103,023 research outputs found

    Learning from networked examples

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    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

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    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 “clickstream” 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

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    This paper reports the development of a course development lifecycle model which is intended to inform the identification of ‘hidden’ costs associated with network‐based learning. The development of this model formed part of a six‐month 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 five‐stage model, the testing and development of this model and the evolution of a final three‐phase model. Hypothetical examples are given of the use of the three‐phase model

    The STIN in the Tale: A Socio-technical Interaction Perspective on Networked Learning

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    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

    ImpaCT2: learning at home and school: case studies

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    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: Practitioners’ perspectives

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    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
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