Towards Collaborative Conceptual Exploration

In domains with high knowledge distribution a natural objective is to create principle foundations for collaborative interactive learning environments. We present a first mathematical characterization of a collaborative learning group, a consortium, based on closure systems of attribute sets and the well-known attribute exploration algorithm from formal concept analysis. To this end, we introduce (weak) local experts for subdomains of a given knowledge domain. These entities are able to refute and potentially accept a given (implicational) query for some closure system that is a restriction of the whole domain. On this we build up a consortial expert and show first insights about the ability of such an expert to answer queries. Furthermore, we depict techniques on how to cope with falsely accepted implications and on combining counterexamples. Using notions from combinatorial design theory we further expand those insights as far as providing first results on the decidability problem if a given consortium is able to explore some target domain. Applications in conceptual knowledge acquisition as well as in collaborative interactive ontology learning are at hand.Comment: 15 pages, 2 figure

Leveraging the Potentials of Dedicated Collaborative Interactive Learning: Conceptual Foundations to Overcome Uncertainty by Human-Machine Collaboration

When a learning system learns from data that was previously assigned to categories, we say that the learning system learns in a supervised way. By supervised , we mean that a higher entity, for example a human, has arranged the data into categories. Fully categorizing the data is cost intensive and time consuming. Moreover, the categories (labels) provided by humans might be subject to uncertainty, as humans are prone to error. This is where dedicate collaborative interactive learning (D-CIL) comes together: The learning system can decide from which data it learns, copes with uncertainty regarding the categories, and does not require a fully labeled dataset. Against this background, we create the foundations of two central challenges in this early development stage of D-CIL: task complexity and uncertainty. We present an approach to crowdsourcing traffic sign labels with self-assessment that will support leveraging the potentials of D-CIL

Sharing the journey of facilitator and learner: online pedagogy in practice

Two perspectives are used to reflect on the learning design of a postgraduate online course – that of the designer/facilitator and that of the learner. While the course focus is on online pedagogical approaches, the main aim is to connect learners with each other and with the facilitator so that together they may investigate, trial, challenge and formulate ideas about online pedagogy. The design is influenced by the principles of transformative learning where the concept of a 'dilemma' leads to disorientation and then to learning. Learners are presented with a number of educational dilemmas, given a process for addressing those dilemmas and are required to authentically demonstrate how principles and practices can be applied to enhance online learning and teaching. The design addresses the theory/practice nexus and illustrates that research is best situated in real world contexts, and effective practice should be framed and informed by research

Flexible Learning Spaces Evaluation Report

City University, London is tackling the challenge of ensuring the learning spaces provided are able to meet the anticipated increase in technology usage and prevalent pedagogies. There is no longer a standard classroom design that will achieve this goal and therefore it is imperative to pilot and explore a variety of flexible learning spaces. This report feeds back on an evaluation of two flexible learning space approaches piloted in the autumn term of 2012 as alternatives to traditional computer rooms laid out in rows with the lecturer positioned at the front. These approaches are: pop-up computers on circular tables in AG24A; and laptop lockers enabling staff to borrow laptops to use with students on node chairs in AG24B. Each of these approaches also supported the use of students’ own devices in learning spaces. These methods were evaluated using surveys, interviews and an open house forum. The report shares the findings and recommendations from this evaluation and future plans for learning spaces

E-Learning in Business

e-Learning is replacing face-to-face classroom instruction in a growing number of businesses, but what is the prospect for the continued proliferation of e-learning in business? On one hand, the quality of instruction, the cost effectiveness of new technology, a supportive e-learning educational culture, an expansion of the Internet, an increase in online courses, shorter business cycles, mergers, and increasing competition encourage business use of e-learning. On the other hand, employee reticence in using learning technologies, insufficient corporate investment, lack of business-relevant university courses, narrow bandwidth, and Internet access issues are constricting the business use of these technologies

Commentary on self-regulation in school contexts

Recent years have witnessed increasing academic self-regulation research. Researchers have compared good with poor self-regulators to determine key processes; examined the relations among self-regulation, motivation, and learning; explored the development of self-regulatory skills; and conducted interventions to improve students’ self-regulation. The present articles by Perels et al. and Rozendaal et al. describe interventions that improved students’ self-regulation. Perels et al. showed that combining training on self-regulation with problem-solving instruction was especially effective in enhancing self-regulation and achievement. Rozendaal et al. found that teachers who practiced collaborative interactive teaching strategies promoted deep-level cognitive processing in their students. Suggestions for future research in school contexts are provided

Method of Assortment Control for Sector Boundary Traffic Signals Using Organic Computing

The research focuses on developing anassortment control procedure for traffic signals at sector boundaries using organic computing principles. This study lies at the intersection of urban traffic signal control and artificial intelligence. The proposed procedure comprises various modules, including traffic flow monitoring, self-optimization, self-modification, evolutionary learning, self-assessment, and self-adaptation. The objective is to achieve efficient assortment between traffic signals at sector boundaries, thus preventing congestion and traffic blockages in the intersecting areas

Developing trends in educational research for the 21st-century education

Editoria

Building Prosthetics & Orthotics Capacity in the Balkans

The government of Bosnia and Herzegovina (BiH) has been working with the Northwestern University Prosthetics/Orthotics Center in developing the Center for International Rehabilitation’s distance learning program to give formal training to experienced prosthetic technicians since 2003. In January 2006, the program’s first students graduated with an International Society of Prosthetics and Orthotics Category II certificate. The efforts of the CIR have led to the formation of the BiH Association of Orthopedic Technology, which is in the process of creating an ISPO regional center