LQG Online Learning

Optimal control theory and machine learning techniques are combined to formulate and solve in closed form an optimal control formulation of online learning from supervised examples with regularization of the updates. The connections with the classical Linear Quadratic Gaussian (LQG) optimal control problem, of which the proposed learning paradigm is a non-trivial variation as it involves random matrices, are investigated. The obtained optimal solutions are compared with the Kalman-filter estimate of the parameter vector to be learned. It is shown that the proposed algorithm is less sensitive to outliers with respect to the Kalman estimate (thanks to the presence of the regularization term), thus providing smoother estimates with respect to time. The basic formulation of the proposed online-learning framework refers to a discrete-time setting with a finite learning horizon and a linear model. Various extensions are investigated, including the infinite learning horizon and, via the so-called "kernel trick", the case of nonlinear models

Online Personal Finance Learning

True Potential PUFin’s trilogy of free, online personal finance modules is designed to give adults the knowledge and tools they need to make better financial decisions, in bite-size chunks of learning. Between May 2014 and May 2016, a total of 53,770 people registered for Managing My Money, the first course in the trilogy, which gives people the foundations for good personal finance management. This paper looks in detail at Managing My Money: what the course covers, who has taken the course, and what impact the course has had

A framework for developing and implementing an online learning community

Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts

Games-Based Online Course Design: Prototype of Gamification for Online Tutors

With the ubiquity of interactive games in students’ lives and the rise of gamified experiences across the web and mobile applications, online tutors and practitioners of technology enhanced learning have been inspired to incorporate games-based elements. This paper introduces a prototype of an online application that helps online tutors to embed gaming to design their online course. We developed a framework for online course leaders which explains how Wikis (as an online learning platform) can support students’ learning, interaction, and sharing of knowledge in the online community. We are presenting a metaphor for the course design in a gameboard like “snakes and ladders”. This metaphoric game enables online tutors to elaborate online interaction among their students. The game methodological design approach for this metaphoric game merges different pedagogical theories such as (socio-constructivism) with practice in online learning (Wiki) and gives the online tutor an idea about what theory/approach is used when selecting any technological tool or moving forward in the game. This framework could help tutors, educational institutions and students to use a common language with students to describe their teaching and learning activities. Primarily, it helps tutors to make decisions about learning activities, facilitate, guide and support students’ communication and collaboration