It's all action, it's all learning: Action learning in SMEs

Purpose - The purpose of this paper is to argue that action learning (AL) may provide a means of successfully developing small to medium-sized enterprises (SMEs). Design/methodology/approach - The literature around SME learning suggests a number of processes are important for SME learning which similarity, it is argued, are encompassed in AL. AL may therefore offer a means of developing SME. This argument is then supported through the results of a longitudinal qualitative evaluation study conducted in the north-west of England, which involved the use of AL in 100 SMEs. Findings - The paper finds that the discursive and critical reflection aspects of the set environment appeared to be of great utility and importance to the SMEs. Sets also had an optimum level of which helped them find "common ground". Once common ground was established set members often continued to network and form alliances outside of the set environment. SME owner-managers could discuss both personal and business. Finally, AL offered the opportunity to take time out of the business and "disengage" with the operational allowing them to become more strategic. Practical implications - In this paper both the literature review and the results of the evaluation suggest AL may offer a means of engaging SMEs in training, which is relevant and useful to them. AL offers a way for policy makers and support agencies to get involved with SME management development while retaining context and naturalistic conditions. Originality/value - This paper attempts to move beyond other articles which assess SME response to government initiatives, through examining the literature around SME learning and constructing a rationale which proposes that AL encompasses many of the learning processes suggested in the literature as effective for SME development. © Emerald Group Publishing Limited

Transformative pedagogy and language learning in Maori and Irish contexts

Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also

Experimenting with the Gaze of a Conversational Agent

We have carried out a pilot experiment to investigate the effects of different eye gaze behaviors of a cartoon-like talking face on the quality of human-agent dialogues. We compared a version of the talking face that roughly implements some patterns of humanlike behavior with two other versions. We called this the optimal version. In one of the other versions the shifts in gaze were kept minimal and in the other version the shifts would occur randomly. The talking face has a number of restrictions. There is no speech recognition, so questions and replies have to\ud be typed in by the users of the systems. Despite this restriction we found that participants that conversed with the optimal agent appreciated the agent more than participants that conversed with the other agents. Conversations with the optimal version proceeded more efficiently. Participants needed less time to complete their task

Controlling the Gaze of Conversational Agents

We report on a pilot experiment that investigated the effects of different eye gaze behaviours of a cartoon-like talking face on the quality of human-agent dialogues. We compared a version of the talking face that roughly implements some patterns of human-like behaviour with\ud two other versions. In one of the other versions the shifts in gaze were kept minimal and in the other version the shifts would occur randomly. The talking face has a number of restrictions. There is no speech recognition, so questions and replies have to be typed in by the users\ud of the systems. Despite this restriction we found that participants that conversed with the agent that behaved according to the human-like patterns appreciated the agent better than participants that conversed with the other agents. Conversations with the optimal version also\ud proceeded more efficiently. Participants needed less time to complete their task

Weakly-Supervised Neural Response Selection from an Ensemble of Task-Specialised Dialogue Agents

Dialogue engines that incorporate different types of agents to converse with humans are popular. However, conversations are dynamic in the sense that a selected response will change the conversation on-the-fly, influencing the subsequent utterances in the conversation, which makes the response selection a challenging problem. We model the problem of selecting the best response from a set of responses generated by a heterogeneous set of dialogue agents by taking into account the conversational history, and propose a \emph{Neural Response Selection} method. The proposed method is trained to predict a coherent set of responses within a single conversation, considering its own predictions via a curriculum training mechanism. Our experimental results show that the proposed method can accurately select the most appropriate responses, thereby significantly improving the user experience in dialogue systems

Of babies and bath water: Is there any place for Austin and Grice in interpersonal pragmatics?

This paper discusses a particular strand of interpersonal pragmatics that may be known as ‘discursive’ pragmatics and attempts to delineate what is entailed in such an approach. Some scholars may characterise it as placing emphasis on participant evaluations, others may foreground the analysis of contextualised and sequential texts, while still others consider it to include both of these. In general, though, discursive pragmatics often seems to involve a reaction to, and a contrast with, so-called Gricean intention-based approaches. In this paper I argue that, far from discarding the insights of Grice, Austin and others, a discursive approach to interpersonal pragmatics should embrace those aspects of non-discursive pragmatics that provide us with a ‘tool-kit’ and a vocabulary for examining talk-in-interaction. At the same time, I will argue that the shortcomings of the speaker-based, intention- focused pragmatics can be compensated for, not by privileging hearer evaluations of meaning, but by taking an ethnographic and, to some extent, ethnomethodological approach to the analysis of naturally-occurring discourse data. By providing a critique of Locher and Watts’ (2005) paradigmatic example of a discursive approach to politeness and then a sample analysis of interactional data, I demonstrate how a combination of insights from Gricean pragmatics and from ethnomethodology allows the analyst to comment on the construction and negotiation of meaning in discourse, without having recourse to notions of either intention or evaluation