A comparative survey of integrated learning systems

This paper presents the duction framework for unifying the three basic forms of inference - deduction, abduction, and induction - by specifying the possible relationships and influences among them in the context of integrated learning. Special assumptive forms of inference are defined that extend the use of these inference methods, and the properties of these forms are explored. A comparison to a related inference-based learning frame work is made. Finally several existing integrated learning programs are examined in the perspective of the duction framework

Neuromyths for educational research and the educational field

status: publishe

Backwards is the way forward: feedback in the cortical hierarchy predicts the expected future

Clark offers a powerful description of the brain as a prediction machine, which offers progress on two distinct levels. First, on an abstract conceptual level, it provides a unifying framework for perception, action, and cognition (including subdivisions such as attention, expectation, and imagination). Second, hierarchical prediction offers progress on a concrete descriptive level for testing and constraining conceptual elements and mechanisms of predictive coding models (estimation of predictions, prediction errors, and internal models)

Exploring foundations for using simulations in IS research

Simulation has been adopted in many disciplines as a means for understanding the behavior of a system by imitating it through an artificial object that exhibits a nearly identical behavior. Although simulation approaches have been widely adopted for theory building in disciplines such as engineering, computer science, management, and social sciences, their potential in the IS field is often overlooked. The aim of this paper is to understand how different simulation approaches are used in IS research, thereby providing insights and methodological recommendations for future studies. A literature review of simulation studies published in top-tier IS journals leads to the definition of three classes of simulations, namely the self-organizing, the elementary, and the situated. A set of stylized facts is identified for characterizing the ways in which the premise, the inference, and the contribution are presented in IS simulation studies. As a result, this study provides guidance to future simulation researchers in designing and presenting findings