Chapter 14 Samhandling Under Risk

"This chapter aims to examine how samhandling and concurrent learning work together. “Concurrent learning” is a form of simultaneous learning, where many learning processes related to samhandling take place at the same time. Samhandling and concurrent learning are also functional processes, in the sense that learning also occurs through daily interaction activities or actions. At the same time, concurrent learning and samhandling are interdependent and they are, therefore, in a sense part of the same process (hence concurrent learning). The chapter identifies five factors identified as important to samhandling and concurrent learning. These are: (1) Awareness of basic assumptions regarding people; relations and teamwork are essential; (2) Space, (3) Giving of themselves, (4) Making processes transparent and addressing problems as early as possible, and (5) Reflection as a key to samhandling and concurrent learning. Samhandling and concurrent learning represent a mindset, a way of working and a form of learning, which together help to meet and/ or develop the skills needed to tackle the challenges of flexible organizations.

Understanding structure of concurrent actions

Whereas most work in reinforcement learning (RL) ignores the structure or relationships between actions, in this paper we show that exploiting structure in the action space can improve sample efficiency during exploration. To show this we focus on concurrent action spaces where the RL agent selects multiple actions per timestep. Concurrent action spaces are challenging to learn in especially if the number of actions is large as this can lead to a combinatorial explosion of the action space. This paper proposes two methods: a first approach uses implicit structure to perform high-level action elimination using task-invariant actions; a second approach looks for more explicit structure in the form of action clusters. Both methods are context-free, focusing only on an analysis of the action space and show a significant improvement in policy convergence times

Designing an engaging learning universe for situated interactions in virtual environments

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy (PhD)Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts, and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity (avatars and immersion are key components), yet they do so they mainly focusing on the interactions that take place within the virtual world. It is the virtual world that consists the primary medium for communication and interplay. However, the lines are hard to be drawn when it comes to examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. This study covers this gap and sheds light on this lack—or, at least, inadequacy—of literature and research on the interactions that take place both in the physical and the virtual environment at the same time. In addition, it explores the impact of the instructional design decisions on increasing the learners’ incentives for interplay when trying to make sense of the virtual world, thus leading them to attain higher levels of engagement. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with the participation of Computer Science & Technology students. One of the goals was to examine the learners’ thoughts and preconceptions regarding the use of virtual worlds as an educational tool. Then, during the practical sessions, the focus was placed on monitoring students’ actions and interactions in both the physical and the virtual environment. Consequently, students were asked as a feedback to report their overall opinion on these actions and interactions undertaken. The study draws a new research direction, beyond the idea of immersion and the development of subject-specific educational interventions. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students, as well as a taxonomy of the different types of interactions that take place in Hybrid Virtual Learning contexts

Analysis, classification and comparison of scheduling techniques for software transactional memories

Transactional Memory (TM) is a practical programming paradigm for developing concurrent applications. Performance is a critical factor for TM implementations, and various studies demonstrated that specialised transaction/thread scheduling support is essential for implementing performance-effective TM systems. After one decade of research, this article reviews the wide variety of scheduling techniques proposed for Software Transactional Memories. Based on peculiarities and differences of the adopted scheduling strategies, we propose a classification of the existing techniques, and we discuss the specific characteristics of each technique. Also, we analyse the results of previous evaluation and comparison studies, and we present the results of a new experimental study encompassing techniques based on different scheduling strategies. Finally, we identify potential strengths and weaknesses of the different techniques, as well as the issues that require to be further investigated