8,122 research outputs found
One Small Step for Generative AI, One Giant Leap for AGI: A Complete Survey on ChatGPT in AIGC Era
OpenAI has recently released GPT-4 (a.k.a. ChatGPT plus), which is
demonstrated to be one small step for generative AI (GAI), but one giant leap
for artificial general intelligence (AGI). Since its official release in
November 2022, ChatGPT has quickly attracted numerous users with extensive
media coverage. Such unprecedented attention has also motivated numerous
researchers to investigate ChatGPT from various aspects. According to Google
scholar, there are more than 500 articles with ChatGPT in their titles or
mentioning it in their abstracts. Considering this, a review is urgently
needed, and our work fills this gap. Overall, this work is the first to survey
ChatGPT with a comprehensive review of its underlying technology, applications,
and challenges. Moreover, we present an outlook on how ChatGPT might evolve to
realize general-purpose AIGC (a.k.a. AI-generated content), which will be a
significant milestone for the development of AGI.Comment: A Survey on ChatGPT and GPT-4, 29 pages. Feedback is appreciated
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Lift EVERY Voice and Sing: An Intersectional Qualitative Study Examining the Experiences of Lesbian, Gay, Bisexual, and Queer Faculty and Administrators at Historically Black Colleges and Universities
While there is minimal literature that address the experiences of lesbian, gay, bisexual, and trans* identified students at Historically Black Colleges and Universities (HBCUs), the experiences of Black, queer faculty and administrators at HBCUs has not been studied. This intersectional qualitative research study focused on the experiences of lesbian, gay, bisexual, and queer identified faculty and administrators who work at HBCUs. By investigating the intersections of religion, race, gender, and sexuality within a predominantly Black institution, this study aims to enhance diversity, equity, and inclusion efforts at HBCUs by sharing the experiences of the LGBQ faculty and administrators that previously or currently work at an HBCU as a full-time employee. The research questions that guided this study were 1) How have LGBQ faculty and staff negotiated/navigated their careers at HBCUs? and 2) How do LGBQ faculty and staff at HBCUs influence cultural (relating to LGBQ inclusion) change at the organizational level? The main theoretical framework used was intersectionality and it shaped the chosen methodology and methods. The Politics of Respectability was the second theoretical framework used to describe the intra-racial tensions within the Black/African American community. The study included 60-120 minute interviews with 12 participants. Using intersectionality as a guide, the data were coded and utilized for thematic analysis. Then, an ethnodramatic performance engages readers. The goals of this study were to encourage policy changes, promote inclusivity for LGBQ employees at HBCUs, and provide an expansion to the body of literature in the field pertaining to the experiences of LGBQ faculty and administrators in higher education
Potencialidades do uso de uma rede social na aprendizagem de português por falantes chineses
Devido à intensificação da cooperação entre a China e os países lusófonos, a
aprendizagem de Português torna-se cada vez mais fundamental na China
hoje em dia. Sendo uma língua radicalmente diferente da sua primeira língua,
os aprendentes chineses normalmente manifestam um conjunto de
dificuldades em certos aspetos, enquanto a diferença cultural e oportunidades
limitadas de treinar a língua-alvo fora da sala de aula também dificultam a sua
aquisição de Português. Se bem que alguns autores tenham evidenciado a
existência de problemas na aprendizagem dos aprendentes chineses, não
esclareceram as soluções praticáveis. Em conformidade com as caraterísticas
dos estudantes nos dias de hoje, os quais dedicam bastante tempo às redes
sociais na sua vida quotidiana, consideramos que a introdução das
ferramentas sociais pode ser potencialmente uma abordagem razoável para
promover a aprendizagem de Português, o que nos levou a focalizar-nos em
estudar o impacte do uso do Weibo, uma plataforma de microblogue de origem
chinesa, relativamente às capacidades escritas dos aprendentes chineses.
Optámos por aplicar uma triangulação de metodologias para analisar a
participação, motivação, publicações, resultados dos dois testes realizados
antes e depois das atividades e das entrevistas com os participantes, a fim de
obter um entendimento o mais completo possível das potencialidades do
Weibo. Três intervenções foram conduzidas com os objetivos, respetivamente,
de verificar a possibilidade da criação de uma comunidade de aprendizagem
colaborativa mediante a ferramenta selecionada, e identificar a influência da
interação entre os aprendentes chineses e portugueses e entre os chineses e
a docente nativa em relação às capacidades escritas em Português. De acordo
com os resultados atingidos, além de revelarem uma motivação e satisfação
relativamente positivas, os aprendentes participantes geralmente demonstram
um melhor comportamento a respeito da concordância verbal e da morfologia
das palavras, e alguns deles também manifestam um progresso evidente nos
aspetos do uso dos tempos e modos verbais e da concordância nominal de
número. Já os participantes da última intervenção obtêm uma pontuação mais elevada
na compreensão escrita do que os não participantes de modo geral, revelando
as potencialidades e eficiência da aplicação do Weibo na aprendizagem de
Português por falantes chineses. Consideramos que a introdução desta rede
social com estratégia de aprendizagem pode proporcionar influências
positivas, conduzindo à proposta de realização de estudos mais aprofundados
e de uma aplicação mais aturada na prática didática do Português Língua nãoMaterna numa futura etapa de investigação.Due to the intensification of cooperation between China and the Lusophone
nations, nowadays learning Portuguese is becoming increasingly fundamental
in China. As a language which is radically different from their first language,
Chinese learners usually manifest a number of difficulties in certain aspects
while the cultural difference and limited opportunities to practice the target
language outside the classroom also complicate their acquisition of
Portuguese. Although some authors have evidenced the existence of problems
in Chinese learners’ learning, they have not clarified practical solutions. In
accordance with the characteristics of today’s students, who spend a lot of time
on social media in their daily lives, we believe that the introduction of social
tools can potentially be a reasonable approach to promote the learning of
Portuguese. We focus on investigating the impact of using Weibo, a Chinese
microblogging platform, on the writing skills of Chinese learners. We chose to
apply a triangulation of methodologies to analyze the participation, motivation,
posts, results of the two tests carried out before and after the activities and
interviews with participants in order to obtain a comprehensive understanding
of the potential of Weibo. Three interventions were conducted with the
objectives of verifying the possibility of creating a collaborative learning
community by using the selected tool and identifying the influence of the
interaction between Chinese and Portuguese learners and between Chinese
learners and a native teacher in relation to Portuguese writing skills. According
to the results achieved, besides revealing a relatively positive motivation and
satisfaction, participants generally demonstrate better behavior regarding
verbal agreement and spelling and some of them also manifest an evident
progress in using verb tenses and modes and nominal number agreement,
while the participants of the last intervention score generally higher on reading
comprehension than non-participants. These results highlight the possibility and efficiency of applying Weibo with
Chinese speakers who are learning Portuguese. We believe that the
introduction of a social network with an appropriate strategy can bring positive
influences and it is worthy of further research and structured application in
teaching practice as a future step.Programa Doutoral em Multimédia em Educaçã
Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West
This article explores the power of Indigenous teacher mentorship as essential to address “the change in point of view” long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning—practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of relationships between people and place in teaching and learning and asks educators and school leaders to conceptualize Indigenous teacher education as a long-term project of tribal nation building and community wellbeing
Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme
In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools
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Building Together: Problem Solving for Sustainability Consciousness
BUILDING TOGETHER:
PROBLEM SOLVING FOR SUSTAINABILITY CONSCIOUSNESS
FEBRUARY 2022
PAUL M. BOCKO, B.A., UNIVERSITY OF NEW HAMPSHIRE
M.S., ANTIOCH UNIVERSITY NEW ENGLAND
M.Ed. ANITOCH UNIVERSITY NEW ENGLAND
Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST
Directed by: Professor Linda Griffin
This case study examined the relationship of problem-based learning (PBL) and sustainability education in a combined fifth and sixth grade classroom in the northeast U.S. Research questions focused on PBL instructional strategies that promote sustainability education, skills and understandings promoted by PBL, and the extent that PBL affects students’ sustainability consciousness. One teacher and eleven students participated. Problem-posing, reconstructionist, and sociocultural theories framed the study. Relevant themes were identified in a review of sustainability consciousness (SC) and PreK-12 PBL research reports. The themes revealed that SC is a growing framework with which to assess sustainability education and PBL research has strong links with sustainability education learning outcomes. Survey, interview, artifact, and observational data were analyzed to understand the fifth and sixth grade class as a case study in sustainability education. Results include a learning environment that emphasizes a pedagogy of sustainable thinking, student exhibition of sustainability education skills and understandings, and a lack of quantitative evidence of growth in students’ SC contrasted
with evidence of SC in students’ written work. Findings affirmed prior PBL research focused on group collaboration, interdependency, and reflection. The study identified the need to study PBL in real-world contexts rather than only through problem scenarios. Contributions to knowledge include adding to PBL research literature, highlighting the importance of learning experiences designed to meet a school’s mission, and increasing the use of a new survey instrument.
Keywords: Sociocultural, reconstructionism, problem-based learning, wicked problems, sustainability education, scaffolding, collaboration, interdependency
A mixed-methods study on L2 motivation of Korean junior college English major students
Korea is an EFL context where instrumentality overpowers integrativeness for college entrance or employment because English is mainly considered a school or test subject. Integrativeness might be replaceable due to its inadequacy of explaining how L2 learners integrate into a certain L2 community in the globalized world. Thus, Dörnyei (2005, 2009a) developed the L2 Motivational Self System (L2MSS) that could encompass both integrativeness and instrumentality as in the ideal L2 self.
The L2MSS is a future-oriented tripartite framework to comprise the ideal L2 self, ought-to L2 self, and L2 learning experience. There might be fluctuations or even surges in L2 motivation, which the new model has gained validity in its dynamic nature and imagery capacity (Dörnyei, 2010b). Thus, this study attempted to discover the dynamics of L2 motivation employing L2MSS as the main framework.
Nevertheless, Korean learners of English could learn English without their L2 motivation (Kim, T.-Y., 2012b). This trend might go until or after tertiary education. Also, there has been academic elitism, hakbul, in Korea, to distinguish four-year universities and two- or three-year junior colleges, which are frequently considered second-choice or failure.
Thus, this study explored junior college students, especially those majoring in English, who were studied less than four-year university students. Assuming junior college English major students’ L2 motivation is unique on their own, a longitudinal mixed-methods case study will be employed using the L2MSS. 189 students participated in the online questionnaire administration, followed by interviews with 59 and 31 students and five professors.
The participants showed some L2 motivation with Korea-specific tendencies in that there was intense pressure for the future. Most significantly, there were weak ideal L2 self, strong ought-to L2 self, and universal concept of instrumentality (promotion). Therefore, this study offers pedagogical implications to complement their current L2 learning and motivation
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