Multi-Criteria Decision Making in Complex Decision Environments

In the future, many decisions will either be fully automated or supported by autonomous system. Consequently, it is of high importance that we understand how to integrate human preferences correctly. This dissertation dives into the research field of multi-criteria decision making and investigates the satellite image acquisition scheduling problem and the unmanned aerial vehicle routing problem to further the research on a priori preference integration frameworks. The work will aid in the transition towards autonomous decision making in complex decision environments. A discussion on the future of pairwise and setwise preference articulation methods is also undertaken. "Simply put, a direct consequence of the improved decision-making methods is,that bad decisions more clearly will stand out as what they are - bad decisions.

Replicating a study with tasks associated with the equals sign in an online environment

This paper presents a case study of a conceptual replication study. We replicated the famous and widely cited task presented in Falkner et al. (1999), 8+4=__+5. In contrast to the original study, we administered the task with the same age group (Grade 6) in a different system (Denmark) and via a large-scale online learning environment (OLE), with a larger sample and two decades later. Our replication indicates that the Danish students performed very significantly better than the students in the original study. We discuss why this is the case and argue that OLEs such as the one we used provide an important opportunity to replicate, and thus better understand, similar results

Operationalising Vergnaud’s Notion of Scheme in Task Design in Online Learning Environments to Support the Implementation of Formative Assessment

This paper presents an implementation process model for designing and implementing tasks that provide formative feedback in the online learning environment of mathematics classrooms. Specifically, the model operationalises components of Vergnaud’s notion of scheme. The implementation process model features a task sequence guided by controlled variation and a ‘dual scheme idea’. Using such a sequence of tasks, this work illustrates how Vergnaud’s notion of scheme can be used to aid teachers in hypothesising about their learners’ understanding of problems involving linear equations, ultimately providing improved feedback for teachers and improved opportunities for student learning in online environments. In Denmark, the online environment matematikfessor.dk is used by approximately 80% of Danish K-9 students. The impact sheet to this article can be accessed at 10.6084/m9.figshare.19493846