670 research outputs found
Dialogue as Data in Learning Analytics for Productive Educational Dialogue
This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances have the potential to foster effective dialogue using learning analytic techniques that scaffold, give feedback on, and provide pedagogic contexts promoting such dialogue. However, the translation of much prior learning science research to online contexts is complex, requiring the operationalization of constructs theorized in different contexts (often face-to-face), and based on different datasets and structures (often spoken dialogue). In this paper, we explore what could constitute the effective analysis of productive online dialogues, arguing that it requires consideration of three key facets of the dialogue: features indicative of productive dialogue; the unit of segmentation; and the interplay of features and segmentation with the temporal underpinning of learning contexts. The paper thus foregrounds key considerations regarding the analysis of dialogue data in emerging learning analytics environments, both for learning-science and for computationally oriented researchers
Socialising Epistemic Cognition
We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and construct (or co-construct) their knowledge claims. We frame prior research in terms of this new approach to provide an exemplification of its application. Practical implications for research and learning contexts are highlighted, suggesting a re-focussing of analysis on the collective level, and the ways knowledge-standards emerge from group-activity, as a communicative property of that activity
Thinking, Interthinking, and Technological Tools
Language use is widely regarded as an important indicator of high quality learning and reasoning ability. Yet this masks an irony: language is fundamentally a social, collaborative tool, yet despite the widespread recognition of its importance in relation to learning, the role of dialogue is undervalued in learning contexts. In this chapter we argue that to see language as only a tool for individual thought presents a limited view of its transformative power. This power, we argue, lies in the ways in which dialogue is used to interthink – that is, to think together, to build knowledge co-constructively through our shared understanding. Technology can play an important role in resourcing thinking through the provision of information, and support to provide a space to think alone. It can moreover provide significant support for learners to build shared representations together, particularly through giving learners access to a wealth of ‘given’ inter-related texts which resource the co-construction of knowledge
Representing Scott sets in algebraic settings
We prove that for every Scott set there are -saturated real closed
fields and models of Presburger arithmetic
Real closed exponential fields
In an extended abstract Ressayre considered real closed exponential fields
and integer parts that respect the exponential function. He outlined a proof
that every real closed exponential field has an exponential integer part. In
the present paper, we give a detailed account of Ressayre's construction, which
becomes canonical once we fix the real closed exponential field, a residue
field section, and a well ordering of the field. The procedure is constructible
over these objects; each step looks effective, but may require many steps. We
produce an example of an exponential field with a residue field and a
well ordering such that is low and and are ,
and Ressayre's construction cannot be completed in .Comment: 24 page
Welfare Economics and the Welfare State in Historical Perspective
Although the economic thought of Marshall and Pigou was united by
ethical positions broadly considered utilitarian, differences in their intellectual
milieu led to degrees of difference between their respective philosophical visions.
This change in milieu includes the influence of the little understood period of
transition from the early idealist period in Great Britain, which provided the
context to Marshall’s intellectual formation, and the late British Idealist period,
which provided the context to Pigou’s intellectual formation. During this latter
period, the pervading Hegelianism and influences of naturalism arising from the
ideas of Charles Darwin and Herbert Spencer were challenged by
Hermann Lotze, a key transitional thinker influencing the Neo-Kantian
movement, who recognised significant limits of naturalism, on the one hand,
and the metaphysical tenor of absolute idealism, on the other, and attempted to
provide a balance between the two. The goal of this paper is to make the
provisional case for the argument that Pigou’s views on ethics were not only
directly influenced by utilitarian thinkers like Mill and Sidgwick, but they were
also indirectly influenced by Hermann Lotze, via the influence of the Neo-
Kantian movement on late British idealism. To that end, Pigou’s essays in The
Trouble with Theism (1908), including his sympathetic consideration of the ethics
of Friedrich Nietzsche, reflect the influence of Lotze indirectly through the
impact at Cambridge of: James Ward’s critique of associationist psychology, and
consideration of the limits of naturalism including the critique of evolutionary
ethics; Bertrand Russell’s rejection of neo-Hegelianism and, together with
Alfred North Whitehead, the development of Logicism; and G.E. Moore’s
critique of utilitarian ethics on the basis of the naturalistic fallacy and the
development of his own intuitionist system of ethics
Discourse-centric learning analytics: mapping the terrain
There is an increasing interest in developing learning analytic techniques for the analysis, and support of, high quality learning discourse. This paper maps the terrain of discourse-centric learning analytics (DCLA), outlining the distinctive contribution of DCLA and outlining a definition for the field moving forwards. It is our claim that DCLA provide the opportunity to explore the ways in which: discourse of various forms both resources and evidences learning; the ways in which small and large groups, and individuals make and share meaning together through their language use; and the particular types of language – from discipline specific, to argumentative and socio-emotional – associated with positive learning outcomes. DCLA is thus not merely a computational aid to help detect or evidence ‘good’ and ‘bad’ performance (the focus of many kinds of analytic), but a tool to help investigate questions of interest to researchers, practitioners, and ultimately learners. The paper ends with three core issues for DCLA researchers – the challenge of context in relation to DCLA; the various systems required for DCLA to be effective; and the means through which DCLA might be delivered for maximum impact at the micro (e.g. learner), meso (e.g. school), and macro (e.g. governmental) levels
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