Learning from experience leading to engagement: for a Europe of religion and belief diversity

The Religious Diversity and Anti-Discrimination Training Program provides a remarkable opportunity for participants of all walks of life to share opinions, concerns and needs of a variety of very real and practical issues such as the role of religion in education, accommodating religious practice in the work place, adapting social services to religio-cultural needs and limitations, engaging minorities in community development, negotiating the use of public space, gender relations, etc. Not only do participants report that the training influences their own roles in local decision-making, but the issues which they raise can be very informative for policy-makers. This Policy Brief, based upon feedback gathered systematically from participants and trainers, provides new insights and ideas to European policy-makers on emerging issues and possible interventions that need to be considered.CEJ

Learning from Scarce Experience

Searching the space of policies directly for the optimal policy has been one popular method for solving partially observable reinforcement learning problems. Typically, with each change of the target policy, its value is estimated from the results of following that very policy. This requires a large number of interactions with the environment as different polices are considered. We present a family of algorithms based on likelihood ratio estimation that use data gathered when executing one policy (or collection of policies) to estimate the value of a different policy. The algorithms combine estimation and optimization stages. The former utilizes experience to build a non-parametric representation of an optimized function. The latter performs optimization on this estimate. We show positive empirical results and provide the sample complexity bound.Comment: 8 pages 4 figure

Learning more effectively from experience

Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual’s ability to deal flexibly with new situations) is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1) vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2) become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of “good thinking.” Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous) and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful). An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia) is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity

Learning from experience in sustainability

This paper explores the apparent contradiction between the 'linearity' of most Sustainability Indicator (SI) projects, with defined outputs achieved in a set period of time, and an implied 'circularity' that goes with most sustainable development (SD) initiatives. Projects usually have clear parameters within which they are implemented, and the inclusion of elements such as the need for accountability, measurable impact and 'value for money' have grown in importance. Whether we like it or not, it could be argued that we live in a 'projectified' world. We suggest that one way of exploring this potential contradiction between 'linearity' and 'circularity' is to frame the project with a Kolb Learning Cycle heuristic. This will facilitate a rationalisation from those implementing the SI project as to why decisions are being made and for whom. If these questions are opened up to the project stakeholders, including beneficiaries, then the Kolb cycle could encourage learning and understanding by all involved. It is suggested that such learning should be a valid output of the SI project, although typically the focus is only upon the final list of SIs and how they feed into policy. Funders need to take a broader perspective by allowing for both within SI projects, even if learning is not a measurable or tangible outcome. These points are explored within the context of the wider literature and SI projects in Malta and Lebanon

Learning from experience, for experienced staff

Business needs in multinational corporations call for courses that involve problem solving and creating and sharing new knowledge based on workplace situations. The courses also need to be engaging for the participants. Blended learning at Shell International Exploration and Production involves these kinds of outcomes in courses designed around a workplace-learning model. Employees use a Web-based system to make contributions based on their own work experiences in preparation for a face-to-face session. These contributions then feed into classroom sessions that involve collaborative learning where the workplace problems and experiences of the participants are the focus. In this presentation one course is highlighted that demonstrates a number of game-type activities based on the participants' own workplace experiences. Implications for other courses outside of the Shell context are discussed

Learning from experience: manifestations of young children's learning from pedagogic representations

This study investigates how influences of teachers’ presentations of mathematical ideas, on children’s mental constructions for number and number operations, are manifested by the language they use to describe their mental calculation procedures, and by the mental visual imagery they report. The methodology is described as postpositivist with a phenomenographic orientation. The research method involved the observation of mathematics lessons of two classes of children aged 7- to 9-years over a two year period and structured interviews with a sample of 26 pupils from these classes at the end of each school term. The language and mental visual imagery described by children in the interviews seemed related to the way the mathematics was presented by their teachers. The use of the ‘metaphoric’ language related to a previous experience may be seen as a manifestation of the influence of that experience on the child’s ‘mental construction’. The interdependence of speech style and classroom activity gave evidence of linguistic relativism. The commonalities in the interview responses suggested that children had acquired the cultural tools of the mathematics classroom. The differences in response suggested they had constructed their own knowledge. The differences were most apparent in the calculation methods employed and the mode of generality of their expression. Linguistic indicators (use of tense, pronouns and causal connectives) also distinguished groups of children at different achievement levels. In non-calculation contexts these differences were not apparent, suggesting that the responses reveal mental constructions not just linguistic traits. The conclusion is drawn: When describing the way they perform mental calculation young children’s mental visual imagery and language use is indicative both of the experiences that have influenced their mental constructions and the qualitatively different mental constructions that have been formed. These manifestations may aid teachers in helping children develop their mental constructions to support further mathematical progression

Designing and Implementing Embodied Agents: Learning from Experience

In this paper, we provide an overview of part of our experience in designing and implementing some of the embodied agents and talking faces that we have used for our research into human computer interaction. We focus on the techniques that were used and evaluate this with respect to the purpose that the agents and faces were to serve and the costs involved in producing and maintaining the software. We discuss the function of this research and development in relation to the educational programme of our graduate students

Learning from the learners' experience: e-Learning@greenwich post-conference reflections

This publication comprises papers from presenters who, having made a conference presentation, were invited to author an academic paper about their work

Learning from experience in the stock market

We study the dynamics of a Lucas-tree model with finitely lived agents who "learn from experience." Individuals update expectations by Bayesian learning based on observations from their own lifetimes. In this model, the stock price exhibits stochastic boom-and-bust fluctuations around the rational expectations equilibrium. This heterogeneous-agents economy can be approximated by a representative-agent model with constant-gain learning, where the gain parameter is related to the survival rate. JEL Classification: G12, D83, D84assett pricing, bubbles, Heterogeneous Agents, Learning from experience, OLG