271,450 research outputs found
Beyond model answers: learnersâ perceptions of self-assessment materials in e-learning applications
The importance of feedback as an aid to selfâassessment is widely acknowledged. A common form of feedback that is used widely in eâlearning is the use of model answers. However, model answers are deficient in many respects. In particular, the notion of a âmodelâ answer implies the existence of a single correct answer applicable across multiple contexts with no scope for permissible variation. This reductive assumption is rarely the case with complex problems that are supposed to test studentsâ higherâorder learning. Nevertheless, the challenge remains of how to support students as they assess their own performance using model answers and other forms of nonâverificational âfeedbackâ. To explore this challenge, the research investigated a management development eâlearning application and investigated the effectiveness of model answers that followed problemâbased questions. The research was exploratory, using semiâstructured interviews with 29 adult learners employed in a global organisation. Given intervieweesâ generally negative perceptions of the modelâanswers, they were asked to describe their ideal form of selfâassessment materials, and to evaluate nine alternative designs. The results suggest that, as support for higherâorder learning, selfâassessment materials that merely present an idealised model answer are inadequate. As alternatives, learners preferred materials that helped them understand what behaviours to avoid (and not just âdoâ), how to think through the problem (i.e. critical thinking skills), and the key issues that provide a framework for thinking. These findings have broader relevance within higher education, particularly in postgraduate programmes for business students where the importance of prior business experience is emphasised and the profile of students is similar to that of the participants in this research
Post-Turing Methodology: Breaking the Wall on the Way to Artificial General Intelligence
This article offers comprehensive criticism of the Turing test and develops quality criteria for new artificial general intelligence (AGI) assessment tests. It is shown that the prerequisites A. Turing drew upon when reducing personality and human consciousness to âsuitable branches of thoughtâ re-flected the engineering level of his time. In fact, the Turing âimitation gameâ employed only symbolic communication and ignored the physical world. This paper suggests that by restricting thinking ability to symbolic systems alone Turing unknowingly constructed âthe wallâ that excludes any possi-bility of transition from a complex observable phenomenon to an abstract image or concept. It is, therefore, sensible to factor in new requirements for AI (artificial intelligence) maturity assessment when approaching the Tu-ring test. Such AI must support all forms of communication with a human being, and it should be able to comprehend abstract images and specify con-cepts as well as participate in social practices
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Systems Practice: How to Act in a Climate-Change World
It is now accepted that humans are changing the climate of the Earth and this is the most compelling amongst a long litany of reasons as to why, collectively, we have to change our ways of thinking and acting. Most people now recognise that we have to be capable of adapting quickly as new and uncertain circumstances emerge: this capability will need to exist at personal, group, community, regional, national and international levels, all at the same time.
Systems Practice is structured into four parts. Part I introduces the societal need to move towards a more systemic and adaptive governance against the backdrop of human-induced climate change. Part II unpacks what is involved in systems practice by means of a juggler metaphor; examining situations where systems thinking offers useful understanding and opportunities for change. Part III identifies the main factors that constrain the uptake of systems practice and makes the case for innovation in practice by means of systemic inquiry, systemic action research and systemic intervention. The book concludes with Part IV, which critically examines how systems practice is, or might be, utilised at different levels from the personal to the societal.
The development of our capabilities to think and act systemically is an urgent priority and Systems Practice aims to show how to do systems thinking and translate that thinking into praxis (theory informed practical action) which will be welcomed by those managing in situations of complexity and uncertainty across all domains of professional and personal concern
Technology: Servant or Master of the Online Teacher?
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Systems practice in engineering: reflections on doctoral level systems supervision
The Industrial Doctorate Centre (IDC) in Systems, a collaboration between the University of Bristol and the University of Bath, offers an Engineering Doctorate (EngD) in Systems Programme which is aimed at high-calibre engineers from graduate level to early/mid-career stage with the purpose of developing the systems-thinking capabilities of future leaders in industry. Research Engineers on this programme are based ~75% of their time in industry and focussed on a research project defined by their sponsoring company. This paper presents a personal reflection on the role of the systems supervisor on this programme with a focus on four areas of particular interest to the author i) alignment of industry needs and academic research, ii) developing an appreciation for the need for systems thinking, iii) navigating the systems literature, and iv) teaching research methods for doctoral research in systems. The purpose is to encourage and engage in debate on the development of systems practice in engineering
From Comparison to Collaboration: Experiments with a New Scholarly and Political Form
Society and the workplace are two factors that are important for the individual's health status. It is important that the individuals has the right skills to take care of their health. For organizations, it is important to strive for the welfare of their employees. This has proven to have a positive impact on work performance, reduced absenteeism and reduced costs for rehabilitation. In 2007, the local authorities in UmeÄ implemented a wellness offering for all employees working in the municipality administration. They later saw a need to assist employees who needed help getting started with new exercise habits. This study aims to examine how the participants in the "Get Started Programme", succeeded in creating lasting exercise habits , 3-4 years after completing the program. Research questions are: How have the participants increased their knowledge practically and theoretically after the programme has finished? How have the participants succeeded in creating the content of the programme in their daily lives? How do the participants assess their health compared to before they participated in the programme? Are there any beneficial factors highlighted by the participants as during the program? The study was conducted on the basis of semi-structured interviews with eight voluntary participants who previously participated in the Get Started Programme. The results show that six of the eight participants succeeded to get started with the goals for behavioral change, and still maintain a sufficient physical activity level today. Participants who do not consider themselves to have succeeded in reaching the goals they set up in the beginning of the program, point out that they have the tools needed to go on and continue the behavioral change they strive for
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