A Mixed Methods Approach to Using Collaborative and Proactive Solutions with Students with Emotional and Behavioral Disorders while Applying the Self-Determination Theory

Students with emotional and behavioral disorders (EBD) that lack social skills and problem solving have stronger features of depression, higher drop-out rates and struggle with peer relations. With such an emphasis on academics in high school, students still need strategies taught to compensate for skill deficits in problem solving, relationship- building and choice making. This pragmatic mixed methods study used pre-and post-assessment data from the self-determination theory and examined the implementation of collaborative and proactive solutions through focus groups of teachers and mental health practitioners that work with students with EBD in a special education high school. While quantitative data was not significant, focus group findings specified changes in restructuring the current schedule, trust, time, buy-in and predominantly leadership implications. Recommendations for future studies include additional data sets to be included in the study; choosing elementary or middle school student populations; and applying a leadership frameworks at the onset of implementing collaborative and proactive solutions. Limitations of this study consisted of a small sample size and typical limitations of a focus group. This study adds to current gaps in high-school students with EBD, self-determination, and collaborative and proactive solutions

The Case for a Mixed-Initiative Collaborative Neuroevolution Approach

It is clear that the current attempts at using algorithms to create artificial neural networks have had mixed success at best when it comes to creating large networks and/or complex behavior. This should not be unexpected, as creating an artificial brain is essentially a design problem. Human design ingenuity still surpasses computational design for most tasks in most domains, including architecture, game design, and authoring literary fiction. This leads us to ask which the best way is to combine human and machine design capacities when it comes to designing artificial brains. Both of them have their strengths and weaknesses; for example, humans are much too slow to manually specify thousands of neurons, let alone the billions of neurons that go into a human brain, but on the other hand they can rely on a vast repository of common-sense understanding and design heuristics that can help them perform a much better guided search in design space than an algorithm. Therefore, in this paper we argue for a mixed-initiative approach for collaborative online brain building and present first results towards this goal.Comment: Presented at WebAL-1: Workshop on Artificial Life and the Web 2014 (arXiv:1406.2507

Collaboration and the Ecology of Democracy

This Kettering Foundation report explores the features and implications of citizen-driven, multi-party collaboration. Kettering has called the spaces and opportunities where this type of collaboration takes place the "political wetlands." Kemmis and McKinney embrace this ecological metaphor, seeing the emergence of democracy as similar to the self-organizing phenomena that arise in the natural realm. As democracy has evolved and matured over the millennia, it has become more bureaucratic and structured. Toward the end of the 20th century, citizens' desire for a more authentically engaged and constructive kind of involvement has produced new, less structured forms of deliberative and collaborative democracy.Several case studies of collaboration revolving around natural resources and governing public land are provided. In Idaho, for example, the Henry's Fork Watershed Council brings together competing interests -- farmers, ranchers, anglers, outfitters, guides, and environmentalists -- and provides a forum where they can address challenges that arise along the watershed. For nearly two decades, this group of people, who often stand on opposite sides of the political divide, has resolved problems by tapping into the collective intelligence of its members.The authors suggest that such place-based, collaborative initiatives may evolve into new forms of democratic governance

Sustainability science graduate students as boundary spanners

Graduate training in sustainability science (SS) focuses on interdisciplinary research, stakeholder-researcher partnerships, and creating solutions from knowledge. But becoming a sustainability scientist also requires specialized training that addresses the complex boundaries implicit in sustainability science approaches to solving social-ecological system challenges. Using boundary spanning as a framework, we use a case study of the Sustainability Solutions Initiative (SSI) at the University of Maine to explicate key elements for graduate education training in SS. We used a mixed-methods approach, including a quantitative survey and autoethnographic reflection, to analyze our experiences as SSI doctoral students. Through this research, we identified four essential SS boundaries that build on core sustainability competencies which need to be addressed in SS graduate programs, including: disciplines within academia, students and their advisors, researchers and stakeholders, and place-based and generalizable research. We identified key elements of training necessary to help students understand and navigate these boundaries using core competencies. We then offer six best practice recommendations to provide a basis for a SS education framework. Our reflections are intended for academic leaders in SS who are training new scientists to solve complex sustainability challenges. Our experiences as a cohort of doctoral students with diverse academic and professional backgrounds provide a unique opportunity to reflect not only on the challenges of SS but also on the specific needs of students and programs striving to provide solutions

A preliminary evaluation of using WebPA for online peer assessment of collaborative performance by groups of online distance learners

Collaborative assessment has well-recognised benefits in higher education and, in online distance learning, this type of assessment may be integral to collaborative e-learning and may have a strong influence on the student’s relationship with learning. While there are known benefits associated with collaborative assessment, the main drawback is that students perceive that their individual contribution to the assessment is not recognised. Several methods can be used to overcome this; for example, something as simple as the teacher evaluating an individual’s contribution. However, teacher assessment can be deemed as unreliable by students, since the majority of group work is not usually done in the presence of the teacher (Loddington, Pond, Wilkinson, & Wilmot, 2009). Therefore, students’ assessment of performance/contribution of themselves and their peer group in relation to the assessment task, also known as peer moderation, can be a more suitable alternative. There are a number of tools that can be used to facilitate peer moderation online, such as WebPA, which is a free, open source, online peer assessment tool developed by Loughborough University. This paper is a preliminary evaluation of online peer assessment of collaborative work undertaken by groups of students studying online at a distance at a large UK university, where WebPA was used to facilitate this process. Students’ feedback on the use of WebPA was mixed, although most of the students found the software easy to use, with few technical issues and the majority reported that they would be happy to use this again. The authors reported WebPA as a beneficial peer assessment tool

VAL : automatic plan validation, continuous effects and mixed initiative planning using PDDL

This paper describes aspects of our plan validation tool, VAL. The tool was initially developed to support the 3rd International Planning Competition, but has subsequently been extended in order to exploit its capabilities in plan validation and development. In particular, the tool has been extended to include advanced features of PDDL2.1 which have proved important in mixed-initiative planning in a space operations project. Amongst these features, treatment of continuous effects is the most significant, with important effects on the semantic interpretation of plans. The tool has also been extended to keep abreast of developments in PDDL, providing critical support to participants and organisers of the 4th IPC