Construction of an adaptive e-learning environment to address learning styles and an investigation of the effect of media choice

This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver

Review of Learning in ICT-enabled Networks and Communities

This report is part of a project launched by IPTS with DG Education and Culture to study the innovations for learning, which are emerging in the new collaborative and informal settings enabled by ICT. The report gathers and analyses evidence from learning opportunities that are emerging in ICT-enabled networks and communities. In these new virtual spaces, participation is motivated by an interest to a topic, by creative production and by search for social connection. Online networks and communities emerge both within and across organisations as well as in a completely open and bottom-up manner. Accessing, following, and contributing to the communities can lead to a range of learning outcomes. New technologies afford tools and means for people to participate in communities in a personally meaningful way. However, not all individuals are necessarily equipped with skills or knowledge to benefit from these opportunities for their lifelong learning. Major challenges relate both to the initial barriers for accessing online communities with confident and critical digital competence and skills for self-regulated learning. Finding ways to identify, assess and certify relevant learning and new skills that can be obtained and practiced in these environments is a major task. The report argues that educational institutions should find ways to connect with and learn from these new learning approaches and settings in order to bring about their own transformation for the 21st century, and to support competence building for new jobs and personal development with a learner-centred and lifelong perspective.JRC.J.4-Information Societ

Deconstructing the right to privacy considering the impact of fashion recommender systems on an individual’s autonomy and identity

Computing ‘fashion’ into a system of algorithms that personalise an individual’s shopping journey is not without risks to the way we express, assess, and develop aspects of our identity. This study uses an interdisciplinary research approach to examine how an individual’s interaction with algorithms in the fashion domain shapes our understanding of an individual’s privacy, autonomy, and identity. Using fashion theory and psychology, I make two contributions to the meaning of privacy to protect notions of identity and autonomy, and develop a more nuanced perspective on this concept using ‘fashion identity’. One, a more varied outlook on privacy allows us to examine how algorithmic constructions impose inherent reductions on individual sense-making in developing and reinventing personal fashion choices. A “right to not be reduced” allows us to focus on the individual’s practice of identity and choice with regard to the algorithmic entities incorporating imperfect semblances on the personal and social aspects of fashion. Second, I submit that we need a new perspective on the right to privacy to address the risks of algorithmic personalisation systems in fashion. There are gaps in the law regarding capturing the impact of algorithmic personalisation systems on an individual’s inference of knowledge about fashion, as well as the associations of fashion applied to individual circumstances. Focusing on the case law of the European Court of Human Rights (ECtHR) and the General Data Protection Regulation (GDPR), as well as aspects of EU non-discrimination and consumer law, I underline that we need to develop a proactive approach to the right to privacy entailing the incorporation of new values. I define these values to include an individual’s perception and self-relationality, describing the impact of algorithmic personalisation systems on an individual’s inference of knowledge about fashion, as well as the associations of fashion applied to individual circumstances. The study concludes with recommendations regarding the use of AI techniques in fashion using an international human rights approach. I argue that the “right to not be reduced” requires new interpretative guidance informing international human rights standards, including Article 17 of the International Covenant on Civil and Political Rights (ICCPR). Moreover, I consider that the “right to not be reduced” requires us to consider novel choices that inform the design and deployment of algorithmic personalisation systems in fashion, considering the UN Guiding Principles on Business and Human Rights and the EU Commission’s Proposal for an AI Act

The development of a model for organising educational resources on an Intranet

The twenty-first century has found education at the crossroads of change. There are burgeoning challenges facing the modern educator. To rise to the importuning, educators find themselves turning to Information Technology for the answers. The technologies utilised in attempts to overcome the challenges often include the Internet and electronic educational resources. Although the Internet is not unduly called the Information Highway, it is also fraught with misleading and incorrect information. Educators’ arduous searches result in few good and useable resources. Thus, to store, organise and efficiently retrieve the discovered resources is a matter of time-saving. The aim of the study was to develop a method to organise and retrieve educational resources in an efficient and personalised manner. In order to do this, an exploration into pedagogy and educational paradigms was undertaken. The current educational paradigm, constructivism, proposes that each learner is an individual with unique learning and personal needs. To develop a new model, the current models need to be understood. The current solutions for the organising of educational resources are realised as several software packages, also called e-learning packages. A list of criteria that describes the essential requirements for organising educational resources was established. These criteria were based upon the pedagogical principles prescribed by educators and the practical technological frameworks necessary to fulfil the needs of the teaching/learning situation. These criteria were utilised to critique and explore the available solutions. It was found that although the available e-learning packages fulfil a need within their genre, it does not meet with the core requirements of constructivism. The resource base model seeks to address these needs by focussing on the educational aspects of resource delivery over an Intranet. For the purposes of storing, organising and delivering the resources, a database had to be established. This database had to have numerous qualities, including the ability to search and retrieve resources with great efficiency. Retrieving data in an efficient manner is the forte of the star schema, while the storing and organising of data is the strength of a normalised schema. It is not standard practice to utilise both types of schemas within the same database. A star schema is usually reserved for data warehouses because of its data retrieval abilities. It is customary to utilise a normalised schema for operational databases. The resource base model, however, needs both the storage facilities of an operational database and the efficient query facilities of a data warehouse. The resource base model, therefore, melds both schemas into one database with interlinking tables. This database forms the foundation (or the back-end) of the resource base. The resource base model utilises web browsers as its user interface (or front-end). The results of the study on the pedagogy, the current e-learning solutions and the resource base were written up within this dissertation. The contribution that this dissertation makes is the development of a technique to efficiently store, organise and retrieve educational resources in such a manner that both the requirements of constructivism and outcomes-based education are fulfilled. To this end, a list of technological and pedagogical criteria on which to critique a resource delivery technique has been developed. This dissertation also elaborates on the schema designs chosen for the resource base, namely the normalised schema and the star schema. From this schema, a prototype has been developed. The prototype’s function was two-fold. The first function is to determine the feasibility of the technique. Secondly, to determine the success of the technique in fulfilling the needs expressed in the list of criteri

THE QUANTIFIED PANDEMIC: Digitised surveillance, containment and care in response to the COVID-19 crisis

In this chapter, I present a sociocultural analysis of how automated decision-making (ADM) tools and related software were deployed or anticipated in response to the COVID-19 crisis during the first year of the pandemic. These technologies included apps used to monitor people in quarantine and self-isolation, contact tracing apps, surveillance drones, digitised temperature checking devices, apps for delivering COVID test results, software for identifying ‘at risk’ patients and for selecting recipients of vaccines, and digital vaccine ‘passport’ apps, as well as automated symptom checker apps, platforms and chatbots designed to help people determine whether they were infected with the novel coronavirus or needed to seek medical attention. Building on scholarship in critical public health, technocultures and critical data studies, I identify and discuss the social and political contexts and effects of these technologies. I demonstrate that despite techno-utopian promissory narratives routinely promoting their advantages, while some of these technologies have assisted with COVID-19 surveillance, control and medical care, many have failed. Furthermore, the deployment of these technologies has in many cases exacerbated existing socioeconomic disadvantage and stigmatisation, excluded some social groups and populations from economic support or healthcare and flouted human rights relating to privacy and freedom of movement

Everyday Automation

This Open Access book brings the experiences of automation as part of quotidian life into focus. It asks how, where and when automated technologies and systems are emerging in everyday life across different global regions? What are their likely impacts in the present and future? How do engineers, policy makers, industry stakeholders and designers envisage artificial intelligence (AI) and automated decision-making (ADM) as solutions to individual and societal problems? How do these future visions compare with the everyday realities, power relations and social inequalities in which AI and ADM are experienced? What do people know about automation and what are their experiences of engaging with ‘actually existing’ AI and ADM technologies? An international team of leading scholars bring together research developed across anthropology, sociology, media and communication studies and ethnology, which shows how by rehumanising automation, we can gain deeper understandings of its societal impacts

Everyday Automation

This Open Access book brings the experiences of automation as part of quotidian life into focus. It asks how, where and when automated technologies and systems are emerging in everyday life across different global regions? What are their likely impacts in the present and future? How do engineers, policy makers, industry stakeholders and designers envisage artificial intelligence (AI) and automated decision-making (ADM) as solutions to individual and societal problems? How do these future visions compare with the everyday realities, power relations and social inequalities in which AI and ADM are experienced? What do people know about automation and what are their experiences of engaging with ‘actually existing’ AI and ADM technologies? An international team of leading scholars bring together research developed across anthropology, sociology, media and communication studies and ethnology, which shows how by rehumanising automation, we can gain deeper understandings of its societal impacts

Peace and violence in the framing of the 2019 Algerian Hirak by Al-Jazeera English, the BBC and France 24: a critical discourse analysis

The current study aims primarily to analyse the discourses presented by news websites—Al-Jazeera English (AJE), the British Broadcasting Corporation (BBC), and France 24 (F24)—in relation to their coverage of the 2019 Algerian Hirak (2019 AH). Specifically, it seeks to uncover both commonalities and disparities in how these selected news outlets depicted key events of the 2019 AH. The pivotal events under examination include the emergence of the 2019 AH on 22nd February 2019 as a response to a fifth term bid by 82-year-old President Abdelaziz Bouteflika who had serious health issues, Bouteflika's resignation on 2nd April, the first live prosecution of business magnates and government officials from Bouteflika’s political regime on 9th December. Moreover, the study aims to identify potential underlying ideologies that influenced the news outlets' portrayal of these events. An additional aspect explored by the study is the degree to which these three news outlets adhered to a peace journalistic perspective while reporting on the 2019 AH. To achieve these aims, the study adopts critical discourse studies (CDS) and peace/war journalism (P/WJ) as its overarching theoretical framework. It adheres to Fairclough's dialectical-relational approach (DRA) (1995A; 2003; 2010; 2016) and Reisigl and Wodak's discourse historical approach (DHA) (2001b; 2009; 2016). Interestingly, the study proposes theoretical refinements to Galtung's P/WJ model (2006) to ensure its relevance within the context of the 2019 AH. For a detailed linguistic analysis of the representation of the 2019 AH’s actors and actions, the study draws upon KhosraviNik's textual analytical framework, primarily the concepts of social actor and social action (2010a). In examining the “social actor” dimension, the study delves into the utilisation of Reisigl and Wodak's concept of nomination, while also employing Van Leeuwen's Social Actor Model to facilitate a detailed and systematic analysis. Regarding the “social action” aspect, the study investigates Reisigl and Wodak's predication, placing particular emphasis on Halliday's system of Transitivity (Halliday and Matthiessen, 2004). Crucially, the study establishes a conceptual linkage between the adapted P/WJ model and CDS, employing this model as an interpretative framework for its findings. While all three news outlets concur that the 2019 AH's inception was rooted in a legitimate movement against Bouteflika's pursuit of a fifth term, the analysis reveals noteworthy disparities between AJE, on one hand, and the BBC and F24, on the other, in their portrayal of these events. AJE's perspective appears to align more closely with the principles of PJ, potentially reflecting pro-democratic inclinations. This is manifested in a positive depiction of the Algerian protesters as in control of their movement. In contrast, the stances of the BBC and F24 seem to be closer to WJ, potentially stemming from orientalist perspectives. These stances are predominantly characterised by dehumanising and victimising the protesters