About the nature of Kansei information, from abstract to concrete

Designer’s expertise refers to the scientific fields of emotional design and kansei information. This paper aims to answer to a scientific major issue which is, how to formalize designer’s knowledge, rules, skills into kansei information systems. Kansei can be considered as a psycho-physiologic, perceptive, cognitive and affective process through a particular experience. Kansei oriented methods include various approaches which deal with semantics and emotions, and show the correlation with some design properties. Kansei words may include semantic, sensory, emotional descriptors, and also objects names and product attributes. Kansei levels of information can be seen on an axis going from abstract to concrete dimensions. Sociological value is the most abstract information positioned on this axis. Previous studies demonstrate the values the people aspire to drive their emotional reactions in front of particular semantics. This means that the value dimension should be considered in kansei studies. Through a chain of value-function-product attributes it is possible to enrich design generation and design evaluation processes. This paper describes some knowledge structures and formalisms we established according to this chain, which can be further used for implementing computer aided design tools dedicated to early design. These structures open to new formalisms which enable to integrate design information in a non-hierarchical way. The foreseen algorithmic implementation may be based on the association of ontologies and bag-of-words.AN

How can I use Irish language e-portfolios in the assessment for learning approach in my primary classroom?

This paper investigates the process of assessment for learning (AfL) in the primary school Irish language classroom. Electronic portfolios (e-portfolios) are used as a tool in assessment for learning with eight of my second class pupils in an urban primary school in North Dublin. This research was carried out as part of the Master of Science in Education and Training Management (e-learning strand) at Dublin City University and was supervised by Dr. Margaret Farren. Some strategies from the literature served as a solid basis from which to develop a framework to organise my own investigation. My action research enquiry is strengthened by the values I hold for my pupils and for my own professional practice, which include the value of self-evaluation, freedom to create in language-learning using technology and the ability to ‘share learning’ with a peer. Several strategies emerge through the enquiry, which improve with reflection, planning and redrafting. My introduction to the practicalities of implementing electronic portfolios involve identifying appropriate software, dealing with technical difficulties and adapting the portfolios to meet the needs of my pupils. Through the process of critical questioning and action reflection cycles my own professional practice has developed. By seeking to create a living educational theory, I hope these changes have impacted positively on my pupils’ learning and involved me in deeper reflection of my own teaching

Vision systems with the human in the loop

The emerging cognitive vision paradigm deals with vision systems that apply machine learning and automatic reasoning in order to learn from what they perceive. Cognitive vision systems can rate the relevance and consistency of newly acquired knowledge, they can adapt to their environment and thus will exhibit high robustness. This contribution presents vision systems that aim at flexibility and robustness. One is tailored for content-based image retrieval, the others are cognitive vision systems that constitute prototypes of visual active memories which evaluate, gather, and integrate contextual knowledge for visual analysis. All three systems are designed to interact with human users. After we will have discussed adaptive content-based image retrieval and object and action recognition in an office environment, the issue of assessing cognitive systems will be raised. Experiences from psychologically evaluated human-machine interactions will be reported and the promising potential of psychologically-based usability experiments will be stressed

The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching

The Denial of Politics in PRSP’s Monitoring and Evaluation. Experiences From Rwanda

The new development paradigm strongly reconfirms and redefines the importance of M&E because of some newly incorporated principles. First, increased value is attached to results-orientation, iterative learning and evidence-based policy-making. Realisation of these principles is conditional upon a strong and well-functioning M&E system. A second major principle is an increased role and responsibility for the national government in elaborating and managing the entire M&E system. At the same time, donors are expected to increasingly rely and align to national M&E systems and arrangements. So far, however, a narrowly confined ‘technocratic’ approach to M&E has been adopted, largely neglecting its institutional and political embeddedness. While the fact that politics are part and parcel of M&E has been acknowledged before in the context of projects and programmes, it seems that when moving to the sectoral and national level (where interests and stakeholders are multiplied) the interaction among ‘politics’ and ‘M&E’ is disregarded. This paper elaborates a conceptual framework that furthers the understanding of the interlinkages among politics and M&E in a context of upwardly moving aid modalities. Bringing in case-study material from Rwanda, it argues that a narrow technocratic approach to M&E risks worsening political constraints and even undermines M&E’s technical soundness. Yet, there exist ways of escaping this downward spiral. ‘Smart’ M&E that acknowledges the institutional and political embeddedness of M&E has the leverage to stimulate public discussion, to bring more ‘sensitive’ issues into the bargaining area, to shift debates on a more factual basis and to eventually open up closed political opportunity structures.

The Hidden Costs of Terrorist Watch Lists

Courts have started to recognize standing to sue for those on the government’s No Fly List, which bars listed individuals from flying. This salutary step, however, leaves untouched the complex watch list infrastructure on which the No Fly List is built and whose flaws it inherits. Lower-profile watch lists have fewer determinate consequences on listed individuals than the No Fly List does. But, this article argues, they exact substantial costs. This article first explains why the incentive structure of terrorist watch lists encourages government agencies to list more people than necessary and not to check their work. It then demonstrates how a misguided understanding of the relationship between false positives and false negatives obscures the effects of these perverse incentives. Those effects, the article shows, extend beyond individuals listed on a watch to include government agents and agencies, public policy, and society at large. Yet, as I explain, neither the current statutory regime nor judicial doctrine can address these broad negative effects; even scholarship largely misses the point. To remedy this situation, this article proposes ways to build self-assessment and improvement — in the form of Bayesian updating — into the watch list process. More broadly, the article contributes to attempts to analyze and constrain the government’s use of big data

Emerging Opportunities: Monitoring and Evaluation in a Tech-Enabled World

Various trends are impacting on the field of monitoring and evaluation in the area of international development. Resources have become ever more scarce while expectations for what development assistance should achieve are growing. The search for more efficient systems to measure impact is on. Country governments are also working to improve their own capacities for evaluation, and demand is rising from national and community-based organizations for meaningful participation in the evaluation process as well as for greater voice and more accountability from both aid and development agencies and government.These factors, in addition to greater competition for limited resources in the area of international development, are pushing donors, program participants and evaluators themselves to seek more rigorous – and at the same time flexible – systems to monitor and evaluate development and humanitarian interventions.However, many current approaches to M&E are unable to address the changing structure of development assistance and the increasingly complex environment in which it operates. Operational challenges (for example, limited time, insufficient resources and poor data quality) as well as methodological challenges that impact on the quality and timeliness of evaluation exercises have yet to be fully overcome

An NSM-based cultural dictionary of Australian English: from theory to practice

This thesis is a 'thesis by creative project' consisting of a cultural dictionary of Australian English, and an exegesis which details the theoretical basis and decisions made throughout the creative process of this project. The project aims to produce a resource for ESL teachers on teaching the invisible culture of Australian English to migrants, using the Natural Semantic Metalanguage (NSM) (e.g. Wierzbicka, 2006) as a theoretical and methodological basis. The resource takes the form of an encyclopaedic dictionary focussing on Australian values, attitudes, and interactional norms, in response to the need for education resources describing the cultural ethos embodied in Australian English (Sadow, 2014). Best practice for teaching intercultural communicative competence and related skills is to use a method for teaching which encourages students to reflect on their experience and analyse it from an insider perspective (Tomlinson and Masuhara, 2013). This thesis takes the position and demonstrates that an NSM-based descriptive method can meet these practical requirements by providing a framework for describing both cultural semantics and cultural scripts. In response to teacher needs for a pedagogical tool, I created Standard Translatable English (STE) - a derivative of NSM specifically designed for language pedagogy. The exegesis part of this project, therefore, reports on the development of STE and the process, rationale, and results of creating a cultural dictionary using STE as a descriptive method. I also discuss the theoretical grounding of teaching invisible culture, the best-practice requirements for creating teaching materials and dictionaries, my methods for conducting user needs research, and the results, and the ultimate design choices which have resulted in a finished product, including supplementary materials to ensure that teachers are well prepared to use an NSM-based approach in pedagogical contexts. The main body of this project, however, is the cultural dictionary - The Australian Dictionary of Invisible Culture for Teachers - comprising approximately 300 entries which describes, in STE, essential aspects of the values, attitudes, interactional norms, cultural keywords, and culture-specific language of Anglo-Australian English. The cultural dictionary is formatted as an eBook to enhance accessibility and practicality for teachers in classroom contexts. Drawing on previous dictionaries and on lexicography, the entries include a range of lexicographical information such as examples, part-of-speech, and cross-referencing. This innovative cultural dictionary represents the first targeted work into the applications of NSM and NSM-derived frameworks. It is the first dictionary of invisible culture in Australian English in this framework, and the only current resource which is aimed at maximum translatability for the English language education context

Visual Programming: Concepts and Implementations

The computing environment has changed dramatically since the advent of the computer. Enhanced computer graphics and sheer processing power have ushered in a new age of computing. User interfaces have advanced from simple line entry to powerful graphical interfaces. With these advances, computer languages are no longer forced to be sequentially and textually-based. A new programming paradigm has evolved to harness the power of today's computing environment - visual programming. Visual programming provides the user with visible models which reflect physical objects. By connecting these visible models to each other, an executable program is created. By removing the inherent abstractions of textual languages, visual programming could lead computing into a new era

Taste and the algorithm

Today, a consistent part of our everyday interaction with art and aesthetic artefacts occurs through digital media, and our preferences and choices are systematically tracked and analyzed by algorithms in ways that are far from transparent. Our consumption is constantly documented, and then, we are fed back through tailored information. We are therefore witnessing the emergence of a complex interrelation between our aesthetic choices, their digital elaboration, and also the production of content and the dynamics of creative processes. All are involved in a process of mutual influences, and are partially determined by the invisible guiding hand of algorithms. With regard to this topic, this paper will introduce some key issues concerning the role of algorithms in aesthetic domains, such as taste detection and formation, cultural consumption and production, and showing how aesthetics can contribute to the ongoing debate about the impact of today’s “algorithmic culture”