The Prerequisites for Learning from Collaborative Technologies

There has been a lot of focus on collaborative technologies as a mean of nurturing knowledge creation and knowledge sharing within organizations. The advance of the web has revitalized interests in collaborative systems to build intra-organizational learning communities. However, a number of organizations that have adopted these technologies realize that several antecedents are required for organizational learning to occur. This research focuses on identifying the different enablers of organizational learning resulting from the adoption of collaborative technologies. The research involved the study of three organizations that have implemented Lotus Notes as a means of actualizing organizational learning. The findings maintain that organizations need to interject these collaborative systems as part of a formal organizational structure for members to learn from it. Three significant constructs are identified as important stipulations for learning from collaborative technologies. These constructs are methods, staffing, and incentives. The paper will examine the role of each to organizational learning and the inter-relationships that exist among them

The Challenge of Unifying Semantic and Syntactic Inference Restrictions

While syntactic inference restrictions don't play an important role for SAT, they are an essential reasoning technique for more expressive logics, such as first-order logic, or fragments thereof. In particular, they can result in short proofs or model representations. On the other hand, semantically guided inference systems enjoy important properties, such as the generation of solely non-redundant clauses. I discuss to what extend the two paradigms may be unifiable

Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

Организация коррекционно-развивающей работы по формированию оптико-мнестических предпосылок к обучению чтению у детей с задержкой психического развития

Рассматриваются некоторые особенности овладения процессом чтения, уровни сформированности оптико-мнестических предпосылок к обучению чтению детей старшего дошкольного возраста с задержкой психического развития (ЗПР), основные направления организации коррекционно-развивающей работы по формированию оптико-мнестических предпосылок к обучению чтению детей старшего дошкольного возраста с ЗП

Unravelling the dynamics of learning design within and between disciplines in higher education using learning analytics

Designing effective learning experience in virtual learning environment (VLE) can be supported by learning analytics (LA) through explicit feedback on how learning design (LD) influences students’ engagement, satisfaction and performance. Marrying LA with LD not only puts existing pedagogical theories in instructional design to the test with actual learning data, but also provides the context of learning which helps educators translate established LA findings to direct interventions. My dissertation aims at unpacking the complexity of LD and its impact on students’ engagement, satisfaction and performance on VLE using LA. The context of this study is 400+ online and blended learning modules at the Open University (OU) UK. This research combines multiple sources of data from the OU Learning Design Initiative (OULDI), system log data, self-reported surveys, and performance data. Given the scope of this study, a wide range of visualization techniques, social network analysis, multi-level modelling, and machine learning will be used

Mixing and Matching Learning Design and Learning Analytics

In the last five years, learning analytics has proved its potential in predicting academic performance based on trace data of learning activities. However, the role of pedagogical context in learning analytics has not been fully understood. To date, it has been difficult to quantify learning in a way that can be measured and compared. By coding the design of e-learning courses, this study demonstrates how learning design is being implemented on a large scale at the Open University UK, and how learning analytics could support as well as benefit from learning design. Building on our previous work, our analysis was conducted longitudinally on 23 undergraduate distance learning modules and their 40,083 students. The innovative aspect of this study is the availability of fine-grained learning design data at individual task level, which allows us to consider the connections between learning activities, and the media used to produce the activities. Using a combination of visualizations and social network analysis, our findings revealed a diversity in how learning activities were designed within and between disciplines as well as individual learning activities. By reflecting on the learning design in an explicit manner, educators are empowered to compare and contrast their design using their own institutional data

Evaluation of the Project Management Competences Based on the Semantic Networks

The paper presents the testing and evaluation facilities of the SinPers system. The SinPers is a web based learning environment in project management, capable of building and conducting a complete and personalized training cycle, from the definition of the learning objectives to the assessment of the learning results for each learner. The testing and evaluation facilities of SinPers system are based on the ontological approach. The educational ontology is mapped on a semantic network. Further, the semantic network is projected into a concept space graph. The semantic computability of the concept space graph is used to design the tests. The paper focuses on the applicability of the system in the certification, for the knowledge assessment, related to each element of competence. The semantic computability is used for differentiating between different certification levels.testing, assessment, ontology, semantic networks, certification.

University teachers’ conceptions of “Changemaker”: a starting point for embedding social innovation in learning and teaching

Purpose: This paper reports on a study aimed at understanding the different conceptions that University of Northampton teachers hold of “Changemaker”, an institutional initiative to develop capacities for social innovation. Design/methodology/approach: The study took a phenomenographic approach to identify a small number of qualitatively different conceptions of Changemaker among teaching staff. Face-to-face, phenomenographic interviews were carried out with 30 teachers across the university. Transcript data were analysed using thematic inductive analysis. Findings: Five different conceptions of Changemaker were found: 1) Changemaker as university strategy; 2) Changemaker as critical thinking, perspective shifting and problem solving; 3) Changemaker as employability; 4) Changemaker as social betterment and 5) Changemaker as personal transformation. Research limitations/implications: The outcome space of conceptions represents the beliefs of teaching staff at the University of Northampton. The approach to research and plans for the practical application of findings may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implication—The findings from this study will inform the next phase of the project, which involves the development of a skills/attributes/behaviours matrix for Changemaker. Originality/value: The findings of this study will address the absence of literature on teachers’ conceptions of phenomena related to social innovation, social entrepreneurship and intrapreneurship. Understanding teachers’ beliefs of such phenomena is relevant to the growing number of universities that address these subjects in the curriculum