48,349 research outputs found
Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges
A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities.
This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills.
Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors
Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)
The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic
A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
TPE: Towards Better Compositional Reasoning over Conceptual Tools with Multi-persona Collaboration
Large language models (LLMs) have demonstrated exceptional performance in
planning the use of various functional tools, such as calculators and
retrievers, particularly in question-answering tasks. In this paper, we expand
the definition of these tools, centering on conceptual tools within the context
of dialogue systems. A conceptual tool specifies a cognitive concept that aids
systematic or investigative thought. These conceptual tools play important
roles in practice, such as multiple psychological or tutoring strategies being
dynamically applied in a single turn to compose helpful responses. To further
enhance the reasoning and planning capability of LLMs with these conceptual
tools, we introduce a multi-persona collaboration framework: Think-Plan-Execute
(TPE). This framework decouples the response generation process into three
distinct roles: Thinker, Planner, and Executor. Specifically, the Thinker
analyzes the internal status exhibited in the dialogue context, such as user
emotions and preferences, to formulate a global guideline. The Planner then
generates executable plans to call different conceptual tools (e.g., sources or
strategies), while the Executor compiles all intermediate results into a
coherent response. This structured approach not only enhances the
explainability and controllability of responses but also reduces token
redundancy. We demonstrate the effectiveness of TPE across various dialogue
response generation tasks, including multi-source (FoCus) and multi-strategy
interactions (CIMA and PsyQA). This reveals its potential to handle real-world
dialogue interactions that require more complicated tool learning beyond just
functional tools. The full code and data will be released for reproduction
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