OpenML: networked science in machine learning

Many sciences have made significant breakthroughs by adopting online tools that help organize, structure and mine information that is too detailed to be printed in journals. In this paper, we introduce OpenML, a place for machine learning researchers to share and organize data in fine detail, so that they can work more effectively, be more visible, and collaborate with others to tackle harder problems. We discuss how OpenML relates to other examples of networked science and what benefits it brings for machine learning research, individual scientists, as well as students and practitioners.Comment: 12 pages, 10 figure

Internal Consistency and Reliability of the Networked Minds\ud Measure of Social Presence

This study sought to develop and test a measure\ud of social presence. Based on review of current\ud definitions and measures, a synthesis of the\ud theoretical construct that meets the criteria and\ud dimensions [1] is proposed for a broad successful\ud measure of social presence. An experiment was\ud conducted to test the internal consistency and\ud criterion validity of the measures as determined by\ud theory, specifically the ability of the measure to\ud distinguish levels of social presence that almost all\ud theories suggest exist between (1) face-to-face\ud interaction and mediated interaction, and (2)\ud different levels of mediated interaction

Networked knowledge: challenges for teacher education [Editorial]

Since 1990, the World Wide Web has caused an inversion in the information economy of education. Where a traditional view of education characterized teachers as dispensers of knowledge, the second half of the twentieth century witnessed a shift towards an alternative paradigm in which knowledge is viewed as constructed by the learner from personal and shared experience. In an information-rich environment, education is likely to be less about accumulating information and more about transforming it in ways that make it more useful. Although the evolution of a networked knowledge economy may eventually require responses in many aspects of education, at least three areas are already evident. These are questions of knowledge as property attaching to concepts such as copyright and plagiarism, development of processes and skills for effective collaboration, and the problem of assessment of student learning if it is accepted that knowledge may exist in the network rather than the individual

East Bay Coalition for the Homeless: Branding Study and Marketing Strategy

There are a number of potential positioning strategies. The two which make the most sense for the EBCH are to “position the EBCH away from others in the category” and to “position the EBCH as unique.” These strategies have the advantage of setting the EBCH apart from the other organizations that address homelessness. Occupying its own “position” in the minds of potential and current donors is not only an effective communications/marketing strategy but also a less costly one because it avoids head-to-head competition and comparisons

East Bay Coalition for the Homeless Project: Final Report

The report suggests strategies that can be incorporated into the current work flow and builds upon the current work of the EBCH. The report also presents ways in which to create a more efficient platform for completing marketing tasks, creating opportunities for awareness and knowledge of the EBCH, and increasing consideration of the EBCH as a potential donation focus

Collaborative Leadership Learning; Developing Facilitation Skills for Collaborative Learning in Leadership Learning Groups.

many organisations working for example, with less hierarchical structures, with cross- organisational partners, or in professional environments. Leadership at all levels must be supported by leaders in top executive positions who develop their own capabilities both as leaders and in their role of leading the learning of leadership throughout their organisations. Their ideas of their role in leading learning will be shaped by their own leadership development experiences. Collaborative learning for leadership may be a model of learning that reflects the new leadership required; it may enable leaders to develop their own leadership capability in such a way that they feel enabled to work with others on their leadership development

OPEN DOORS AND OPEN MINDS: WHAT FACULTY AUTHORS CAN DO TO ENSURE OPEN ACCESS TO THEIR WORK THROUGH THEIR INSTITUTION

The Internet has brought unparalleled opportunities for expanding availability of research by bringing down economic and physical barriers to sharing. The digitally networked environment promises to democratize access, carry knowledge beyond traditional research niches, accelerate discovery, encourage new and interdisciplinary approaches to ever more complex research challenges, and enable new computational research strategies. However, despite these opportunities for increasing access to knowledge, the prices of scholarly journals have risen sharply over the past two decades, often forcing libraries to cancel subscriptions. Today even the wealthiest institutions cannot afford to sustain all of the journals needed by their faculties and students. To take advantage of the opportunities created by the Internet and to further their mission of creating, preserving, and disseminating knowledge, many academic institutions are taking steps to capture the benefits of more open research sharing. Colleges and universities have built digital repositories to preserve and distribute faculty scholarly articles and other research outputs. Many individual authors have taken steps to retain the rights they need, under copyright law, to allow their work to be made freely available on the Internet and in their institutionâ s repository. And, faculties at some institutions have adopted resolutions endorsing more open access to scholarly articles. Most recently, on February 12, 2008, the Faculty of Arts and Sciences (FAS) at Harvard University took a landmark step. The faculty voted to adopt a policy requiring that faculty authors send an electronic copy of their scholarly articles to the universityâ s digital repository and that faculty authors automatically grant copyright permission to the university to archive and to distribute these articles unless a faculty member has waived the policy for a particular article. Essentially, the faculty voted to make open access to the results of their published journal articles the default policy for the Faculty of Arts and Sciences of Harvard University. As of March 2008, a proposal is also under consideration in the University of California system by which faculty authors would commit routinely to grant copyright permission to the university to make copies of the facultyâ s scholarly work openly accessible over the Internet. Inspired by the example set by the Harvard faculty, this White Paper is addressed to the faculty and administrators of academic institutions who support equitable access to scholarly research and knowledge, and who believe that the institution can play an important role as steward of the scholarly literature produced by its faculty. This paper discusses both the motivation and the process for establishing a binding institutional policy that automatically grants a copyright license from each faculty member to permit deposit of his or her peer-reviewed scholarly articles in institutional repositories, from which the works become available for others to read and cite

Networked learning in higher education: Practitioners’ perspectives

There is a growing use of a variety of communications media to provide networked learning in higher education. The practitioners in the field vary from experienced educators who have many years’ experience to early adopters who have begun to use networked technology for teaching and learning recently. Using interviews informed by a phenomenographic approach, this paper investigates the varieties of experience of practitioners of networked learning. It reports initial findings that represent an early stage of analysis. The findings point towards a common philosophy held by current practitioners of networked learning but a lack of ‘rules of thumb’. Practitioners expressed ideas close to a new paradigm in education but were cautious about specific design outcomes meeting expectations. This finding raises questions about design and whether networked learning is yet stable enough a field to provide guidance on best practice. The paper also reflects on criticisms of the phenomenographic method, in particular its reliance on interview data, and offers some possible ways of dealing with the criticisms

A design view of capability

In order to optimise resource deployment in a rapid changing operational environment, capability has received increasing concerns in terms of maximising the utilisation of resources. As a result of such extant research, different domains were seen to endow different meanings to capability, indicating a lack of common understanding of the true nature of capability. This paper presents a design view of capability from design artefact knowledge perspective. Capability is defined as an intrinsic quality of an entity closely related to artefact behavioural and structural knowledge. Design artefact knowledge was categorised across expected, instantiated, and interpreted artefact knowledge spaces (ES, IsS, and ItS). Accordingly, it suggests that three types of capability exist in the three spaces, which can be used in employing resources. Moreover, Network Enabled Capability (NEC), the capability of a set of linked resources within a specific environment is discussed, with an example of how network resources are deployed in a Virtual Integration Platform (VIP)