Teaching and learning together: Making space for curriculum negotiation in higher education.

Research in compulsory sectors of education indicates that curriculum negotiation (sometimes termed co-construction) between teacher and students is beneficial for both students and teachers. It would seem, therefore, that this approach would be equally valuable in the tertiary context of initial teacher education, as a model of a good teaching approach for student teachers to observe and experience. However, enacting this approach in the context of an academic tertiary programme is often perceived as problematic. This paper discusses theoretical underpinnings of curriculum negotiation, its foundations, implementation and benefits. It then describes actions taken by a university teaching team which endeavoured to create spaces for the negotiation of curriculum, and to intentionally model curriculum negotiation. The ways in which staff and students have been able to work together collaboratively, giving both parties shared influence, input and control of learning, are explored. I contend that curriculum negotiation is an essential element within teacher education programmes if we hope to maximise learning engagement and outcomes and model an effective pedagogy

Qualitative analysis of academic group and discussion forum on Facebook

In the present study, data was triangulated and two methods of data analysis were used. Qualitative analysis was undertaken of free-text data from students’ reflective essaysto extract socially-related themes. Heuristic evaluation was conducted by expert evaluators, who investigated forum contributions and discourse in line with contemporary learning theory and considered the social\ud culture of participation. Findings of the qualitative analysis of students’ perceptions and results of the\ud heuristic evaluation of forum participation confirmed each other, indicating a warm social climate and a conducive, well-facilitated environment that supported individual styles of participation. It fostered interpersonal relationships between distance learners, as well as study-related benefits enhanced by peer teaching and insights acquired in a culture of social negotiation. The environment was effectively moderated, while supporting student-initiative.\u

Unanimously acceptable agreements for negotiation teams in unpredictable domains

A negotiation team is a set of agents with common and possibly also conflicting preferences that forms one of the parties of a negotiation. A negotiation team is involved in two decision making processes simultaneously, a negotiation with the opponents, and an intra-team process to decide on the moves to make in the negotiation. This article focuses on negotiation team decision making for circumstances that require unanimity of team decisions. Existing agent-based approaches only guarantee unanimity in teams negotiating in domains exclusively composed of predictable and compatible issues. This article presents a model for negotiation teams that guarantees unanimous team decisions in domains consisting of predictable and compatible, and alsounpredictable issues. Moreover, the article explores the influence of using opponent, and team member models in the proposing strategies that team members use. Experimental results show that the team benefits if team members employ Bayesian learning to model their teammates’ preferences. 2014 Elsevier B.V. All rights reserved.This research is partially supported by TIN2012-36586-C03-01 of the Spanish government and PROMETEOII/2013/019 of Generalitat Valenciana. Other part of this research is supported by the Dutch Technology Foundation STW, applied science division of NWO and the Technology Program of the Ministry of Economic Affairs; the Pocket Negotiator Project with Grant No. VICI-Project 08075.Sánchez Anguix, V.; Aydogan, R.; Julian Inglada, VJ.; Jonker, C. (2014). Unanimously acceptable agreements for negotiation teams in unpredictable domains. Electronic Commerce Research and Applications. 13(4):243-265. https://doi.org/10.1016/j.elerap.2014.05.002S24326513

NEGOTIATION OF MEANING IN COMMUNICATIVE TASKS

The adoption of task-based teaching in Indonesia classrooms has not been widely accepted for two major grounds. First, teachers seem to cast some doubts as to what degree such an approach can contribute to their students’ language development. Second, classroom management issues, such as discipline and noise become another challenge to cope with. While these issues deserve serious attention, teachers’ unwillingness to venture the use of tasks seems to put their awareness of the learning process at stake. It is through task-based teaching, students’ language development can be nurtured. This study is an attempt to probe the benefits of using two types of communicative tasks: picture comparison and picture drawing. The study involving two female Taiwanese native speakers learning English found that the interactional mechanisms created through a task and, negotiation of meaning provided a potentially rich forum for students’ language development. There are at least two prime elements accounting for this benefit. First, the type of direct indicators employed by the student creates linguistic urgency fostering the limit of their language capacity, and the use of embedded negotiation of meaning promotes students’ active involvement. Second, one way communicative tasks, to some degree, can yield greater opportunities for students to negotiate, thus enriching acquisition. Keywords: negotiation of meaning, communicative tasks

DIPL 4183 The Art and Science of International Negotiation

States, NGOs and international organizations all negotiate with each other in the context of international conflicts. In this course, students practice and improve their negotiation skills in interactive exercises, learn theories and dynamics of conflict, and apply this knowledge to practical cases. It is designed for students who are interested in understanding the dynamics of the negotiating process and in improving their critical thinking and analytic skills. Negotiating dynamics can be appreciated in terms of turning points, shifts in bargaining positions, motivations behind sudden concessions, tacit bargaining, coalition building, intermediary intervention as well as the role of negotiation culture, power, emotions, and a communication process in shaping a decision maker\u27s perceptions and behavior. We will review the theoretical literature on international negotiation and conflict resolution, including traditional approaches, cross-cultural perspectives, and political frameworks and how different factors and contexts can influence the negotiation process and its outcome (such as the nature of the issues, power, ethics, information technology, third party intervention, culture and violence). This course encourages discussion and collaborative learning. This course uses case study methods and emphasizes the writing of policy papers that articulate options and assess costs and benefits of alternatives and makes an informed recommendation to the decisionmaker

An LSPI based reinforcement learning approach to enable network cooperation in cognitive wireless sensor networks

The number of wirelessly communicating devices increases every day, along with the number of communication standards and technologies that they use to exchange data. A relatively new form of research is trying to find a way to make all these co-located devices not only capable of detecting each other's presence, but to go one step further - to make them cooperate. One recently proposed way to tackle this problem is to engage into cooperation by activating 'network services' (such as internet sharing, interference avoidance, etc.) that offer benefits for other co-located networks. This approach reduces the problem to the following research topic: how to determine which network services would be beneficial for all the cooperating networks. In this paper we analyze and propose a conceptual solution for this problem using the reinforcement learning technique known as the Least Square Policy Iteration (LSPI). The proposes solution uses a self-learning entity that negotiates between different independent and co-located networks. First, the reasoning entity uses self-learning techniques to determine which service configuration should be used to optimize the network performance of each single network. Afterwards, this performance is used as a reference point and LSPI is used to deduce if cooperating with other co-located networks can lead to even further performance improvements

The Value of Learning Groups to the 1st Year Undergraduate Experience for Students of Early Childhood.

Learning networks, groups or communities are seen as having the potential to provide supportive, integrative and deep learning processes which can enhance student performance and support transition to university (Peat, Dalziel and Grant 2001; Zhao and Kuh 2004). The provision of a learning environment with opportunities for meaningful academic and social interactions is characteristic of higher education and collaborative learning strategies are frequently used to encourage student selfmanagement, independence and the general development of group skills. Whilst the value-added potential of learning groups is well documented (Peat et al. 2001; Zhao and Kuh 2004; Lizzio and Wilson, 2006), the nature of the course subject is rarely considered as potentially significant to the effectiveness of the group process; the emphasis in research studies being more frequently concerned with generic academic or pastoral functions. The Early Childhood degree at the University of Worcester established learning groups in 2002 as a specific learning and teaching strategy aligning the pedagogic and andragogic philosophy of the subject to promote academic and professional characteristics required as transferable skills for work in the sector. The social constructivist philosophy underpinning the subject and practice of early childhood provided the common, connecting thread for learning groups to have relevance and meaning for personal, academic and professional development. This study investigated the experience and perceived value of learning groups for the first cohort in 2002/3 through a questionnaire, and by interviews focussed more openly on their general first year experience with a sample group of year 1 students in 2008. The findings revealed an overall highly positive perception indicating that learning groups had scope and value as a forum for:- • Building strong relationships and social identity • Co-construction of a learning culture • Reciprocal learning and skill development • Empowerment of adult learners and development of confidence • Enhancing professional development The most useful transferable skills and knowledge gained during the first year came from sharing ideas and relationship building in small group work which gave the students confidence. The findings demonstrate that peer learning groups provide mutual support and learning opportunities which develop skill in working with others which, in turn, students regard as the predominant quality required for their future professional lives