Nature tables: Discovering Children's interest in natural objects

Primary school pupils in the UK today may be less familiar with natural objects, less exposed to formal natural history teaching and have less time given to school-based observation and discussion of natural objects. This study of children’s responses to a ‘Nature Table’ of displayed natural objects was designed to assess pupils’ knowledge of those objects, the sources of their knowledge and the phenomenological nature of those children’s interest in items which they selected to talk about or to photograph. Children in the study were drawn from the first year of formal schooling (age 5-6) and the fifth year of formal schooling (age 9-10). Responses have been recorded and analysed using a simple systemic network. Results show that pupils are attracted most towards items with: an animate or novel nature or appearance, or for which they have some prior familiarity. Items are also attractive if they have aesthetic attributes, which display some responsiveness to the child or engage with the child’s previous experience, or elicit affective feeling. The present study reveals a greater home-based, rather than school-based, source for much of this experience and suggests how the criteria for teachers selecting natural objects for learning in school might be improved

Researcher-led teaching:embodiment of academic practice

This paper explores the embodied practices of leading researchers(and/or leading scholars/practitioners), suggesting that distinctive‘researcher-led teaching’ depends on educators who are willing and able to be their research in the teaching setting. We advocate an approach to the development of higher education pedagogy which makes lead-researchers the objects of inquiry and we summarise case study analyses (in neuroscience and humanities) where the knowledge-making‘signatures’ of academic leaders are used to exhibit the otherwise hidden identities of research. We distinguish between learning readymade knowledge and the process of knowledge in the making and point towards the importance of inquiry in the flesh. We develop a view of higher education teaching that depends upon academic status a priori, but we argue that this stance is inclusive because it has the propensity to locate students as participants in academic culture

Modeling Routines and Organizational Learning. A Discussion of the State-of-the-Art

This paper presents a critical overview of some recent attempts at building formal models of organizations as information-processing and problem-solving entities. We distinguish between two classes of models according to the different objects of analysis. The first class includes models mainly addressing information processing and learning and analyzes the relations between the structure of information flows, learning patterns, and organizational performances. The second class focuses on the relationship between the division of cognitive labor and search processes in some problem-solving space, addressing more directly the notion of organizations as repositories of problem-solving knowledge. Here the objects of analysis are the problem-solving procedures which the organization embodies. The results begin to highlight important comparative properties regarding the impact on problem-solving efficiency and learning of different forms of hierarchical governance, the dangers of lock-in associated with specific forms of adaptive learning, the relative role of “online” vs. “offline” learning, the impact of the “cognitive maps” which organizations embody, the possible trade-offs between accuracy and speed of convergence associated with different “decomposition schemes”. We argue that these are important formal tools towards the development of a comparative institutional analysis addressing the distinct properties of different forms of organization and accumulation of knowledge.Division of labor, Mental models, Problem-solving, Problem decomposition.

Towards Learning Object Affordance Priors from Technical Texts

Everyday activities performed by artificial assistants can potentially be executed naively and dangerously given their lack of common sense knowledge. This paper presents conceptual work towards obtaining prior knowledge on the usual modality (passive or active) of any given entity, and their affordance estimates, by extracting high-confidence ability modality semantic relations (X can Y relationship) from non-figurative texts, by analyzing co-occurrence of grammatical instances of subjects and verbs, and verbs and objects. The discussion includes an outline of the concept, potential and limitations, and possible feature and learning framework adoption.Comment: "Active Learning in Robotics" Workshop, IEEE-RAS International Conference on Humanoid Robots [accepted

Learning: Through the Eyes of the Learner

Learning tends to be theorized, in research and curriculum practice, from the perspective of the known and seen, as is apparent in the idea that learners intentionally “construct” knowledge. We need to ask, however, how students who do not know the learning object (what the teacher wants them to know) can orient towards this unknown, unseen, and therefore unforeseen knowledge. The purpose of this paper is to bring the problematic of this learning paradox into sharp relief by drawing on empirical examples from my research in a variety of settings. I then exhibit some core aspects of my findings, which, most importantly, highlight (a) the simultaneously active and passive aspects involved in any (perceptual) learning and (b) how the world and the objects it contains becomes independent of perception. I conclude by articulating some of the advantages that come with theorizing learning from the perspective of the learner – i.e., the perspective of the learning object as unknown, unseen, and unheard-of – including the often-forgotten emotional component