103,023 research outputs found
Learning from networked examples
Many machine learning algorithms are based on the assumption that training
examples are drawn independently. However, this assumption does not hold
anymore when learning from a networked sample because two or more training
examples may share some common objects, and hence share the features of these
shared objects. We show that the classic approach of ignoring this problem
potentially can have a harmful effect on the accuracy of statistics, and then
consider alternatives. One of these is to only use independent examples,
discarding other information. However, this is clearly suboptimal. We analyze
sample error bounds in this networked setting, providing significantly improved
results. An important component of our approach is formed by efficient sample
weighting schemes, which leads to novel concentration inequalities
Learning and Work: Professional Learning Analytics
Learning for work takes various forms, from formal training to informal learning through work activities. In many work settings, professionals collaborate via networked environments leaving various forms of digital traces and âclickstreamâ data. These data can be exploited through learning analytics (LA) to make both formal and informal learning processes traceable and visible to support professionals with their learning. This chapter examines the state-of-the-art in professional learning analytics (PLA) by considering how professionals learn, putting forward a vision for PLA, and analyzing examples of analytics in action in professional settings. LA can address affective and motivational learning issues as well as technical and practical expertise; it can intelligently align individual learning activities with organizational learning goals. PLA is set to form a foundation for future learning and work
Costing the lifecycle of networked learning: Documenting the costs from conception to evaluation
This paper reports the development of a course development lifecycle model which is intended to inform the identification of âhiddenâ costs associated with networkâbased learning. The development of this model formed part of a sixâmonth research study funded by the Joint Information Systems Committee of the UK Funding Councils. The study aimed to produce a planning document and financial schema through which the full costs of networked learning could be documented A discussion is given of the initial fiveâstage model, the testing and development of this model and the evolution of a final threeâphase model. Hypothetical examples are given of the use of the threeâphase model
The STIN in the Tale: A Socio-technical Interaction Perspective on Networked Learning
In this paper, we go beyond what have been described as 'mechanistic' accounts of e-learning to explore the complexity of relationships between people and technology as encountered in cases of networked learning. We introduce from the social informatics literature the concept of sociotechnical interaction networks which focus on the interplay between participants, technology, learning artefacts and practices. We apply this concept to case material drawn from transnational trade union education to identify and to analyse three aspects of networked learning: the local sociotechnical networks of learners; the construction of an overarching, global sociotechnical network for learning; and the evolution of such networks over time. Finally we identify issues for further research highlighted by these models
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The social construction of educational technology through the use of proprietary software
Major strands of science and technology studies (STS) in recent decades have been the 'social shaping of technology' (SST) and 'social construction of technology' (SCOT) movements, whose adherents maintain that technological systems are determined just as much by social forces as by technological ones. Taking this 'co-construction' notion as a starting point, and putting a focus on the user, I look at some examples of the use of proprietary software in which the learner, instead of being constrained by a rather deterministic pedagogy of educational technology, can exploit the functionality of the software in ways far removed from the original design. For example, spreadsheets can be used to incorporate modelling assumptions directly to simulate digital signal transmission, or the workings of the binomial function. Audio editing software can be used to teach about the technology of music by allowing the student to explore waveform characteristics. The manipulation of images, if combined with a teaching of the principles behind data compression, can engender a deep understanding of the processes involved. And translation software can be used for language learning in a way very different from what was envisaged by the designers. Educational technology has tended to suffer from an emphasis on, and excessive claims for, technological innovation and novelty. Film, radio, television, programmed learning, interactive video discs, CD-ROMs, a 'computer in every classroom', 'one laptop per child', the web, computer-mediated communication, smartboards; and now mashups, Second Life, Facebook, YouTube and Twitter â all have all been seen as radical new technologies that would revolutionize learning. Here I make the case for the social construction of educational technology by users and teachers, based on exploiting to far better effect the possibilities of mature, often proprietary, software not originally designed for pedagogical purposes. The approach outlined here not only helps students gain experience with the sort of software they are likely to encounter in their professional life, but also fosters and sustains a healthy spirit of enquiry that too often is lacking in much educational software. Although the examples presented have been situated in the context of the individual learner, similar principles can be applied to a whole range of networked educational technologies
ImpaCT2: learning at home and school: case studies
Strand 3 explored the nature of teaching and learning involving ICT in various settings, with a focus on the views of pupils, teachers, and parents. Working in 15 of the 60 schools selected for Strands 1 and 2, this project focused on: learning and teaching environments; learning and teaching styles; and the impact of networked technologies on the perceptions of teachers, managers, pupils and parents. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT
Networked learning in higher education: Practitionersâ 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 yearsâ 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 ârules of thumbâ. 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
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Towards an ontology of networked learning
Networked learning, conceived of as networks of people, informational resources and technologies, constitutes what has been termed a âhighly interwinedâ technology. In this paper we develop our earlier argument that sociotechnical networks can form the basis for a non-determinist theory of learning technology.
Firstly, we argue that Kling et alâs sociotechnical interaction network (STIN) is compatible with a realist ontology, drawing on Fleetwoodâs âontology of the realâ and Lawsonâs proposition of the social nature of the artefact in networks of âpositioned practicesâ. This, we suggest, gives a more secure basis for the STIN concept, and provides a clear alternative to actor network theory (ANT)-based views of sociotechnical networks which do not distinguish between the influence of human and material agents. This also, we argue, provides an alternative way of anchoring concepts from the social informatics literature, often influenced by Giddensâ structuration theory, in ways that can help networked learning research.
Secondly, we explore some potential implications of such an approach for theories of networked learning and learning more widely. In particular, we suggest a possible ontology of elements of learning technology. The use of the word âlearningâ here is somewhat problematic, as it is routinely used rather loosely to describe changes at multiple levels but which are likely to have rather different underlying mechanisms. A more thorough ontology of learning technology would allow us to distinguish between these uses and identify potentially distinct mechanisms at play in different forms and levels of learning.
Thirdly, we use this approach to explore how viewing learning technologies as sociotechnical networks helps to clarify our thinking about identities in social networking for personal, learning and professional purposes
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