Machine behaviourism: future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies     

Jeremy Knox  Ben Williamson  Sian Bayne 《Learning, Media and Technology》2020,45(1):31-45

ABSTRACT

This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims.  相似文献   

Knowledge Management in the NHS: positioning the healthcare librarian at the knowledge intersection     

Carole Keeling  Sian Lambert 《Health information and libraries journal》2000,17(3):136-143

This paper defines what is meant by Knowledge Management, investigates how it interlinks with new ways of delivering health care and gives a synopsis of a study that investigated issues around implementation of Knowledge Management across a sample of healthcare librarians. Areas of investigation that are related to Knowledge Management include: HSG(97)47, evidence‐based medicine, clinical governance, information and communication technologies, and the changing role of the healthcare librarian. A diagram is included in this paper which illustrates how the healthcare librarian interacts with resources, staff and practices, so contributing to the knowledge base of health care. The paper concludes that Government policy, new technologies and the push towards the practice of information age medicine are forcing changes throughout the NHS. Recognition of Knowledge Management is still in its infancy in the NHS—it calls for major change in organizational thinking and acceptance by the librarian that their service must also be subject to continuous improvement.  相似文献   

玻意耳定律教学浅析     

徐顺福 《湖州师范学院学报》1998,(5)

在总结教学经验的基础上,通过封闭气体问题的深化训练,对玻意耳定律的运用教学作了简要分析  相似文献   

The effect of surface geometry on soccer ball trajectories     

S. Barber  M. J. Carré 《Sports Engineering》2010,13(1):47-55

Two different measurement techniques are used to examine the effect of surface geometry on soccer ball trajectories. Five professional players are observed using high-speed video when taking curling free kicks with four different soccer balls. The input conditions are measured and the average launch velocity and spin are found to be approximately 24 m/s and 106 rad/s. It is found that the players can apply more spin (~50%) on average to one ball, which has a slightly rougher surface than the other balls. The trajectories for the same four balls fired at various velocities and spin rates across a sports hall using a bespoke firing device are captured using high-speed video cameras, and their drag and lift coefficients estimated. Balls with more panels are found to experience a higher lift coefficient. The drag coefficient results show a large amount of scatter, and it is difficult to distinguish between the balls. Using the results in a trajectory prediction programme it is found that increasing the number of panels from 14 to 32 can significantly alter the final position of a 20 m-curling free kick by up to 1 m.  相似文献   

Managing Sudden Loss     

Sian Brannon  Kevin Yanowski  Taylor Evans  Julie Leuzinger 《图书馆管理杂志》2019,59(1):86-96

Managers often face tough, emotional situations at work. One of the biggest is guiding employees and departments successfully through the loss of a coworker. Not only are there emotional components but there are also more technical and procedural responsibilities that may be overlooked. These facilities, technological, and human resources tasks need to be handled sensitively and in a timely manner. Remembering whom to contact, what property needs to be considered, and how to produce final paychecks are just a few of the concerns managers will face in a trying time. This guide aims to serve as a checklist of the basic components and tasks managers will face after the sudden loss of an employee.  相似文献   

In Search of the Expert Teacher: an analysis of the literature in relation to expertise in adult teaching,with reference to a similar work undertaken by nursing     

Sian Wade 《Teaching in Higher Education》2013,18(1):90-102

Abstract

This paper, written from the perspective of a new teacher in nurse education, investigates and evaluates literature of androgogy, in general and with particular reference to nursing. The focus is on classroom teaching since one objective of the paper was to gain personal insight into enhancing teaching in this environment  相似文献   

Individual and Institutional Productivity in Educational Psychology Journals from 2009 to 2014     

Hannah?Greenbaum  Lisa?Meyer  M?Cecil?Smith  Amanda?Barber  Heather?Henderson  David?Riel  Daniel?H.?RobinsonEmail author 《Educational Psychology Review》2016,28(2):215-223

This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.  相似文献   

On the cultural validity of science assessments     

Guillermo Solano‐Flores  Sharon Nelson‐Barber 《科学教学研究杂志》2001,38(5):553-573

We propose the concept of cultural validity as a form of test validity in science assessment. The conceptual relevance of cultural validity is supported by evidence that culture and society shape an individual's mind and thinking. To attain cultural validity, the process of assessment development must consider how the sociocultural context in which students live influences the ways in which they make sense of science items and the ways in which they solve them. These sociocultural influences include the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as the socioeconomic conditions prevailing in their cultural groups. We contend that current approaches to handling student diversity in assessment (e.g., adapting or translating tests, providing assessment accommodations, estimating test cultural bias) are limited and lack sociocultural perspective. We find that attaining cultural validity may conflict with current basic principles and assumptions in testing, such as item independence and standardization. We discuss the ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for assessment development. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 553–573, 2001  相似文献   

The social value of anonymity on campus: a study of the decline of Yik Yak     

Sian Bayne  Louise Connelly  Claire Grover  Nicola Osborne  Richard Tobin  Emily Beswick 《Learning, Media and Technology》2019,44(2):92-107

ABSTRACT

This paper considers the social value of anonymity in online university student communities, through the presentation of research which tracked the final year of life of the social media application Yik Yak. Yik Yak was an anonymous, geosocial mobile application launched in 2013 which, at its peak in 2014, was used by around two million students in the US and UK. The research we report here is significant as a mixed method study tracing the final year of the life of this app in a large UK university between 2016 and 2017. The paper uses computational and ethnographic methods to understand what might be at stake in the loss of anonymity within university student communities in a datafied society. Countering the most common argument made against online anonymity – its association with hate speech and victimisation – the paper draws on recent conceptual work on the social value of anonymity to argue that anonymity online in this context had significant value for the communities that use it. This study of a now-lost social network constitutes a valuable portrait by which we might better understand our current predicament in relation to anonymity, its perceived value and its growing impossibility.  相似文献   

A cross-national study of teacher’s perceptions of online learning success     

Elena Barberà  Francisco Fernández-Navarro 《Open Learning》2016,31(1):25-41

This study examines success factors in online learning from the instructors’ perspective. Academic success comprises not only student satisfaction and good grades, but also perception of learning and knowledge transfer. A systemic model of inputs–process–outputs of learning was used. A total of 322 online teachers from four different universities and countries were used to study factors of attainment. Findings suggest that: (i) instructors from the University of Peking and the Autonomous Popular University of the State of Puebla reported learner factors as the most important for students on online courses, (ii) instructors from the University of New Mexico perceived institutional factors as the most important for establishing effective online learning and (iii) instructors from the Open University of Catalonia reported outcome factors as the most important for learners in online courses. Compared with other research results in online learning, instructors in this study generally reflect a greater concern about the content, social presence, instruction and their interactions than about technological matters.  相似文献