Modelling concept prototype competencies using a developmental memory model

The use of concepts is fundamental to human-level cognition, but there remain a number of open questions as to the structures supporting this competence. Specifically, it has been shown that humans use concept prototypes, a flexible means of representing concepts such that it can be used both for categorisation and for similarity judgements. In the context of autonomous robotic agents, the processes by which such concept functionality could be acquired would be particularly useful, enabling flexible knowledge representation and application. This paper seeks to explore this issue of autonomous concept acquisition. By applying a set of structural and operational principles, that support a wide range of cognitive competencies, within a developmental framework, the intention is to explicitly embed the development of concepts into a wider framework of cognitive processing. Comparison with a benchmark concept modelling system shows that the proposed approach can account for a number of features, namely concept-based classification, and its extension to prototype-like functionality

From Penguins to Parakeets: a Developmental Approach to Modelling Conceptual Prototypes

The use of concepts is a fundamental capacity underlying complex, human-level cognition. A number of theories have explored the means of concept representation and their links to lower-level features, with one notable example being the Conceptual Spaces theory. While these provide an account for such essential functional processes as prototypes and typicality, it is not entirely clear how these aspects of human cognition can arise in a system undergoing continuous development - postulated to be a necessity from the developmental systems perspective. This paper seeks to establish the foundation of an approach to this question by showing that a distributed, associative and continuous development mechanism, founded on principles of biological memory, can achieve classification performance comparable to the Conceptual Spaces model. We show how qualitatively similar prototypes are formed by both systems when exposed to the same dataset, which illustrates how both models can account for the development of conceptual primitives

From Penguins to Parakeets: a Developmental Approach to Modelling Conceptual Prototypes

The use of concepts is a fundamental capacity underlying complex, human-level cognition. A number of theories have explored the means of concept representation and their links to lower-level features, with one notable example being the Conceptual Spaces theory. While these provide an account for such essential functional processes as prototypes and typicality, it is not entirely clear how these aspects of human cognition can arise in a system undergoing continuous development - postulated to be a necessity from the developmental systems perspective. This paper seeks to establish the foundation of an approach to this question by showing that a distributed, associative and continuous development mechanism, founded on principles of biological memory, can achieve classification performance comparable to the Conceptual Spaces model. We show how qualitatively similar prototypes are formed by both systems when exposed to the same dataset, which illustrates how both models can account for the development of conceptual primitives

Creating opportunities to learn social skills at school using digital games

Acquiring skills for social and emotional well-being is important for inclusive societies and academic achievement. Studies have demonstrated the beneficial link between prosocial behaviours and improved results in curriculum topics. This paper describes a Prosocial Learning (PSL) process for creation and delivery of digital games for children (7-10 yrs) within educational systems that support learning of prosocial skills. The approach combines prosocial pedagogies with advanced ICT technologies and cloud delivery models to create attractive and exciting learning opportunities for children; produce novel digital game-based pedagogies and simplify deployment.Prosociality is a concept that refers to an individual’s propensity towards positive social behaviours. Individuals with prosocial skills are, for example, able to join in conversations, talk nicely, identifying feelings and emotions in themselves and others, identify someone needs help and ask for help. PSL classifies these skills in terms of Friendship, Feelings and Cooperation. By using interactive digital games supported by additional instructive and reflective activities, PSL allows children to learn social skills that can be generalised to real life situations in the classroom, playground and at home.PSL is implemented through a technology platform offering systematic pedagogical support for prosocial games developed by an ecosystem of teachers and games companies. Capabilities include multi-modal sensors to observe emotional affect, game interaction and decision-making. Information is acquired through standard protocols (e.g. xAPI) and evaluated by learning analytics algorithms to provide real-time feedback on player behaviours that are be used for in-game feedback and adaptation, and by teachers to shape follow-up activities. PSL is validated through short and longitudinal studies at European schools to gather evidence for effectiveness. This paper provides early evidence from short studies that will steer larger pan-European trials to test hypotheses, promote to policy makers and to increase adoption of game-based learning in school

Early stages in the entrepreneurship nexus: Business opportunities and individual characteristics

This thesis focuses on the individual-opportunity nexus in the early stages of the entrepreneurship process, and includes five empirical studies. The aim of Study 1 was to contribute to the explanation of cognitive maps during the early stages of entrepreneurship. Results suggest that individuals with greater entrepreneurial experience have richer, clearer and simpler cognitive maps. Study 2 sought to obtain evidence concerning the basic dimensions included in cognitive prototypes pertaining to opportunity recognition and decision to launch a new venture. For the “business opportunity” prototype these are utility and distinctiveness while for the decision to launch a new venture, the basic dimensions are feasibility and motivational aspects. The two studies mentioned above focused on the opportunity side of the nexus. For the individual side of the nexus, we focused on the entrepreneurial potential construct applied in different contexts. With Study 3, we put forward a theoretical model for the entrepreneurial potential construct. Through six research steps, this study presented the development of the Entrepreneurial Potential Assessment Inventory, which can be used to measure the entrepreneurial potential construct. Study 4 aimed to analyse the predictive capacity of entrepreneurial potential profiling among entrepreneurial team members. Our results showed that, in a venture competition context, the teams with higher results in socio-psychological aspects became finalists. Study 5 presented a methodology for the selection of potential entrepreneurs for an entrepreneurship promotion program. The main results showed that individual and business opportunity characteristics are critical dimensions. Based on these empirical studies, this thesis also describes valuable tools that can contribute towards fostering entrepreneurship in Portugal.Esta tese focaliza-se no nexus indivíduo-oportunidade durante as fases iniciais do processo empreendedor e apresenta cinco estudos empíricos. O estudo 1 contribui para compreender a evolução dos mapas cognitivos nas fases iniciais do processo empreendedor. Os resultados mostram que os indivíduos com uma maior experiência empreendedora apresentam estruturas cognitivas mais ricas, claras e simples. O estudo 2 desenvolve um modelo bi-dimensional do processo de reconhecimento de oportunidades e da consequente decisão de lançar o negócio. Os resultados sugerem que o protótipo de oportunidade de negócio inclui duas dimensões: utilidade e distintividade. Por sua vez, o protótipo da decisão para fundar o negócio inclui os aspetos relacionados com a fiabilidade e com a motivação para lançar o negócio. O estudo 3 apresenta o modelo teórico do potencial empreendedor, e o desenvolvimento do Inventário de Avaliação do Potencial Empreendedor. O estudo 4 analisa a capacidade preditiva do potencial empreendedor entre equipas empreendedoras. Os resultados sugerem que, no contexto de um concurso de empreendedorismo, as equipas com resultados mais elevados nas dimensões psicossociais do potencial empreendedor foram selecionadas como vencedoras. O estudo 5 apresenta uma metodologia para a seleção de empreendedores num programa de promoção do empreendedorismo, e os resultados mostram que algumas das dimensões do potencial empreendedor e as características da oportunidade de negócio são críticas para a seleção. Com base nestas evidências empíricas, esta tese apresenta instrumentos com aplicação prática que podem vir a contribuir para o desenvolvimento do empreendedorismo em Portugal

Collaborative design : managing task interdependencies and multiple perspectives

This paper focuses on two characteristics of collaborative design with respect to cooperative work: the importance of work interdependencies linked to the nature of design problems; and the fundamental function of design cooperative work arrangement which is the confrontation and combination of perspectives. These two intrinsic characteristics of the design work stress specific cooperative processes: coordination processes in order to manage task interdependencies, establishment of common ground and negotiation mechanisms in order to manage the integration of multiple perspectives in design

From Change to Renewal: Educational Technology Foundations of Electronic Learning Environments

Koper, E.J.R. (2000). From change to renewal: educational technology foundations of electronic learning environments [inaugural address]. Heerlen: Open Universiteit Nederland.Translated version of Inaugural Address. Discusses: - Educational Modelling Language - Soft Systems Approaches - Learning Networks Translation from: http://hdl.handle.net/1820/3

Developing children´s soft skills through a design thinking intervention

Companies and organizations are in constant evolution and adaptation in order to maintain their competitivity. This happens while younger generations enter the labor market. Few researchers conducted studies among managers and recruiters, and the lack of soft skills in young people has gained special attention once it plays a crucial role in the personal and professional development of an individual. By using qualitative – direct observation during the intervention – and quantitative – surveys applied before and after the process – methods, this investigation aims to provide evidence of the effectiveness of a design thinking intervention, in school context, as a promoter of soft skills in children. The participants were in the 5th grade, aged between nine and eleven years old. The present investigation evaluates how teamwork, empathy, communication, systemic thinking, creativity, and problem solving, leadership and critical thinking evolved. The results confirm design thinking intervention as a soft skill promoter in children, contributing to the area of education and development. This suggests that through the integration of design thinking in basic school’s curriculum, the soft skills required for personal and professional lives are developed and may contribute to youngsters’ future achievements.As empresas e organizações estão em constante mudança e adaptação de forma a manter a sua competitividade. Isto acontece enquanto novas gerações entram no mercado de trabalho. Investigadores realizaram estudos com gerentes e recrutadores de várias empresas que apontam para a falta de soft skill em gerações mais jovens. Este tópico tem ganho relevância dado que as soft skills são essenciais para o desenvolvimento pessoal e profissional de qualquer indivíduo. Esta investigação tem como objetivo evidenciar a eficácia de uma intervenção de design thinking em contexto escolar, no desenvolvimento de soft skills em crianças. Utilizar-se ão métodos qualitativos – observações diretas durante a intervenção – e quantitativos – através do preenchimento de um questionário antes e depois da intervenção. Os participantes estão no 5º ano, e têm idades entre os nove e os onze anos. As soft skills avaliadas são: trabalho de equipa, empatia, comunicação, pensamento sistémico, criatividade e resolução de problemas, liderança e pensamento crítico. Este estudo confirma a possibilidade do design thinking funcionar como promotor do desenvolvimento de soft skills em crianças, contribuindo assim para as áreas da educação e desenvolvimento. Posto isto, a integração do design thinking no programa escolar básico, as soft skills necessárias para o desenvolvimento pessoal e profissional seriam desenvolvidas

Tools for the identification and description of competencies

Stoof, A. (2005). Tools for the identification and description of competencies. Unpublished doctoral dissertation. Open University of the Netherlands, The Netherlands