Reciprocal Kit-Building of Concept Map to Share Each Other's Understanding as Preparation for Collaboration

Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original concept map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.This work was partially supported by JSPS KAKENHI Grant Number 17H01839 and 15H02931.'Artificial Intelligence in Education' 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part

再構成型概念マップの妥当性の検証と理解共有のための協調的利用に関する研究

広島大学(Hiroshima University)博士(工学)Doctor of Engineeringdoctora

A Taxonomy of Data Grids for Distributed Data Sharing, Management and Processing

Data Grids have been adopted as the platform for scientific communities that need to share, access, transport, process and manage large data collections distributed worldwide. They combine high-end computing technologies with high-performance networking and wide-area storage management techniques. In this paper, we discuss the key concepts behind Data Grids and compare them with other data sharing and distribution paradigms such as content delivery networks, peer-to-peer networks and distributed databases. We then provide comprehensive taxonomies that cover various aspects of architecture, data transportation, data replication and resource allocation and scheduling. Finally, we map the proposed taxonomy to various Data Grid systems not only to validate the taxonomy but also to identify areas for future exploration. Through this taxonomy, we aim to categorise existing systems to better understand their goals and their methodology. This would help evaluate their applicability for solving similar problems. This taxonomy also provides a "gap analysis" of this area through which researchers can potentially identify new issues for investigation. Finally, we hope that the proposed taxonomy and mapping also helps to provide an easy way for new practitioners to understand this complex area of research.Comment: 46 pages, 16 figures, Technical Repor

Creating sustainable textile futures for women: Digitizing Cordillera weaving tradition (CSTFW) project Evaluation Report March 2019

Executive Summary Introduction This Evaluation Report has been prepared to evaluate the success of The Creating Sustainable Textile Futures for Women: Digitizing Cordillera Weaving Tradition (CSTFW) project undertaken 2018-19 with the support of a Crafting Futures British Council / Crafts Council Grant awarded October 2018. This evaluation report will outline the aims and objectives of the project, the research design and research methods undertaken. The report will detail the limitations and advantages of the project design and present the project findings to support the development of a Learning Tool Kit. The report evaluation will focus on the qualitative analysis of our observational data, which was recorded via field notes, digital photographs, film, sound and via the project activities which have taken place to date as a result of one Field Research Visit undertaken by Rachel Kelly and Michelle Stephens in January 2019. Project Background The CSTFW project aims to investigate the loss of cultural weave heritage within the Cordillera Region in Northern Luzon area of The Philippines. It has been identified by Professor Salvador-Amores of The Cordillera Textiles Project (CordiTex) established by The University of Philippines, that while Cordilleran weaving has the status of National Heritage within The Philippines, the numbers of weavers able to practice is dwindling (CordiTex 2018). For the CSTFW project, the CordiTex team have partnered with a team from Manchester School of Art (MsoA) at Manchester Metropolitan University led by Professor Alice Kettle, Rachel Kelly and Michelle Stephens. The partnership has been established as a result of the successful award to the CSTFW project of the Crafting Futures British Council/Crafts Council Grant 2018-19. The partnership has enabled the two teams to share knowledge, literature, research findings, textile artefacts, weaving knowledge, networks of contacts, access to weave communities, digital loom facilities and prior research experiences. The results of this collaboration has been the successful undertaking of the project in order to develop a long-term change process within the identified project context. The grant awarded, enabled Rachel Kelly & Michelle Stephens to travel to the Philippines to undertake field research, field workshops and to deliver a one-day multi stakeholder Learning Tool Kit Development workshop at The University of Philippines in Baguio

Addressing barriers to learning: In the classroom and schoolwide.

IntroductionPublic education is at a crossroads. Moving in new directions is imperative. Just tweaking and tinkering with old ideas is a recipe for disaster.Continuing challenges confronting public education highlight why moving school improvement policy and practice in new directions is imperative. With a view to enhancing graduation rates and successful transitions to post-secondary opportunities and well-being, pressing challenges include:Increasing equity of opportunity for every student to succeed, narrowing the achievement gap, and countering the school to prison pipeline Reducing unnecessary referrals for special assistance and special education; Improving school climate and retaining good teachers Reducing the number of low performing schools.As education leaders well know, meeting these challenges requires making sustainable progress inimproving supports for specific subgroups (e.g., English Learners, immigrant newcomers, lagging minorities, homeless students, students with disabilities) increasing the number of disconnected students who re-engage in classroom learning and thus improving attendance, reducing disruptive behaviors (e.g., including bullying and sexual harassment), and decreasing suspensions and dropouts increasing family and community engagement with schools responding effectively when schools experience crises events and preventing crises whenever possible.In some schools, continuous progress related to these concerns is being made. For many districts, however, sustainable progress remains elusive – and will continue to be so as long as the focus of school improvement policy and practice is mainly on improving instruction. Efforts to expand the use of instructional technology, develop new curriculum standards, make teachers more accountable, and improve teacher preparation and licensing all have merit; but they are insufficient for addressing the many everyday barriers to learning and teaching that interfere with effective student engagement in classroom instruction.Most policy makers and administrators know that good instruction delivered by highly qualified teachers cannot ensure that all students have an equal opportunity to succeed at school.Even the best teacher can’t do the job alone. Teachers need student and learning supports in the classroom and schoolwide in order to personalize instruction and provide special assistance when students manifest learning, behavior, and emotional problems. Unfortunately, school improvement plans continue to give short shrift to these critical matters.We recognize, as did a Carnegie Task Force on Education, that school systems are not responsible for meeting every need of their students. But as the task force stressed: when the need directly affects learning, the school must meet the challenge.The most pressing challenge is to enhance equity of opportunity by fundamentally improving how schools address barriers to learning and teaching. The future of public education depends on moving in new directions to accomplish this.Now is the time to fundamentally transform how schools address factors that keep too many students from doing well at school. And while transformation is never easy, pioneering work across the country is showing the way. Trailblazers are redeploying existing funds allocated for addressing barriers to learning and weaving these together with the invaluable resources that can be garnered by collaboration with other agencies and with community stakeholders, family members, and students themselves.The first step in moving forward is to escape old ideas. The second step is to incorporate a new vision in school improvement planning for addressing barriers to learning and teaching and re-engaging disconnected students. Our analyses envision a plan that designs and develops a unified, comprehensive, and equitable system of student and learning supports. The third step is to develop a strategic plan for systemic change, scale-up, and sustainability.This book highlights each of these matters. We invite you to join us in the quest to enhance equity of opportunity for all students to succeed at school and beyond. And we look forward to hearing from you about moving schools forward to make the rhetoric of the Every Student Succeeds Act a reality

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Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students\u27 Reading Comprehension

Among those who teach English to English Language Learners (ELL), reading comprehension is considered an essential language skill critical for knowledge acquisition and information exchange. However, in various parts of the world, including Jordan, reading comprehension has been reported as a difficult area for ELL students to master. The purpose of this study was to investigate in-depth the impact of the use of the reading software C-map as a cognitive tool in collaborative and individual concept mapping to promote reading comprehension among ELL readers. The independent variable of this study was concept mapping, which functioned on three levels: collaborative, individual, and control groups. There were four dependent variables: reviewing, listing, enforcing, and overall reading comprehension. 106 ELL high school students from Jordan, aged 17-18 years, participated in the study as subjects, divided into three groups: a collaborative group of 32, an individual group of 36, and a control group of 38. All groups were instructed by the same high school ELL English teacher for 10 weeks. Both the ELL English teacher and the rater received training appropriate to their responsibilities. At the outset of the study, all ELL students took the same pretest individually. They then underwent orientation training appropriate to their groups. Over the course of the study, the students’ work was rated using the same rubric 10 times, one time per a week. At the conclusion of the study, all subjects took the same post-test individually. All instructional materials were accredited by the Jordanian Ministry of Education and the reliability and the validity of study instruments were ensured. The collected data was analyzed quantitatively using the independent samples t-test and one-way ANOVA. Results, limitations, and recommendations were discussed and interpreted in light of study’s purpose, questions, and hypotheses

Responsible Innovation & Entrepreneurship – The Role of Stakeholders & Uncertainty in Disruptive Technology Development

This dissertation is located at the intersection of stakeholder theory, entrepreneurship and innovation research and demonstrates that the concept of Responsible Innovation (RI), with its premise of early stakeholder engagement in innovation processes, is of immense relevance to entrepreneurial organizations, especially with regard to uncertainties in disruptive technology development. Part 1 of this dissertation pioneers the connection of RI to entrepreneurship research. The differing interpretations of RI and three core aspects are explored: design innovation, normative ends and collaborative reflection. After laying out this RI scheme, the notion of entrepreneurship is examined in light of this construct. Furthermore, operationalization strategies of RI in entrepreneurial organizations are outlined on a conceptual level and in practice, with a focus on stakeholder engagement as the key element. Moreover, the vital role played by stakeholders in entrepreneurial organizations and their influence on uncertainties of innovation processes are indicated. In Part 2 of this dissertation, this role of stakeholders is scrutinized more closely. It identifies the reduction of uncertainties as a core driver of stakeholder engagement activities. A mixed-methods approach was utilized. In the qualitative study, nine in-depth interviews were conducted and analyzed. A structure equation model approach was adopted for the quantitative study; 119 questionnaires were completed by managers in the field of advanced biotechnology. Part 2 evidences the vital role of stakeholder engagement in terms of reducing technological, commercial, social and organizational uncertainty during innovation processes in disruptive technology development