1,379 research outputs found
Conversations on Empathy
In the aftermath of a global pandemic, amidst new and ongoing wars, genocide, inequality, and staggering ecological collapse, some in the public and political arena have argued that we are in desperate need of greater empathy — be this with our neighbours, refugees, war victims, the vulnerable or disappearing animal and plant species. This interdisciplinary volume asks the crucial questions: How does a better understanding of empathy contribute, if at all, to our understanding of others? How is it implicated in the ways we perceive, understand and constitute others as subjects? Conversations on Empathy examines how empathy might be enacted and experienced either as a way to highlight forms of otherness or, instead, to overcome what might otherwise appear to be irreducible differences. It explores the ways in which empathy enables us to understand, imagine and create sameness and otherness in our everyday intersubjective encounters focusing on a varied range of "radical others" – others who are perceived as being dramatically different from oneself. With a focus on the importance of empathy to understand difference, the book contends that the role of empathy is critical, now more than ever, for thinking about local and global challenges of interconnectedness, care and justice
Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward
No abstract available
Chatbots for Modelling, Modelling of Chatbots
Tesis Doctoral inĂ©dita leĂda en la Universidad AutĂłnoma de Madrid, Escuela PolitĂ©cnica Superior, Departamento de IngenierĂa Informática. Fecha de Lectura: 28-03-202
From {Solution Synthesis} to {Student Attempt Synthesis} for Block-Based Visual Programming Tasks
Block-based visual programming environments are increasingly used to
introduce computing concepts to beginners. Given that programming tasks are
open-ended and conceptual, novice students often struggle when learning in
these environments. AI-driven programming tutors hold great promise in
automatically assisting struggling students, and need several components to
realize this potential. We investigate the crucial component of student
modeling, in particular, the ability to automatically infer students'
misconceptions for predicting (synthesizing) their behavior. We introduce a
novel benchmark, StudentSyn, centered around the following challenge: For a
given student, synthesize the student's attempt on a new target task after
observing the student's attempt on a fixed reference task. This challenge is
akin to that of program synthesis; however, instead of synthesizing a
{solution} (i.e., program an expert would write), the goal here is to
synthesize a {student attempt} (i.e., program that a given student would
write). We first show that human experts (TutorSS) can achieve high performance
on the benchmark, whereas simple baselines perform poorly. Then, we develop two
neuro/symbolic techniques (NeurSS and SymSS) in a quest to close this gap with
TutorSS.Comment: Longer version of EDM 2022 pape
The Impact of Academic Libraries on LGBTQ+ Undergraduates
LGBTQ+ undergraduates may use, perceive, and value their academic libraries differently than previous generations, particularly if their campus has an LGBT resource center. This qualitative study employed Vaccaro, Russell and Koob\u27s Minoritized Identities of Sexuality and Gender (MIoSG) Students and Contexts Model as a theoretical framework to determine how and where LGBTQ+ undergraduates find safe space on campus. Through semi-structured interviews with white and BIPOC LGBTQ+ undergraduates, the researcher constructed ecological maps that illustrated how students see themselves within the campus context and the internal and external factors that shape their use, perception, and value of the library, the LGBT resource center, and other campus spaces. Thematic analysis generated strong themes related to safe space, as well as how students use, perceive, and value the library, LGBT resource center, and other spaces on campus. Significant differences exist between white and BIPOC undergraduate definition and assessment of safe space, how that impacts their use, value, and perception of different spaces on campus, and what spaces they identify as supportive for identity development. Significant differences also exist between white and BIPOC information seeking strategies and information format preferences, which also impact how they use and perceive library and LGBT resource center resources and services. Based on the findings of this study, the researcher makes recommendations on how to create a student-centered, inclusive, intersectional academic library through partnerships and shared programming with all identity centers on campus, as well as how to create a safe, inclusive learning space for LGBTQ+ students in a potentially hostile environment
A Meta-Analysis of Self-Regulated Learning Interventions and Learning Outcomes in Higher Education E-Learning Environments
Through a systematic review of the literature, 36 empirical studies regarding self-regulated learning (SRL) interventions and learning outcomes in higher education e-learning environments were identified and meta-analyzed using15 years of data. Frequently studied interventions included providing SRL scaffolding, SRL training, or SRL training and scaffolding either as a precursor or as part of the learning environment or both. Scaffolding interventions were embedded as part of the learning environment and designed to guide learners to perform cognitive and metacognitive strategies such as task analysis, goal setting, and reflection during a learning activity. Training interventions, by contrast, involved instruction in the use of SRL strategies prior to beginning a learning activity, course or program. In some studies, both training and scaffolding SRL interventions were implemented. Information about the types of SRLinterventions including the means of measuring learning outcomes (more or less complex), instructional design characteristics and learning outcomes data for calculating effect sizes were extracted for the purposes of conducting this meta-analysis
Reading Creation: Listening to the Spirit of God Through Engaging the Natural World
We live in a world consumed by commotion. The eyes of most are constantly focused on screens and our attention is often fixated on things of least importance. But what if the church had a means to encourage folks to set aside daily distractions, pay attention to the world, and intentionally listen to the Spirit of God? The following pages are devoted to the idea that: Intentional, outdoor-focused experiences, coupled with guided reflection and thoughtful observation of one’s interactions, have the potential to cultivate engagement with the Spirit of God, leading to spiritual development by creating opportunities for self-awareness and a sense of connection with God, others, and the natural world. As this idea was refined, a primary insight rose to the forefront: organized structure seems to be beneficial to engaging the Spirit and experiencing connection with God. Though overprogramming can be detrimental, ordered practices, such as Lectio Divina, provide a framework for guidance, support, and knowledge of the Spirit. Along with traditional research, two vocational experiences contributed to this study. I currently serve in both staff and faculty roles at a Christian University. Prior to this, I worked for nearly a decade at a faith-based conference center facilitating outdoor formational programs for guests and staff. Both experiences have influenced the following project. The subsequent project is a facilitators handbook outlining a retreat that utilizes an adaptation of Lectio Divina (i.e., Lectio Creatio) to foster observation, reflection, and engagement with God (i.e., contemplation) in the context of natural space. The facilitators handbook provides theoretical, experiential, and practical information that could be utilized to facilitate the proposed retreat or adapted and employed in other contexts to encourage spiritual growth. The ensuing work, therefore, is not only the handbook, but also the unique experiences developed through the use of the handbook
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Artistry, Aesthetic Experience, and Global Futures in Civilization Game Design: How the ESCAPe Framework as an Ontology Captures an Art Form of the Information Age
Civilization games can depict imaginative and sophisticated perspectives on the future. Yet some scholars have critiqued civilization games for their replication of dominant, limited ideologies. Game designers often learn about design directly or indirectly from frameworks, such as the Mechanics-Dynamics-Aesthetics (MDA) framework which contains a very idiosyncratic definition of aesthetics.
Given that aesthetic thinking can unlock the sociological imagination, the aim of this dissertation was to discover opportunities to expand civilization game design by understanding the aesthetic experience of designers. A qualitative interview study was conducted of 13 game designers who created at least one civilization game based in the future. The interview and analysis had an ontological focus, to better understand how aesthetics fit into the existing puzzle of game design knowledge. The findings showed that designers employ their perspective in game design; this sense of self and perspective is not captured by current ontologies of game design.
Furthermore, designers are limited in their ability to explore the boundaries of civilization games by task complexity, emotionality, and reliance on player experience. Resultantly, they may focus intensely on known aspects of game design in order to deliver a product. The dissertation proposes two primary solutions. Firstly, a game design framework that integrates the self into game design and more clearly delineates the game as an artifact.
Secondly, cultivate truer senses of vision in game design for those who want to push civilization games and games as a whole, while understanding the practical realities of game design. These implications can be used by educators to reconsider game design program curricula, as well as affirm game designers’ pursuit of their own perspective
Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement
This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education
Metaverse. Old urban issues in new virtual cities
Recent years have seen the arise of some early attempts to build virtual cities,
utopias or affective dystopias in an embodied Internet, which in some respects appear to
be the ultimate expression of the neoliberal city paradigma (even if virtual). Although
there is an extensive disciplinary literature on the relationship between planning and
virtual or augmented reality linked mainly to the gaming industry, this often avoids design
and value issues. The observation of some of these early experiences - Decentraland,
Minecraft, Liberland Metaverse, to name a few - poses important questions and problems
that are gradually becoming inescapable for designers and urban planners, and allows
us to make some partial considerations on the risks and potentialities of these early virtual
cities
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