65,874 research outputs found

    Embedding Computational Thinking into Authentic Technology Practice

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    This paper presents the findings from a pilot study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners. There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world

    The Mechanics of Embodiment: A Dialogue on Embodiment and Computational Modeling

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    Embodied theories are increasingly challenging traditional views of cognition by arguing that conceptual representations that constitute our knowledge are grounded in sensory and motor experiences, and processed at this sensorimotor level, rather than being represented and processed abstractly in an amodal conceptual system. Given the established empirical foundation, and the relatively underspecified theories to date, many researchers are extremely interested in embodied cognition but are clamouring for more mechanistic implementations. What is needed at this stage is a push toward explicit computational models that implement sensory-motor grounding as intrinsic to cognitive processes. In this article, six authors from varying backgrounds and approaches address issues concerning the construction of embodied computational models, and illustrate what they view as the critical current and next steps toward mechanistic theories of embodiment. The first part has the form of a dialogue between two fictional characters: Ernest, the �experimenter�, and Mary, the �computational modeller�. The dialogue consists of an interactive sequence of questions, requests for clarification, challenges, and (tentative) answers, and touches the most important aspects of grounded theories that should inform computational modeling and, conversely, the impact that computational modeling could have on embodied theories. The second part of the article discusses the most important open challenges for embodied computational modelling

    On the integration of digital technologies into mathematics classrooms

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    Trouche‘s (2003) presentation at the Third Computer Algebra in Mathematics Education Symposium focused on the notions of instrumental genesis and of orchestration: the former concerning the mutual transformation of learner and artefact in the course of constructing knowledge with technology; the latter concerning the problem of integrating technology into classroom practice. At the Symposium, there was considerable discussion of the idea of situated abstraction, which the current authors have been developing over the last decade. In this paper, we summarise the theory of instrumental genesis and attempt to link it with situated abstraction. We then seek to broaden Trouche‘s discussion of orchestration to elaborate the role of artefacts in the process, and describe how the notion of situated abstraction could be used to make sense of the evolving mathematical knowledge of a community as well as an individual. We conclude by elaborating the ways in which technological artefacts can provide shared means of mathematical expression, and discuss the need to recognise the diversity of student‘s emergent meanings for mathematics, and the legitimacy of mathematical expression that may be initially divergent from institutionalised mathematics

    From conditioning to learning communities: Implications of fifty years of research in e‐learning interaction design

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    This paper will consider e‐learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e‐learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely‐Brown), socio‐constructivist (Vygotsky), socio‐cultural (Nardi and Engestrom) and community‐based (Wenger and Preece). Emerging from this review is the argument that effective e‐learning usually requires, or involves, high‐quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e‐learning

    The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition

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    We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase

    Neuroethology, Computational

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    Over the past decade, a number of neural network researchers have used the term computational neuroethology to describe a specific approach to neuroethology. Neuroethology is the study of the neural mechanisms underlying the generation of behavior in animals, and hence it lies at the intersection of neuroscience (the study of nervous systems) and ethology (the study of animal behavior); for an introduction to neuroethology, see Simmons and Young (1999). The definition of computational neuroethology is very similar, but is not quite so dependent on studying animals: animals just happen to be biological autonomous agents. But there are also non-biological autonomous agents such as some types of robots, and some types of simulated embodied agents operating in virtual worlds. In this context, autonomous agents are self-governing entities capable of operating (i.e., coordinating perception and action) for extended periods of time in environments that are complex, uncertain, and dynamic. Thus, computational neuroethology can be characterised as the attempt to analyze the computational principles underlying the generation of behavior in animals and in artificial autonomous agents

    The technological mediation of mathematics and its learning

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    This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools – physical, virtual, cultural – in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We begin with an appraisal of the role of digital technologies, and our rationale for focusing on them. We present four categories of digital tool-use that distinguish their differing potential to shape mathematical cognition. The four categories are: i. dynamic and graphical tools, ii. tools that outsource processing power, iii. new representational infrastructures, and iv. the implications of highbandwidth connectivity on the nature of mathematics activity. In conclusion, we draw out the implications of this analysis for mathematical epistemology and the mathematical meanings students develop. We also underline the central importance of design, both of the tools themselves and the activities in which they are embedded

    Towards an Indexical Model of Situated Language Comprehension for Cognitive Agents in Physical Worlds

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    We propose a computational model of situated language comprehension based on the Indexical Hypothesis that generates meaning representations by translating amodal linguistic symbols to modal representations of beliefs, knowledge, and experience external to the linguistic system. This Indexical Model incorporates multiple information sources, including perceptions, domain knowledge, and short-term and long-term experiences during comprehension. We show that exploiting diverse information sources can alleviate ambiguities that arise from contextual use of underspecific referring expressions and unexpressed argument alternations of verbs. The model is being used to support linguistic interactions in Rosie, an agent implemented in Soar that learns from instruction.Comment: Advances in Cognitive Systems 3 (2014

    The Persuasive Tutor: a BDI Teaching Agent with Role and Reference Grammar Language Interface – Sustainable design of a conversational agent for language learning

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    This paper investigates how an intelligent teaching agent with Role and Reference Grammar [RRG] (cf. Van Valin 2005) as linguistic engine can support language learning. Based on a user-centred empirical design study the architecture of a highly persuasive tool for language learning as an extension of PLOTLearner (http://europlot.blogspot.dk/2012/07/try-plotlearner-2.html) is developed. Based on grounded theory it is shown that feedback and support is of greatest importance even in self-directed computer assisted language learning. Is also shown how this overall approach to language learning can be situated into traditional conversation based learning theories (cf. Laurillard 2009). It is shown that a computationally adequate model of the RRG-linking algorithm, extended into a computational processing model, can account for communication between a learner and the software by employing conceptual graphs to represent mental states in the software agent and the important role of speech acts is emphasized in this context

    For a learnable mathematics in the digital cultures

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    I begin with some general remarks concerning the co-evolution of representational forms and mathematical meanings. I then discuss the changed roles of mathematics and novel representations that emerge from the ubiquity of computational models, and briefly consider the implications for learning mathematics. I contend that a central component of knowledge required in modern societies involves the development of a meta-epistemological stance – i.e. developing a sense of mechanism for the models that underpin social and professional discourses. I illustrate this point in relation to recent research in which I am investigating the mathematical epistemology of engineering practice. Finally, I map out one implication for the design of future mathematical learning environments with reference to some data from the "Playground Project"
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