Conference Proceedings, no. 1 (June 22, 2020): 1–10. http://dx.doi.org/10.38069/edenconf-2020-ac0001.
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Research on Future Skills is one of the current hot topics in education, management and organizational research. In times of global networked organizations and steadily accelerating product cycles, the model of qualification for future jobs seems debatable. Can we really prepare graduates and employees for the future by the predominant model of knowledge acquisition? Do we already have adequate concepts for competence development in higher education and work environments? An international study led to the identification of the change processes that the working and learning world are undergoing as well as of the Future Skills that will be needed in highly emergent future contexts – including digital competences, but transcending them. This calls for new strategies and concepts concerning structural, teaching and learning aspects and a new way of embracing lifelong learning concepts. “Future organizations” have been identified that have already set out for dealing with those new demands. By learning about their innovative approaches concerning employees’ competence and skills acquisition, a veritable turn away from specialist knowledge and towards Future Skills can be observed – and cannot be ignored by higher education.Keywords: Future Skills, Higher Education, Learning, Competence, Delphi Survey, Education Research
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Bryant, Martin. "Learning Spatial Design through Interdisciplinary Collaboration." Land 10, no. 7 (June 30, 2021): 689. http://dx.doi.org/10.3390/land10070689.
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Spatial design at interior, site, city and regional scales is increasingly complex, and will continue to be so with the uncertainty of the climate crisis and the growing place-based intricacies of pluralist societies. In response to this complexity, professional design practice has pursued new ways of working. More design projects are becoming more interdisciplinary and less hierarchically structured, involving more collaborative project teams with a variety of backgrounds in architecture, urban design, landscape and interior architecture, engineering, ecological sciences and art. At universities, the design-learning studio which pedagogically champions the authentic replication of design practice projects, has also bifurcated. While teaching design through the traditional disciplinary-based problem-solving processes of an individual project is still understandably commonplace, a new type of studio has emerged, led by group work and interdisciplinary collaborations, and framed by the complexity of a seemingly irreconcilable problematic subject. This emergent domain warrants more research into pedagogical structures, teaching techniques and learning activities; and this paper explains such investigations undertaken through the live educational practice of two interdisciplinary studios in two years, drawing conclusions from student feedback gathered via questionnaires and focus group interviews. The findings suggest that teaching formats in this type of studio need to facilitate a balance between trusting relationships and immersive experiences; and that effective teaching techniques entail the development of more accessible communication techniques in conceptual diagramming and linguistic idiom.
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Maher, Penny, and Jane Maidment. "Social work disaster emergency response within a hospital setting." Aotearoa New Zealand Social Work 25, no. 2 (May 15, 2016): 69–77. http://dx.doi.org/10.11157/anzswj-vol25iss2id82.
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This article outlines the social work contribution to a series of post-disaster emergency response interventions occurring in the Canterbury region between 2007 and 2012. While the earthquakes of September 4th 2010 and February 22nd 2011 provide the major focus for discussing the tasks and processes involved in emergency response interventions, an earlier critical incident involving a large number of youth prompted the development of the emergency response protocols. These protocols are discussed in light of the social work response to the Canterbury earthquakes. The challenges encountered through working in a rapidly changing physical and professional context are outlined including a discussion about the application of diverse forms of debriefing. New learning for social work practice derived out of engagement with emergency response work is summarised.
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Andryushkova, O. V., and S. G. Grigoriev. "CALCULATION OF THE NEGENTROPY AND WEIGHT COEFFICIENTS OF MULTICRITERIA ESTIMATES ON THE BASIS OF FUZZY SETS." Informatics and education, no. 1 (March 13, 2019): 40–49. http://dx.doi.org/10.32517/0234-0453-2019-34-1-40-49.
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This article is a logical continuation of the material published in the journal “Informatics and Education” № 6-2018. The authors consider the issues of predicting learning outcomes based on the calculation of negentropy, which is proposed to be considered as an integral information indicator characterizing the quality of student learning.The work can be divided into three stages and is based on the construction of the hierarchical structure of the criteria-based quality system. At the first stage, a questionnaire was developed for the survey of expert teachers, in which it was necessary to note, from the point of view of importance, the criteria of the first and second levels those influence the process of emergent learning. At the second stage, using an expert rationing method, an array of expert estimates was processed, representing an example of a fuzzy set. As a result, weighting coefficients were obtained according to the criteria of the first and second levels. At the third stage, a dichotomous assessment of the third level criteria was carried out and the integrated values of negentropy were calculated for the three directions of training and for the model situation.The algorithms proposed in the article can be used both to assess the quality of already developed online courses, products or educational processes with their use, and to predict learning outcomes based on expert assessment.
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Marcovich, Anne, and Terry Shinn. "When two science disciplines meet: Evaluating dynamics of conjunction. The encounter between astrophysics and artificial intelligence." Social Science Information 60, no. 3 (July 28, 2021): 372–77. http://dx.doi.org/10.1177/05390184211025848.
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This article points out some issues raised by the encounter between astrophysics (AP) and a newly emergent mathematical tool/discipline, namely artificial intelligence (AI). We suggest that this encounter has interesting consequences in terms of science evaluation. Our discussion favors an intra science perspective, both on the institutional and cognitive side. This encounter between machine learning (ML) and astrophysics points to three different consequences. (1) As a transverse tool, a same ML algorithm can be used for a diversity of very different disciplines and questions. This ambition and analytic intellectual architecture frequently identify similarities among apparently differentiated fields. (2) The perimeter of the disciplines involved in a research can lead to many and novel ways of collaboration between scientists and to new ways of evaluation of their work. And (3), the impossibility for the human mind to understand the processes involved in ML work raises the question of the reliability of results.
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Gjøtterud, Sigrid, and Erling Krogh. "The power of belonging." International Journal for Transformative Research 4, no. 1 (December 29, 2017): 7–17. http://dx.doi.org/10.1515/ijtr-2017-0002.
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Abstract Coming from a Nordic environment, professionally working in teacher education, both authors engaged in developmental work and research in the Uluguru mountains in Tanzania. The research is carried out in a community-based organization for vulnerable youth, Mgeta Orphan Education Foundation (MOEF), which builds on principles of action learning and action research. We have followed and participated in the development of the organization since 2010, and this article builds on data gathered in 2016-17. We will show and discuss some of the transformations we have witnessed, mainly in the older members. The transformations seem to have an emergent character, and we examine further factors we have seen as crucial for transforming the lives of the young people in the orphan education project. Surprisingly, duty was a factor coming forth in the data. The youth perceived duty in a relational way, mainly caused by inner motivation nurtured by the example of their coordinator, Solomon, and by facing the continuous, emergent need for assistance in their local communities. Less surprisingly, belonging transpired as a fundamental factor. Previously, we have analyzed the transformational learning among the youngsters, and identified a set of transformational tools (Gjotterud, Krogh, Dyngeland, & Mwakasumba, 2015). Building on the transformational tools, we have derived a model for Relational Transformation. Transformative action research is the approach we follow, and one aim of this article is to contribute to the understanding of the reciprocity of transformative processes in transformative research.
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Ely, Adrian, Anabel Marin, Lakshmi Charli-Joseph, Dinesh Abrol, Marina Apgar, Joanes Atela, Becky Ayre, et al. "Structured Collaboration Across a Transformative Knowledge Network—Learning Across Disciplines, Cultures and Contexts?" Sustainability 12, no. 6 (March 24, 2020): 2499. http://dx.doi.org/10.3390/su12062499.
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Realising the Sustainable Development Goals (SDGs) will require transformative changes at micro, meso and macro levels and across diverse geographies. Collaborative, transdisciplinary research has a role to play in documenting, understanding and contributing to such transformations. Previous work has investigated the role of this research in Europe and North America, however the dynamics of transdisciplinary research on ‘transformations to sustainability’ in other parts of the world are less well-understood. This paper reports on an international project that involved transdisciplinary research in six different hubs across the globe and was strategically designed to enable mutual learning and exchange. It draws on surveys, reports and research outputs to analyse the processes of transdisciplinary collaboration for sustainability that took place between 2015–2019. The paper illustrates how the project was structured in order to enable learning across disciplines, cultures and contexts and describes how it also provided for the negotiation of epistemological frameworks and different normative commitments between members across the network. To this end, it discusses lessons regarding the use of theoretical and methodological anchors, multi-loop learning and evaluating emergent change (including the difficulties encountered). It offers insights for the design and implementation of future international transdisciplinary collaborations that address locally-specific sustainability challenges within the universal framework of the 2030 Agenda for Sustainable Development.
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Davis, Bria, Xintian Tu, Chris Georgen, Joshua A. Danish, and Noel Enyedy. "The impact of different play activity designs on students’ embodied learning." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 611–39. http://dx.doi.org/10.1108/ils-08-2019-0081.
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Purpose This paper aims to build on work that has demonstrated the value of play or game-based learning environments and to further unpack how different kinds of play activities can support learning of academic concepts. To do so, this paper explores how students learn complex science concepts through collective embodied play by comparing two forms of play labeled as Inquiry Play and Game Play. Design/methodology/approach This study builds off of previous research that uses the Science Through Technology Enhanced Play (STEP) technology platform (Authors et al., 2015). STEP is a mixed reality platform that allows learners to playfully explore science phenomena, such as the rules of particle behavior in solid, liquid and gas, through collective embodied activity. A combination of interaction analysis and qualitative coding of teacher and student interactions are used to examine patterns in the learning processes during embodied play activities. Findings Both forms of play led to similar learning gains. However, Inquiry Play promoted more emergent, flexible modeling of underlying mechanisms while Game Play oriented students more towards “winning”. Originality/value By contrasting play environments, this paper provides new insights into how different features of play activities, as well as how teachers orient their students according to these different features, support students’ learning in collective activity. As a result, these findings can provide insights into the design of future play-based learning environments that are intended to support the learning of academic concepts.
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Abramovsky, Anton Lvovich. "The Role of Distance Learning in the Transformation Processes of National Higher Education Systems." Общество: социология, психология, педагогика, no. 8 (August 28, 2020): 14–17. http://dx.doi.org/10.24158/spp.2020.8.1.
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The emergence and active spread of distance learn-ing has fundamentally changed national higher edu-cation systems around the world, making them more open and convenient, which is especially important now during the COVID-19 pandemic. At the same time, national higher education systems face certain challenges associated with the spread of distance and mobile learning technologies. This paper shows the role of distance learning and mobile learning technologies in the transformational changes of higher education systems, analyzes the possibilities and prospects for the development of these tech-nologies, taking into account the growing trends of digitalization of modern society. The empirical mate-rial for writing this work was the data of the Google search engine, which made it possible to analyze the frequency of search queries for the phrase “distance learning” and its equivalent in Russian, which made it possible to draw conclusions about the dynamics of user interest in the problem under consideration.
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Derrick, Jay. "“Tacit pedagogy” and “entanglement”: practice-based learning and innovation." Journal of Workplace Learning 32, no. 4 (February 28, 2020): 273–84. http://dx.doi.org/10.1108/jwl-07-2019-0094.
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Purpose This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and under-researched. This paper aims to build on the thinking of Ellström (2010), Billett (2012) and Guile (2014) to account for the emergence of innovation through practice, and propose two new concepts for improving our understanding of innovation as process: “tacit pedagogy” and “entanglement”. This argument is evidenced through a recent study of team-working in a high-profile engineering company. Design/methodology/approach Qualitative interview data was collected on the informal features of organisational culture and work processes supporting innovation, and how these features intersect and interrelate with the formal features and procedures of the organisation. Findings Three generic modes of team-working practice are identified which, it is suggested, are likely to be associated with innovatory working, and are observable practices available to future researchers. Practical implications Productive approaches to the organisation of work processes so as to enhance practitioner learning and the potential for innovation are evidenced and evaluated. Originality/value The concepts “tacit pedagogy” and “entanglement”, intended to improve theoretical understanding of learning and innovation through practice, are introduced.
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Cantino, Valter, Alain Devalle, Damiano Cortese, Francesca Ricciardi, and Mariangela Longo. "Place-based network organizations and embedded entrepreneurial learning." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (May 2, 2017): 504–23. http://dx.doi.org/10.1108/ijebr-12-2015-0303.
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Purpose The purpose of this paper is to develop an original six-phase model describing entrepreneurial learning in the transition of place-based enterprises toward a sustainable exploitation of natural common resources (commons). Design/methodology/approach The six-phase model proposed by this study explains the learning processes involving place-based enterprises through two important existing theories: adaptive co-management and Lachmann’s evolutionary, embedded theory of entrepreneurship. The proposed model integrates these two theories on the basis of a longitudinal case study on the fishing enterprises in an Italian marine protected area (MPA). Findings In the case study, the success factors identified by the adaptive co-management literature proved important in enabling an embedded entrepreneurial learning process consistent with Lachmann’s view. The case analysis allowed the authors to cluster these learning processes around six phases. Further, even if traditional fishing is not knowledge-intensive, this case shows the transition to a sustainable business model required intense efforts of educated institutional work and scientific research. Interestingly, the key learning processes were enabled by the emergence of a larger, networked social entity (a network form of organization) including the community of fishermen, the MPA management and a network of scientists studying the marine area ecosystem. Research limitations/implications This study is explorative and relies on a single case study. Despite this limitation, it opens up new research paths in the fields of entrepreneurship, institutional work, network organizations and adaptive management of the commons. Originality/value This study is strongly interdisciplinary; it proposes an original model based on a theoretical view that is highly innovative for organization and management studies; and addresses a relevant but overlooked issue with important societal implications.
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Pot, Anna, Joanna Porkert, and Merel Keijzer. "The Bidirectional in Bilingual: Cognitive, Social and Linguistic Effects of and on Third-Age Language Learning." Behavioral Sciences 9, no. 9 (September 11, 2019): 98. http://dx.doi.org/10.3390/bs9090098.
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Bilingualism has been put forward as a life experience that, similar to musical training or being physically active, may boost cognitive performance and slow down age-related cognitive decline. In more recent years, bilingualism has come to be acknowledged not as a trait but as a highly individual experience where the context of use strongly modulates any cognitive effect that ensues from it (cf. van den Noort et al., 2019). In addition, modulating factors have been shown to interact in intricate ways (Pot, Keijzer and de Bot, 2018). Adding to the complexity is the fact that control processes linked to bilingualism are bidirectional—just as language control can influence cognitive control, individual differences in cognitive functioning often predict language learning outcomes and control. Indeed, Hartsuiker (2015) posited the need for a better understanding of cognitive control, language control as well as the transfer process between them. In this paper, we aim to shed light on the bidirectional and individual cognitive, social and linguistic factors in relation to bilingualism and second language learning, with a special focus on older adulthood: (1) we first show the intricate clustering of modulating individual factors as deterministic of cognitive outcomes of bilingual experiences at the older end of the lifespan; (2) we then present a meta-study of work in the emergent field of third-age language learning, the results of which are related to lifelong bilingualism; (3) objectives (1) and (2) are then combined to result in a blueprint for future work relating cognitive and social individual differences to bilingual linguistic outcomes and vice versa in the context of third-age language learning.
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Parra-González, María Elena, Jesús López Belmonte, Adrián Segura-Robles, and Arturo Fuentes Cabrera. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification." Sustainability 12, no. 2 (January 14, 2020): 602. http://dx.doi.org/10.3390/su12020602.
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Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.
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Becerra García, Eulalia Beatriz, Karina Belén Quintana Pacheco, and Edisson Iván Reyes Pacheco. "Aula invertida en tiempos emergentes covid-19." Revista Científica Retos de la Ciencia 4, no. 9 (July 1, 2020): 24–36. http://dx.doi.org/10.53877/rc.4.9.20200701.03.
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Horizontal communication in virtuality requires synchronous and asynchronous processes that benefit students and teachers by fulfilling the activities inherent to their role. But, in atypical circumstances, it is necessary to propose the flipped classroom as an accompaniment strategy for the advancement of the construction of the monograph work of the students of the International Baccalaureate in Spanish Category 1. Through the systematization of professional experience. The purpose of the teaching accompaniment guide is to systematize the progress of the construction of the teaching work through the flipped classroom based on a schedule of activities and the tools necessary for exploration as a didactic strategy to improve the teaching-learning process. A learning systematization sheet was applied, which showed that students have difficulties to carry out their synchronous activities, therefore, the use of the flipped classroom is proposed as an alternative solution to the problem addressed. Keywords: flipped classroom, communication, teaching-learning, skills.
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O'Donoghue, Rob. "CRITICAL THEORY IN ENVIRONMENTAL EDUCATION: A SITUATED REVIEW OF EMERGING CRITICAL PROCESSES FOR MEDIATING LEARNING-LED CHANGE." Pesquisa em Educação Ambiental 13 (May 14, 2018): 23–41. http://dx.doi.org/10.18675/2177-580x.vol13.especial.p23-41.
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Critical theory is explored from origins in a process theory of social development after Marx, and into a diversity of discourses that have shaped critical work in education today. Within this broader picture, the emergence of critical theory in a South African context of environmental education is examined as developing narratives informing learning-led change. The study reviews how critical pedagogy proliferated in education imperatives with little evidence of the desired transformation. Immanent critique is used to track two intermeshed streams of critical theory namely, imperatives to facilitate emancipatory change and a democratizing shift to participatory inclusion (empowerment). Here the study notes how contextual reflexivity receded and an early emphasis on critical literacy was muted as critical pedagogy emerged as democratic processes of self-empowerment and transformative learning through participatory action research.The review concludes with a brief examination of some process theories of learning in an attempt to reconcile narrowing disjunctures and to better situate environmental education as more open-ended critical processes of co-engaged learning.
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Armstrong, EG, and JTP Verhoeven. "Machine learning analyses of bacterial oligonucleotide frequencies to assess the benthic impact of aquaculture." Aquaculture Environment Interactions 12 (April 9, 2020): 131–37. http://dx.doi.org/10.3354/aei00353.
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Aquaculture is a rapidly expanding industry and is now one of the primary sources of all consumed seafood. Intensive aquaculture production is associated with organic enrichment, which occurs as organic material settles onto the seafloor, creating anoxic conditions which disrupt ecological processes. Bacteria are sensitive bioindicators of organic enrichment, and supervised classifiers using features derived from 16s rRNA gene sequences have shown potential to become useful in aquaculture environmental monitoring. Current taxonomy-based approaches, however, are time intensive and built upon emergent features which cannot easily be condensed into a monitoring pipeline. Here, we used a taxonomy-free approach to examine 16s rRNA gene sequences derived from flocculent matter underneath and in proximity to hard-bottom salmon aquaculture sites in Newfoundland, Canada. Tetranucleotide frequencies (k = 4) were tabulated from sample sequences and included as features in a machine learning pipeline using the random forest algorithm to predict 4 levels of benthic disturbance; resulting classifications were compared to those obtained using a published taxonomy-based approach. Our results show that k-mer count features can effectively be used to create highly accurate predictions of benthic disturbance and can resolve intermediate changes in seafloor condition. In addition, we present a robust assessment of model performance which accounts for the effect of randomness in model creation. This work outlines a flexible framework for environmental assessments at aquaculture sites that is highly reproducible and free of taxonomy-assignment bias.
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Gremyr, Ida, and Mattias Elg. "A developmental view on implementation of quality management concepts." International Journal of Quality and Service Sciences 6, no. 2/3 (June 10, 2014): 143–54. http://dx.doi.org/10.1108/ijqss-02-2014-0012.
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Purpose – The purpose of this paper is to examine the value of a developmental learning view on implementation of quality management (QM) concepts. QM concepts are common in various organizations; some implement them smoothly, others struggle and sometimes even abandon the initiatives. What is then a successful implementation – is it the use a specific QM method as a standard problem solving approach, or is it that learning has occurred during implementation? Design/methodology/approach – The paper is based on an illustrative case study carried out at a hospital in western Sweden. The data have been collected through about 130 hours of participation in project work by the first author and through seven face-to-face interviews of about one hour each. Findings – It is shown that a Design for Six Sigma pilot project with a narrow view on implementation could be regarded as a failure, but it gave rise to much learning and new improved ways of working. Hence, it is argued that a developmental view on implementation can support learning by an emergent and experimental approach to implementation processes. Originality/value – Much research has been done on how to increase the success rate of implementations of QM initiatives, e.g. procedures to follow to reach an outcome where the new way of working is standard procedure. Less research has problematized the implementation process, questioning what a successful outcome of an implementation is.
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Metallinou, Maria-Monika. "Emergence of and Learning Processes in a Civic Group Resuming Prescribed Burning in Norway." Sustainability 12, no. 14 (July 15, 2020): 5668. http://dx.doi.org/10.3390/su12145668.
Full textAbstract:
Background: Coastal Norwegian heathlands have been regularly managed by burning for about 5000 years. This practice, supporting sustainable herbivore production, did, however, seize in the 1950s and was virtually absent for 60–70 years. Loss of biodiversity, increased fire hazard due to biomass accumulation and loss of visual landscape qualities recently propelled new interest in traditional landscape management. Loss of know-how makes this a dangerous activity. The present study focuses on the emergence and learning processes of a civic group established for resuming prescribed burning in Northern Rogaland in order to possibly assist similar initiatives elsewhere. Methods: Study of written information, interviews with core prescribed burners and participant observation have been undertaken. The topics at four annual prescribed burning seminars, arranged by the studied civic group, have been analyzed. Participant observation at civic group winter meetings, debriefing sessions and field work has also been undertaken. Results: Pioneers who, without guidance, resumed prescribed burning relied on experience gained as part-time firefighters and relations to farming, in particular sheep grazing. Building good relations with local fire brigades and support by local and regional environmental authorities (especially the local agricultural advisory office) enhanced the practice. Short weather window, assembling a big enough burner group on the working days, as well as possible liability issues were identified as challenges. They were self-taught through “learning by doing” and open to new technologies/artifacts, i.e., leaf blowers for fire control. Their use of artifacts, together with supporting the fire brigades during a wildfire, strengthened their group identity. A connection to academia improved the focus on safe and effective prescribed burning through deeper insight into the physical parameters that govern burning in the terrain. Conclusions: The study provides valuable insight into favorable preconditions and possible key personnel for resuming prescribed burning in other areas in Norway and elsewhere. Content and teaching methods for a possible future standardized prescribed heathland burning course are suggested.
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Volkov, Boris, Bart Ragon, Jamie Doyle, Miriam A. Bredella, Sandra Burks, Gaurav Dave, Keith Herzog, et al. "43017 Learning about Adaptive Capacity and Preparedness of CTSA Hubs." Journal of Clinical and Translational Science 5, s1 (March 2021): 70. http://dx.doi.org/10.1017/cts.2021.583.
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ABSTRACT IMPACT: This work will inform the ongoing development of adaptive capacity and preparedness of the CTSA Program and other clinical and translational research organizations in their quest of improving processes that drive outcomes and impacts, shaping effective programs and services, and strengthening their emergency readiness and sustainability. OBJECTIVES/GOALS: -Share the progress and preliminary findings of an ‘Adaptive Capacity and Preparedness of CTSA Hubs’ CTSA Working Group; -Improve our awareness and understanding of the efficient and effective changes helping CTSA hubs build robust capacity to address METHODS/STUDY POPULATION: A multi-case study including: - Triangulating multiple sources of information and mixed methods (survey/interviews of research administrators, researchers, evaluators, and other key stakeholders), literature review, document and M&E system information analysis, and expert review; - Describing CTSA hubs’ experiences as related to research implementation, translation, and support during the time of emergency; - Administering a comprehensive survey of the CTSAs addressing their challenges, lessons learned, and practices that work in various program components/areas. Data collection includes aggregate and cross-sectional data, with representation based on CTSA size, maturity, and population density. RESULTS/ANTICIPATED RESULTS: The described approach shows sound promise to investigate and share strategies and best practices for building adaptive capacity and preparedness of CTSAs -- across various scientific sectors, translational research spectrum, and the goals outlined by NCATS for the CTSA program. The anticipated results of this research will include the identified/shared innovative solutions and lessons learned for this rapidly emerging, high-priority clinical and translational science issue. ‘High-quality lessons learned’ are those that represent principles extrapolated from multiple sources and triangulated to increase transferability to new contexts and situations. DISCUSSION/SIGNIFICANCE OF FINDINGS: The project provides useful knowledge and tools to research organizations and stakeholders across multiple disciplines -- for mitigating the impact of the COVID-19 disaster via effective adjusting programs, practices, and processes, and building capacity for future successful, ‘emergency ready and responsive’ research and training.
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Crampton, Anne, and Cynthia Lewis. "Artists as catalysts: the ethical and political possibilities of teaching artists in literacy classrooms." English Teaching: Practice & Critique 19, no. 4 (July 16, 2020): 447–62. http://dx.doi.org/10.1108/etpc-11-2019-0154.
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Purpose This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms. Design/methodology/approach This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities. Findings TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms. Social implications Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning. Originality/value This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.
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d'Errico, Francesco, and William E. Banks. "The Archaeology of Teaching: A Conceptual Framework." Cambridge Archaeological Journal 25, no. 4 (October 15, 2015): 859–66. http://dx.doi.org/10.1017/s0959774315000384.
Full textAbstract:
Studying the emergence of teaching in our lineage entails identifying learning strategies among human and non-human groups, understanding the situations in which they occur, evaluating their performance, recognizing their expression in the archaeological record, identifying trends in the way knowledge transmission changed through time, and detecting the key moments in which members of our lineage complemented pre-existing transmission strategies with those that led our species to develop cumulative culture and eventually ‘teaching’ as we know it. Here we explore how learning processes function in spatial, temporal, and social dimensions and use the resulting situations to build a tentative framework, which may guide our interpretation of the archaeological record and ultimately aid our identification of the learning processes at work in animal and past hominin societies. We test the pertinence of this heuristic approach by applying it to a handful of archaeological case studies.
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Yolles, Maurice, and Gerhard Fink. "Personality, pathology and mindsets: part 3 – pathologies and corruption." Kybernetes 43, no. 1 (January 28, 2014): 135–43. http://dx.doi.org/10.1108/k-12-2013-0260.
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Purpose – Context and cultural condition given, cybernetic agency theory enables the anticipation of patterns of behaviour. However, this only occurs under “normal” conditions. Abnormal conditions occur when pathologies develop in the agency, especially within its Piagetian intelligences. An understanding of these pathologies, therefore, constitutes an appreciation of how abnormal behaviour develops. The paper aims to discuss these issues. Design/methodology/approach – Different classifications of pathology are considered: autopathic and sociopathic, transitive and lateral pathologies, epistemological and ontological pathologies, within a system and outside system effects of pathologies. The effects of pathologies are inefficacy, loss of cohesion within a system, emerging neurosis, and not least corruption. Findings – Within Agency Mindset Theory, four types of pathologies are identified: being detached from the cultural system, behaviour does not conform to extant values; an inhibited figurative intelligence is disturbing self-reference and resulting in incapability to learn cognitively; the operative system does not respond to strategic intentions: operative decision making is not anchored in ethical, ideological or strategic specifications of the social system; action and behaviour of the organisation are driven by outside interests. Research limitations/implications – This part of the research could only provide a framework for theoretically identifying the systemic roots of pathologies within social systems, but not provide an in-depth analysis of the shifts in values and practices, which accompany the emergence of pathologies. Practical implications – The research is indicating that emergent pathologies and moves towards corruption could be either identified through underlying shifts in values and practices, but also through reduced functions (inefficacies) of the indispensable internal processes of an organisation (a social system), be it action-oriented or learning-oriented processes. Originality/value – The paper draws on earlier work undertaken in the last few years by the same authors, who in a new way are pursuing new directions and extensions of that earlier research.
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Magro Junior, José Carlos, and João Carlos Riccó Placido da Silva. "Thinking em processos de ensino-aprendizagem na contemporaneidade." Convergences - Journal of Research and Arts Education 13, no. 26 (November 30, 2020): 23–29. http://dx.doi.org/10.53681/c1514225187514391s.26.14.
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Teaching has always appropriated concepts from antiquity to develop its pedagogical methods. Contemporary society has had changes in social life and human interaction, the emergence of new technologies and the connected world has developed generations that need other forms of information in addition to traditional ones. This factor creates the need to develop new teaching methods, using new tools to improve the pedagogical forms of learning. The present work seeks to present methods that help the reflection on the current methods of education presenting new forms of approach such as Design Thinking and the constructivist teaching method. For this, it uses several scientific publications that have already been validated and proven, drawing a parallel with the possible applications of methods in teaching. These encourage new content and complex interrelationships of information among teachers, providing group problem solving and receiving feedback on the results obtained, allowing new learning processes.
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Bakkalbasi, Nisa, Damon Jaggars, and Barbara Rockenbach. "Re-skilling for the digital humanities: measuring skills, engagement, and learning." Library Management 36, no. 3 (March 9, 2015): 208–14. http://dx.doi.org/10.1108/lm-09-2014-0109.
Full textAbstract:
Purpose – The purpose of this paper is to describe an assessment design for the Developing Librarian training program. The Developing Librarian training program created by and for librarians and professional staff in the Humanities and History division is a two-year training program to acquire new skills and methodologies to support the digital humanities. The program is based on the assumption that learning must happen in context; therefore the training is project based with all participants engaged in building a digital humanities research site as a team. This approach enables participants to learn about new tools in a sustained manner that parallels the way humanities researchers are likely to use them. Design/methodology/approach – In order to measure the success of achieving this goal, program designers defined three objectives: learn tools and methods that support the emerging research needs and trends in the humanities; create a more interesting and engaging work environment for librarians and professional staff; and engage effectively with the humanities research community across the University. Three methods/instruments were: Explicit Self-Reflections to assess what participants learned in each training unit; the Utrecht Work Engagement Scale to measure how participants feel about their work before and after the training program; and the Skill Set, Knowledge and Attitude Assessment to be administered at completion to measure the effectiveness of the training program as a whole. Findings – At the time of writing, the Developing Librarian Project is mid-way to completion, and implementation of the assessment plan is ongoing. Based on these self-reports, there is evidence that the training program has been effective, and participants have been successful in meeting most of the learning objectives identified in the units completed. While self-assessment of knowledge and skills may have its limitations, this technique is proving adequate and efficient for achieving the program’s goals. This method encourages experimentation and establishes failure as an important aspect of the learning process. Research limitations/implications – An assessment approach such as this does not measure the impact of training and development on digital humanities research, but initiates a valuable process, highlighting skills gaps at the individual, and organizational levels. These data are important for identifying and implementing appropriate training opportunities for librarians supporting emergent research activities and for understanding what skills and professional preparation are needed for new staff recruited into the organization. Originality/value – A successful training program should be benchmarked, evaluated in a substantive and systematic way, and improved continuously. A formal assessment plan, directly tied to clearly articulated objectives, helps assure that such a program is effectively evaluated, iteratively developed, and successfully implemented. The Developing Librarian Project provides a useful model of how an academic library can leverage assessment and evaluation processes to identify skills gaps and training needs and generate actionable data for improving staff learning.
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Little, Hannah, Heikki Rasilo, Sabine van der Ham, and Kerem Eryılmaz. "Empirical approaches for investigating the origins of structure in speech." Interaction Studies 18, no. 3 (December 8, 2017): 330–51. http://dx.doi.org/10.1075/is.18.3.03lit.
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In language evolution research, the use of computational and experimental methods to investigate the emergence of structure in language is exploding. In this review, we look exclusively at work exploring the emergence of structure in speech, on both a categorical level (what drives the emergence of an inventory of individual speech sounds), and a combinatorial level (how these individual speech sounds emerge and are reused as part of larger structures). We show that computational and experimental methods for investigating population-level processes can be effectively used to explore and measure the effects of learning, communication and transmission on the emergence of structure in speech. We also look at work on child language acquisition as a tool for generating and validating hypotheses for the emergence of speech categories. Further, we review the effects of noise, iconicity and production effects.
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Degirolamo, Kristin, Patrick B. Murphy, Karan D'Souza, Jacques X. Zhang, Neil Parry, Elliott Haut, W. Robert Leeper, Ken Leslie, Kelly N. Vogt, and S. Morad Hameed. "Processes of Health Care Delivery, Education, and Provider Satisfaction in Acute Care Surgery: A Systematic Review." American Surgeon 83, no. 12 (December 2017): 1438–46. http://dx.doi.org/10.1177/000313481708301233.
Full textAbstract:
In recent years, significant workload, high acuity, and complexity of emergency general surgery conditions have led hospitals to replace the traditional on-call model with dedicated acute care surgery (ACS) service models. A systematic search of Ovid, EMBASE, and MEDLINE was undertaken to examine the impact of ACS services on health-care delivery processes and cost, education, and provider satisfaction. From 1827 papers, reviewers identified 22 studies that met inclusion criteria and subsequently used The Evidence-Based Practice for Improving Quality method and Newcastle–Ottawa Scale to score quality and level of evidence. Most studies found an increase in daytime operating, improved patient transit from emergency department to operating room to home, and decreased length of stay. Higher and more diverse case volumes improved resident education and operative experience. ACS services enhanced the educational experience of residents on subspecialty services by offloading emergency work from those services. Finally, surgeons generally felt that ACS services improved job satisfaction, productivity, and billing. The ACS model has demonstrated improvement in timeliness of care, diversified case mix, decreased costs, improved trainee learning, and increased surgeon job satisfaction.
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Hong, Jin. "How can a design-based research methodology that utilises Mixed-Reality (MR) Technologies be utilized to effectively enhance learning for authentic, high-risk situations?" Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 2, 2019): 24. http://dx.doi.org/10.24135/pjtel.v2i1.25.
Full textAbstract:
Even experienced mountain climbers underestimate key dangers and make poor decisions in stressful, high-risk situations when climbing, leading to injury and death. My own experience indicates that effective education can play a key role in managing these risks and improving experienced climber’s decision making. Current educational approaches for climbers, however, are generally limited to textbooks and ‘on the mountain’ learning. It is vital, therefore, that new approaches and methods are developed to improve learning.
My own experience and emergent case studies indicate that AR (Augmented), VR (Virtual Reality) and MR (Mixed Reality), have affordances (possibilities offered by the technology) to underpin new forms of learning and therefore have the potential to enhance education for high-risk environments. Emergent use of MR immersive technologies includes classroom learning, firefighting and military training. An initial review of literature has indicated though that there are very limited examples of rigorous research on the design and application of MR technologies in authentic education, especially for extreme situations such as mountaineering i.e., no one has rigorously designed for these technologies for learning in extreme environments, evaluated learning outcomes and theorised about how learning can be enhanced.
In response to this gap/opportunity, this research explores the potential of MR technologies to effectively enhance learning for authentic, high-risk situations. The research will use a Design-based research methodology (DBR) to develop design principles informed by key learning theories as they offer recognised and critical approaches for a new way of learning in an extreme environment. Underpinned by a Constructivist paradigm, initial theoretical frameworks identified include Authentic Learning and Heutagogy (student-determined learning).Herrington and co-authors (2009) recommended 11 design principles for the incorporation of mobile learning into a higher education learning environment, and Blaschke and Hase (2015)’s 10 principles of designing learning for heutagogy. Other theories and frameworks include Constructivist Learning and the ZPD (the Zone of Proximal Development), design for mobile MR learning and user-centred design. Activity Theory will also be utilised in the data analysis.
Initial design principles will be developed by the DBR methodology. These design principles will be tested through the implementation and evaluation of an MR ‘prototype’ app design solution.’ The prototype solution will be iteratively redesigned using further evaluation and feedback from sample cohorts of end-users. Data will be collected from key participant interviews, researcher observation/reflections and biometric feedback. Methodological triangulation (multimodal data approach) will be used to evaluate learning outcomes. The iterative development will lead to transferable design principles and further theorising that can be transferred to other learning situations involving preparation and decision-making as well as knowledge in high-risk contexts.
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Song, Insu, John Vong, Nguwi Yok Yen, Joahchim Diederich, and Peter Yellowlees. "Profiling Bell’s Palsy based on House-Brackmann Score." Journal of Artificial Intelligence and Soft Computing Research 3, no. 1 (January 1, 2013): 41–50. http://dx.doi.org/10.2478/jaiscr-2014-0004.
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Abstract In this study, we propose to diagnose facial nerve palsy using Support Vector Machines (SVMs) and Emergent Self-Organizing Map (ESOM). This research seeks to analyze facial palsy domain using facial features and grade the degree of nerve damage based on the House-Brackmann score. Traditional diagnostic approaches involve a medical doctor recording a thorough history of a patient and determining the onset of paralysis, rate of progression and so on. The most important step is to assess the degree of voluntary movement of the facial nerves and document the grade of facial paralysis using House- Brackmann score. The significance of the work is the attempt to understand the diagnosis and grading processes using semi-supervised learning with the aim of automating the process. The value of the research is in identifying and documenting the limited literature seen in this area. The use of automated diagnosis and grading greatly reduces the duration of medical examination and increases the consistency, because many palsy images are stored to provide benchmark references for comparative purposes. The proposed automated diagnosis and grading are computationally efficient. This automated process makes it ideal for remote diagnosis and examination of facial palsy. The profiling of a large number of facial images are captured using mobile phones and digital cameras.
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Perrinet. "An Adaptive Homeostatic Algorithm for the Unsupervised Learning of Visual Features." Vision 3, no. 3 (September 16, 2019): 47. http://dx.doi.org/10.3390/vision3030047.
Full textAbstract:
The formation of structure in the visual system, that is, of the connections between cellswithin neural populations, is by and large an unsupervised learning process. In the primary visualcortex of mammals, for example, one can observe during development the formation of cells selectiveto localized, oriented features, which results in the development of a representation in area V1 ofimages’ edges. This can be modeled using a sparse Hebbian learning algorithms which alternatea coding step to encode the information with a learning step to find the proper encoder. A majordifficulty of such algorithms is the joint problem of finding a good representation while knowingimmature encoders, and to learn good encoders with a nonoptimal representation. To solve thisproblem, this work introduces a new regulation process between learning and coding which ismotivated by the homeostasis processes observed in biology. Such an optimal homeostasis ruleis implemented by including an adaptation mechanism based on nonlinear functions that balancethe antagonistic processes that occur at the coding and learning time scales. It is compatible witha neuromimetic architecture and allows for a more efficient emergence of localized filters sensitiveto orientation. In addition, this homeostasis rule is simplified by implementing a simple heuristicon the probability of activation of neurons. Compared to the optimal homeostasis rule, numericalsimulations show that this heuristic allows to implement a faster unsupervised learning algorithmwhile retaining much of its effectiveness. These results demonstrate the potential application of sucha strategy in machine learning and this is illustrated by showing the effect of homeostasis in theemergence of edge-like filters for a convolutional neural network.
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Helland, Turid, Tomas Tjus, Marit Hovden, Sonja Ofte, and Mikael Heimann. "Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A Longitudinal Study." Journal of Learning Disabilities 44, no. 2 (March 2011): 105–22. http://dx.doi.org/10.1177/0022219410391188.
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This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme—grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), “from sound to meaning”, and top-down (TD), “from meaning to sound.” Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.
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Nouri, Jalal, Martin Ebner, Dirk Ifenthaler, Mohammed Saqr, Jonna Malmberg, Mohammad Khalil, Jesper Bruun, et al. "Efforts in Europe for Data-Driven Improvement of Education – A Review of Learning Analytics Research in Seven Countries." International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI) 1, no. 1 (July 26, 2019): 8. http://dx.doi.org/10.3991/ijai.v1i1.11053.
Full textAbstract:
Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education.
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Concannon, Fiona, Tom Farrelly, Eamon Costello, and Steve Welsh. "Editorial: Ireland’s Online Learning Call." Irish Journal of Technology Enhanced Learning 5, no. 1 (July 1, 2021): 1–6. http://dx.doi.org/10.22554/ijtel.v5i1.93.
Full textAbstract:
The editorial board of the Irish Journal of Technology Enhanced Learning (IJTEL) would like to use this opportunity to thank each and every one of you working through a very challenging time over the past twelve months of the pandemic. It is a significant event, a critical incident, that will take some time to document and reflect upon in future journal editions.
So many words have already been written about this past year that try to capture the disruption and change. However, to summarise even a scintilla of what has happened across Irish higher education is a slightly daunting prospect. We have seen various terms used to describe the rapid shift to teaching and learning online, such as milestone, pivot, emergency remote teaching. None of these fully encompass the myriad of ways that those of us working in education have had to become resilient, responsive and supportive of colleagues during this period.
Considering the response from members of the educational technology community within Ireland, one could argue that the term overwhelming is a good starting point. For a start, a tsunami of work ensued, that at times threatened to engulf individuals. Education ‘pivoted’ from a position where online was generally a supplementary or complementary activity to one where in an online mode, we became the campus. Systems and processes were hastily altered, modified or expanded far beyond anybody’s expectations. While some of those have creaked and groaned, we have managed to teach classes, run meetings and carry out assessments; run on-campus labs and social distanced teaching; in short, we have kept going. People have been inventive, innovative and extremely hard working. But above all else, they have been generous; generous with their time, their expertise and generous in spirit.
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Schiavio, Andrea, and Dylan van der Schyff. "4E Music Pedagogy and the Principles of Self-Organization." Behavioral Sciences 8, no. 8 (August 9, 2018): 72. http://dx.doi.org/10.3390/bs8080072.
Full textAbstract:
Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of ‘autopoiesis’ (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one’s musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.
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O’Brien, Danny, and Trevor Slack. "The Emergence of a Professional Logic in English Rugby Union: The Role of Isomorphic and Diffusion Processes." Journal of Sport Management 18, no. 1 (January 2004): 13–39. http://dx.doi.org/10.1123/jsm.18.1.13.
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The organizational field that constitutes English rugby union has undergone substantial change since 1995. This paper builds on earlier work by O’Brien and Slack (2003a) that established that a shift from an amateur to a professional dominant logic in English rugby union took place between 1995 and 2000. Utilizing ideas about institutional logics, isomorphism, and diffusion, the current paper explores how this shift in logics actually evolved. Data from 43 interviews with key individuals in English rugby union form the main data source for the study. The results show that isomorphic change in accord with a new professional logic diffused throughout the field by way of three distinct diffusion patterns: status driven, bandwagon, and eventually, the social learning of adaptive responses. An initial period of high uncertainty, intense competitive pressures, and sustained financial crises resulted in unrestrained mimesis in the first two seasons of the professional era. However, this gave way in the third season to increased interorganizational linkages, coalition building, and political activity that promoted normative and coercive pressures for a consolidation of the game’s infrastructure and future development.
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Gustavsen, Bjørn. "Constructing new organizational realities." Concepts and Transformation 7, no. 3 (December 31, 2002): 237–60. http://dx.doi.org/10.1075/cat.7.3.03gus.
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The emergence of network society implies that all actors face new demands, research being no exception. In processes of interactive learning, together with other actors, research can no longer claim exclusive domains. Instead, it has to become a general innovation partner. Innovation partner is, however, not only an intellectual position. It refers, first and foremost, to specific forms of work in specific but variable contexts. The challenges are not only epistemological, but organizational. This article explores, on the basis of experience from workplace development programmes in Norway, the nature of some of these challenges, and the epistemological-organizational responses that need to be worked out to meet them.
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Jörg, Ton, and Stephanie Akkaoui Hughes. "Harnessing the Complexity of Innovation." International Journal of Knowledge and Systems Science 4, no. 3 (July 2013): 1–13. http://dx.doi.org/10.4018/ijkss.2013070101.
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The concept of innovation is hard to define and, consequently, difficult to put into practice. It is argued that the actual complexity of innovation is too much taken for granted. In this article the focus is on analyzing the very complexity of innovation, its dynamics and potential for practice. Innovation is taken as linked to creativity, by the processes of learning, thinking and knowing. Henceforth the complex dynamics of innovation is a time-related process. The ensemble of two partners and their interaction is the basic dynamic unit for innovation. Modeling this unit within the new framework of complexity shows innovation to be a (self-) generative kind of process, depending on the context with its conditions. These may be called “the conditions of possibility for innovation”. These conditions, which are closely linked to facilitating the quality of interaction and relationships between the partners in interaction, within a community of interaction, may be shown to unravel innovation as a nonlinear generative process with potential nonlinear effects over time. Innovation is shown to be a complex process at both the individual and the collective level. The complexity perspective taken here shows the new way of thinking in complexity about the complex nature of innovation. Organizing complexity is the key for generating potential nonlinear effects of learning, thinking and knowing as emergent effects, thriving on human interaction. So, innovation is thriving on complexity, which, in turn, is thriving on interaction within generative relationships in communities of interaction. To describe how complexity may be ‘at work’ in organizations, and to organize it in a more successful way, a different framing of complexity and a corresponding new language of complexity is urgently needed, to turn complexity into effective complexity within complex organizations.
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Ascott, Roy. "The Cybernetic Stance: My Process and Purpose." Leonardo 40, no. 2 (April 2007): 189–97. http://dx.doi.org/10.1162/leon.2007.40.2.189.
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There is apparently a paradox in that, as artists, some of us become progressively process-oriented, but continue to produce art objects. For me this is necessary since I work on two levels from a common set of attitudes: on the social level, elaborating plans for a Cybernetic Art Matrix; on the intimate level making individual art works. Both processes are concerned with creating triggers—initiating creative behaviour in the observer/participant. Modern art is characterized by a behaviourist tendency in which process and system are cardinal factors. As distinctions between music, painting, poetry, etc. become blurred and media are mixed, a bahaviourist synthesis is seen to evolve, in which dialogue and feedback within a social culture indicate the emergence of a Cybernetic vision in art as in science. My artifacts come out of a process of random behaviour interacting with pre-established conditions. The Cybernetic Art Matrix is seen as a process in which anarchic group behaviour interacts with pre-established systems of communications, hardware and learning nets. In both cases the processes are self-generating and self-critical. Basically they are initiated by creative behaviour, and in turn give rise to its extension in other people.
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Hoopes, David J., Eric C. Ford, Nadine L. Eads, Ksenija Kapetanovic, and Cindy Tomlinson. "RO-ILS: Radiation Oncology Incident Learning System data trends 2014-2015." Journal of Clinical Oncology 34, no. 7_suppl (March 1, 2016): 59. http://dx.doi.org/10.1200/jco.2016.34.7_suppl.59.
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59 Background: Incident learning is one of the most effective ways to improve quality care. To facilitate patient safety improvement at a national level, American Society for Radiation Oncology (ASTRO) and American Association of Physicists in Medicine (AAPM) launched RO-ILS: Radiation Oncology Incident Learning System in June 2014. RO-ILS mission is to facilitate safer and higher quality care through a shared learning environment that is secure and non-punitive. Methods: To ensure the security and protection of data, ASTRO contracted with Clarity PSO, a federally-certified patient safety organization that operates under the auspices of the Patient Safety and Quality Improvement Act of 2005. Radiation oncology practices sign a no-fee contract with Clarity PSO to participate in RO-ILS and then enter safety data into a customized web-based portal. Submitted data are analyzed and interpreted by the Radiation Oncology Healthcare Advisory Council (RO-HAC), a multi-professional team. Practices receive aggregate quarterly reports and institutional reports when substantial data are submitted. Results: During the first year, 61 US practices (123) facilities signed contracts. 42 practices entered 1259 events and 619 of these events (49%) were submitted to the national database. Types of events included: 242 (39%) incidents that reached the patient with or without harm; 206 (33%) near-misses; and 171 (28%) unsafe conditions. RO-HAC identified risk-prone processes including ineffective communication, compressed timelines to start treatment, changes to treatment during the course of therapy and junior practitioners’ errors not remedied by experienced staff. Conclusions: Data suggests that quality assurance processes were effective in catching errors; however, continued work needs to address the origin of these errors and suggest robust solutions. To facilitate improved communication, effective protocols and software enhancements are recommended to alert staff to changes in patients’ management. Policies and procedures on patient hand-offs, emergency cases and oversight of junior staff will help error mitigation. While in its infancy, RO-ILS provides useful data and will serve to improve the quality and safety of radiotherapy.
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Frozza, Edson, and Bruno Dos Santos PastorizaI. "“A Química é uma área experimental!”: discursos sobre a experimentação em um curso de formação de professores de Química." Ciência e Natura 43 (February 1, 2021): e5. http://dx.doi.org/10.5902/2179460x43465.
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This study aimed to understand circulation of discourses that mobilize a conception about the relationship between Chemistry and experimentation in a Chemistry Degree course, assuming its role as a supervisor of practices and seeking to problematize its effects on teacher education and Basic Education. Theoretical and methodological bases of Discourse Analysis were used in the process of research, analysis and construction of the text. The analysis points to emergence of discourses based on a conception that Chemistry is essentially an experimental area and that produces and reproduces practices, whether in production of chemical knowledge, or in teaching and learning processes, which are fundamentally based on achievement of experiments. In relation to teaching, this conception runs through ideas which are possible to problematize, such as that of experiment itself is enough for learning and that Chemistry is learned by doing. The results presented in this work show the importance of rethinking practices that are naturalized in the chemistry teacher training courses.
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Villegas-Ch, William, Milton Roman-Cañizares, Angel Jaramillo-Alcázar, and Xavier Palacios-Pacheco. "Data Analysis as a Tool for the Application of Adaptive Learning in a University Environment." Applied Sciences 10, no. 20 (October 9, 2020): 7016. http://dx.doi.org/10.3390/app10207016.
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Currently, data are a very valuable resource for organizations. Through analysis, it is possible to profile people or obtain knowledge about an event or environment and make decisions that help improve their quality of life. This concept takes on greater value in the current pandemic, due to coronavirus disease 2019 (COVID-19), that affects society. This emergency has changed the way people live. As a result, the majority of activities are carried out using the internet, virtually or online. Education is not far behind and has seen the web as the most successful option to continue with its activities. The use of any computer application generates a large volume of data that can be analyzed by a big data architecture in order to obtain knowledge from its students and use it to improve educational processes. The big data, when included as a tool for adaptive learning, allow the analysis of a large volume of data to offer an educational model based on personalized education. In this work, the analysis of educational data through a big data architecture is proposed to generate learning based on meeting the needs of students.
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Toiviainen, Hanna, Jiri Lallimo, and Jianzhong Hong. "Emergent learning practices in globalizing work." Journal of Workplace Learning 24, no. 7/8 (September 7, 2012): 509–27. http://dx.doi.org/10.1108/13665621211261016.
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