Modeling imitation and emulation in constrained search spaces

Social transmission of behavior can be realized through distinct mechanisms. Research on primate social learning typically distinguishes two forms of information that a learner can extract from a demonstrator: copying actions (defined as imitation) or copying only the consequential results (defined as emulation). We propose a decomposition of these learning mechanisms (plus pure individual learning) that incorporates the core idea that social learning can be represented as a search for an optimal behavior that is constrained by different kinds of information. We illustrate our approach with an individual-based model in which individuals solve tasks in abstract “spaces” that represent behavioral actions, results, and benefits of those results. Depending on the learning mechanisms at their disposal, individuals have differential access to the information conveyed in these spaces. We show how different classes of tasks may provide distinct advantages to individuals with different learning mechanisms and discuss how our approach contributes to current empirical and theoretical research on social learning and culture.     

基于3G和云平台技术的开放英语词汇移动式自主学习模式研究

文章通过相关概念的界定,分析了移动学习的优势,探讨了基于3G和云平台的移动式学习在开放英语词汇学习中的应用模式.这种新的学习模式弥补了成人学习英语词汇的各种缺陷,并赋予了成人英语教学全新的实用理论.     

Performance Support Engineering: An Emerging Development Methodology for Enabling Organizational Learning Originally published in 1995, PIQ 8.1

This paper discusses an emerging development methodology, Performance Support Engineering, that can be used to design and build performance support systems. It introduces a new model called the Organizational Performance/Learning Cycle that describes the dynamics of the organizational learning process and provides a framework for thinking about the technologies (Ariel 1994) and methodologies that enable that process. The author argues that previous definitions of EPSS were too limited and restricted in their scope and expands on these earlier definitions to take into account this new model of organizational learning. The new definition clearly distinguishes EPSS from traditional systems development, which focuses on data, not on knowledge, and from expert systems development, which focuses on knowledge rather than on enabling performance. This new view of EPSS offers a clear opportunity for organizations to recognize the strategic importance of managing their knowledge assets. Most of the current methodologies in use by different functional groups are limited in their capability to enable this model and the expanded definition of EPSS. The author describes how the emerging Performance Support Engineering methodology overcomes these limitations.     

Performance Support Engineering: An Emerging Development Methodology for Enabling Organizational Learning

This paper discusses an emerging development methodology, Performance Support Engineering, that can be used to design and build performance support systems. It introduces a new model called the Organizational Performance/Learning Cycle that describes the dynamics of the organizational learning process and provides a framework for thinking about the technologies (Ariel 1994) and methodologies that enable that process. The author argues that previous definitions of EPSS were too limited and restricted in their scope and expands on these earlier definitions to take into account this new model of organizational learning. The new dofinition clparly distinguishes EPSS from traditional systems development, which focuses on data, not on knowledge, and from expert systems development, which focuses on knowledge rather than on enabling performance. This new view of EPSS offers a clear opportunity for organizations to recognize the strategic importance of managing their knowledge assets. Most of the current methodologies in use by different functional groups are limited in their capability to enable this model and the expanded definition of EPSS. The author describes how the emerging Performance Support Engineering methodology overcomes those limitations.     

家庭公益教育的障碍及其破解机制研究

开展公益教育是时代环境变化、社会转型的客观要求。家庭公益教育是公益教育的有机组成部分,是突破当前“应试型”教育模式,构建“家庭-学校-社区”三联动下系统、多元的公益教育模式的关键环节。我国家庭公益教育的开展存在诸多障碍。调查发现,这些障碍主要为家长认知障碍、家庭公益行动障碍及制度性障碍。针对这些障碍,在借鉴美国家庭公益教育经验的基础上,提出了破解之策。     

An adaption of Gagné’s instructional model to increase the teaching effectiveness in the classroom: the impact in Romanian Universities

Gagné’s instructional events are more focused on the human internal learning process than on the learning context. This study fills this gap because it presents certain instructional events that are focused on the construction of a positive learning context through the teacher–student relationship. Therefore, it’s proposing an adaption of Gagné’s instructional model to the learning context derived from observation of the instructional activities performed in the Romanian educational system. This paper added two new events (Learning organization and Final appreciation) to Gagné’s original nine instructional events. Out of these eleven, it’s considered that three in particular should be regarded as essential events in every teaching activity. These three particular events are categorised and defined in the first part of this study. The effectiveness of this newly proposed theoretical model was tested on a sample of 894 university teaching activities, using a systematic observational grid. The results indicated a significant correlation between the adapted model and students’ perceptions of the effectiveness of the teaching activity. It is therefore suggested that this proposed model provides operational guidance for the development of instructional approach. The implications and the limitations of these findings are discussed and possible directions for new research are suggested.     

New Headway English Course教材特色及其对我们的启示

不论是传统的还是新的英语教学思想，都把语言知识。如语音、语法、词汇及听、说、读、写四会技巧的培养作为学习目标。牛津大学出版社于1998年出版的New Headway English Course系列教材对语言的展现。语言知识的学习，四会技巧的培养，课堂活动的组织都有精妙之处，不仅克服了传统教材之不足，而且仍然充分体现着传统的和互动式教学法互补的教材编写思想，其深刻的教学法思想可归纳为以下几点：1、语法学习走出枯燥，成为归纳与演绎并举的发现过程。学生受到激发后，自己归纳出语言规则，而且能在有趣的语言上下文中能充分理解语言规则。2、在爽心悦目的课堂活动中，轻松的语言输入过程在不知不觉中带来了学习者的语言输出。在学生各自英语知识的范围内，技能得到了充分训练。3、语言学习活动多样化，各项技能训练既相互独立，又互相配合，习得过程与学习收获相辅相成。4、教材内容更新快。5、新的学习项目系统化的循环往复保证了学习的有效性。这套教材的编写者已然看到了课堂教学活动中会发生什么，看到学生所需要的是什么，并在每项活动中扮演什么角色，着眼于如何使学习环节自然，流畅，互为依托，以及教师该如何引导学生有效地学习。这套教材对国内教材编写很有启发。如能借鉴这套教材编写新的学习材料，将更大的促进国内的英语教学。     

Design and implementation of a SMART Learning environment for the Upskilling of Cybersecurity professionals in Mauritius

Teaching and Learning confined to within the four walls of a classroom or even online Learning through Massive Online Courses (MOOCs) and other Learning Content Management Systems (LCMS) are no longer seen as the optimal approach for competency and skills development, especially for working professionals. Each of these busy learners have their own training needs and prior knowledge. Adopting the one-size-fits-all teaching approach is definitely not effective, motivating and encouraging. For some learners, the content might be too easy and for others, it might be too difficult. This is why this research presents the use of SMART Learning Environment that makes use of Intelligent Techniques to personalise the learning materials for each learner. This mismatch in skills is becoming a pressing issue and is having a direct impact on the ICT Sector, which is one of the pillars of the Mauritian Economy. This research, therefore, besides proposing a novel approach to learning, also attempts to address an issue of national importance. Data was collected during three phases, namely an Expert Reference Group Discussion, a pre-test questionnaire and a survey questionnaire. The Expert Reference Group Discussion was carried out to further understand the training needs and expectations of Cybersecurity professionals in Mauritius. A SMART Learning Environment making use of Artificial Neural Networks and Backpropagation Algorithm to personalise learning materials was eventually designed and implemented. The major findings of this research were that personalisation of learning materials through the use of a SMART Learning Environment can be used to address the training needs of Cybersecurity professionals in Mauritius.

     

The logic of data-sense: thinking through Learning Personalisation

Big Data and Learning Analytics’ promise to revolutionise educational institutions, endeavours, and actions through more and better data is now compelling. Multiple, and continually updating, data sets produce a new sense of ‘personalised learning’. A crucial attribute of the datafication, and subsequent profiling, of learner behaviour and engagement is the continual modification of the learning environment to induce greater levels of investment on the parts of each learner. The assumption is that more and better data, gathered faster and fed into ever-updating algorithms, provide more complete tools to understand, and therefore improve, learning experiences through adaptive personalisation. The argument in this paper is that Learning Personalisation names a new logistics of investment as the common ‘sense’ of the school, in which disciplinary education is ‘both disappearing and giving way to frightful continual training, to continual monitoring'.     

社区学习立体化教学模式研究

社区教育自1993年以来的发展,已由自发的、经验的向自觉的、模式化、制度化转化。社区学习是社区教育的一个方面。通过访谈和文献阅读等方法,调查了社区学习效果不理想的主要原因,从而提出将网络学习、面授学习和实践操作三个环节相互结合形成一种三位一体的立体化教学模式。在该模式中实现社区居民学习资源的自建和循环,促进有效学习,最终实现社区数字化学习。     

Project-Based Learning for the 21st Century: Skills for the Future

Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction.     

Towards new learning environments—Collective civic actions as learning interventions in post-Communist Belgrade

This article focuses on the social dimension of well-being, based on a critical analysis of the way it is conceptualised in late capitalism: As the dimensions of individual state of mind and body, something that evolves in the individual realm, stressing personal responsibility and achievement of well-being as a solitary act. Then, the contemporary conceptualisation and approaches to policy making for well-being are compared with the policy of adult and youth education and learning. The perspective of a strong individual orientation, detachment from the social, community and collective aspects and efforts seem to be a common denominator. Agency is considered not only as a possibility for individuals to create and change the environment, but also as a process of active co-construction of social reality. This includes (re)connection with a community, very often through new ways of community learning, civic actions and civic activities. An analysis of how these perspectives converge in civic interventions in urban areas of Belgrade places togetherness at the core of the broader approach to well-being and learning. This article presents several examples of civic activities in urban spaces whose learning character is interpreted within the concept of public pedagogy. The examples presented prevail in the post-Communist countries because public spaces as zones of civic interventions can oppose the controlling authority and through the fight for human and civil rights represent the bottom line of togetherness and collective agency. Learning through collective civic actions thus provides new ways of understanding well-being.     

A new model of educational innovation: Exploring the nexus of organizational learning,distributed leadership,and digital technologies

This study presents the development process of a new model of educational innovation, that involves the use of digital technologies. The model is based on a broad theoretical framework together with research involving this long-term case study. The backbone of the model consists of a fundamental revision of a multi-level Organizational Learning Framework incorporating the influence of the external school context (outside of the school context) and various aspects of leadership. The conceptual model not only clarifies the learning capacity of the teachers and administration, in accordance with the organizational learning approach, but can also be used as a tool for the investigation of planned interventions in line with the ‘learning school’ conception. The incorporation of the concept of leadership practice strengthens the original Organizational Learning Framework on all levels in the school organization. The conceptual model integrates and improves theoretical frameworks for context-conscious leadership, organizational learning and distributed leadership. An important outcome of this study is an increased understanding of the relation between distributed leadership and collective sense-making as an important prerequisite for the incorporation of digital learning materials in teaching practice.     

A conceptual model of relationships among constructivist learning environment perceptions,epistemological beliefs,and learning approaches

This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable.     

Defining,Assessing, and Promoting E‐Learning Success: An Information Systems Perspective*

This research advances the understanding of how to define, evaluate, and promote e‐learning success from an information systems perspective. It introduces the E‐Learning Success Model, which posits that the overall success of an e‐learning initiative depends on the attainment of success at each of the three stages of e‐learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e‐learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e‐learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning.     

合作活动学习:教育硕士课程的教学样式创新

针对讲听式学习的弊端,合作活动学习作为教育硕士课程的一种新的教学样式得以创生,并形成了学生经验驱动型、学科经验驱动型和教师经验驱动型三种具体类型。经过实践探索,合作活动学习效果显著,具有增强学生的研究意识与能力、促进学生的学习投入以及活跃和拓展学生的思维等优势。     

Creative Authenticity: A Framework for Supporting the Student Self in Design Education

This article introduces a pedagogical approach in design education referenced as creative authenticity. Creative authenticity is defined as an ongoing process of learning to create through intrinsically motivated, self-aware and self-affirming actions and rationales. The concept is grounded in Constructivist learning theory, Postmodernist views of pluralism and cultural position, Anthony Giddens’ theory of reflexive identities, and scholarship on intrinsic motivation in learning. This ideology seeks to personalise the learning experience for each student in ways that are meaningful to their person, not just useful to the design industry, at large. This conversation proposes four samples of methodology by which to infuse creative authenticity into curriculum as a starting point for shaking off implicit biases; focusing on student learning and growth; initiating meaningful and empowering discussions; and redefining success through collaborative and participatory educational design. This work promotes teaching with creative authenticity as a foundation to help students realise their strengths through their ever-evolving identities. In a broader context, authenticity in education supports marginalised groups to see themselves, their histories and their experiences authentically reflected in their education and work.     

Student' Strategic Actions in Computer-Supported Collaborative Learning

Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious, however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class. The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies and progressive student inquiries. This revised version was published online in July 2006 with corrections to the Cover Date.     

Education for sustainable development,governmentality and Learning to Last

As Education for Sustainable Development (ESD) slowly moves up the UK Government's policy agenda, practical implementation issues are increasing in significance. This paper offers a retrospective reflective account of a major national ESD initiative, Learning to Last, funded by the Quality and Standards Directorate of the Learning and Skills Council. At the centre of the Learning to Last experience was a tension between a managerialist approach to project development, common within the Learning and Skills sector, and an ecological, networked and synoptic methodology more in keeping with and sympathetic to the values of ESD. Applying the concepts of ‘governmentality’ and new public management, Learning to Last is viewed as a target and output driven initiative offering restricted opportunities for creative development and conceptual learning. Only with a more reflective and reflexive engagement with sustainability and learning will the possibilities of achieving a more sustainable future and of negotiating our ‘society of government’ be realised.