The purpose is to improve the teaching and learning efficiency of college Innovation and Entrepreneurship Education. Firstly, from the perspective of aesthetic education, this work designs the teacher and student sides of the Computer-aided Instruction system. Secondly, the CAI model is implemented based on the weight sharing and local perception of the Convolutional Neural Network. Finally, the performance of the CNN-based CAI model is tested. Meanwhile, it analyses students’ IEE experience under the proposed CAI model through a case study of (...) Music Majors from Xi’an Conservatory of Music. The experimental data show that the CNN-based CAI model can respond quickly and stably when users access different functional modules, such as webpage browsing. The proposed CAI model increases students’ entrepreneurial interest, skills, and knowledge by 55.62, 57.32, and 72.12%, respectively. Students’ entrepreneurial practice ability has been improved by over 50.00%; such an increase in entrepreneurial practice ability has also shown individual differences. Thus, the proposed Music Majors-oriented IEE-infiltrated CAI model based on CNN improves students’ entrepreneurial practice ability and reflects the positive experience of Music Majors on IEE. The finding provides references for the step-by-step identification of the CNN-based CAI model and has certain guiding significance for analyzing the effect of college IEE. (shrink)

In order to solve the problems of poor physical fitness of college students and low efficiency of college sport venues' management, an intelligent sports management system based on deep learning technology is designed by using information technology and human-computer interaction under artificial intelligence. Based on the Browser/Server structure, the intelligent sports management system is constructed. The basic framework of Spring Cloud is used to integrate the framework and components of each part, and a distributed microservice system is built. The artificial (...) intelligence recommendation algorithm is used to analyze the user's age, body mass index, and physical health status, and recommend sports programs suitable for students, thus realizing the intelligent sports program recommendation function. At the same time, the recommendation algorithm is used to complete the course recommendation according to the students' preferences, teaching distance, opening time, course evaluation, and other indexes, and the course registration system is constructed; after the analysis of the entity and the relationship between the entities of the intelligent sports system, the database relational model of the system is designed with the entity relationship diagram. The results of the functional test show that the system can run well. In conclusion, the sports training environment instructional system based on artificial intelligence and deep learning technology can meet the teaching needs of colleges, improve the sports' quality for college students, and promote psychological education. (shrink)

Human Specialization in Design and Technology explores emerging trends in learning and training-standardization, customization, personalization-with a unique focus on human needs and conditions. Analyzing evidence from current academic research as well as the popular press, this concise volume defines and examines the trajectory of instructional design and technologies toward more human-centered and specialized products, services, processes, environments, and systems. Examples from education, healthcare, business, and other sectors offer real-world demonstrations for scholars and graduate students of educational (...) technology, instructional design, ICT, and business development. (shrink)

The interpretive processes required to understand the context and goals of an algorithmic task are illustrated in the use of an intelligent instructional system developed to train soldiers to monitor a computerized missile's system automatic identification of aircraft. The problems students had in understanding the identification task were addressed in INCOFT, a simulation-based intelligent instructional system that depends, in part, on human instructors to convey the task framework. Supported by recent advances in the cognitive science of instruction, the (...) concept ofapprenticeship provides a model for the student-machine as well as the student-instructor interactions observed in the use of INCOFT. The system's instantiation of apprenticeship illustrates an alternative to conventional tutorial-based design of intelligent instructional systems. (shrink)

As a first step in involving user emotion in human‐computer interaction, a memory‐based expert system (JANUS; Kearney, 1991) was designed to interpret facial expression in terms of the signaled emotion. Anticipating that a VDU‐mounted camera will eventually supply face parameters automatically, JANUS now accepts manually made measurements on a digitized full‐face photograph and returns emotion labels used by college students. An intermediate representation in terms of face actions (e.g., mouth open) is also used. Production rules convert the geometry into these. (...) A dynamic memory (Kolodner, 1984; Schank, 1982) interprets the face actions in terms of emotion labels. The memory is dynamic in the sense that new emotion labels can be learned with experience. A prototype system has been implemented on a Sun 2/120 system using POPLOG. Validation studies on the prototype suggest that the interpretations achieved are generally consistent with those of college students without formal instruction in emotion signals. (shrink)

Advances in fashion pattern construction technologies continually introduce novel approaches that address the limitations of existing practices. To keep pace, these emerging technologies must be widely disseminated to update practitioners’ skills and advance current practices. The literature identifies two primary dissemination methods: the traditional instructor-led method and the learning management systems-based open educational resources (LMS-based OER) method. The former, heavily reliant on apprenticeships for technical skill development, is inefficient, ineffective, and unsustainable. In contrast, the OER-based approach offers a more (...) efficient, effective, and sustainable alternative, positioning it as the superior method for disseminating emerging technologies in this field. However, the effective establishment and implementation of effective OERs require an OER-oriented instructional design model (IDM) tailored to the specific learning needs and large-scale adoption theories pertinent to pattern construction. Currently, such a model is absent, hindering the field’s transition to a theory-based dissemination approach customised to its unique practices and impeding the efficient, widespread adoption of novel pattern construction technologies. Using a developmental approach, this study addresses this gap by introducing a novel OER-oriented IDM termed OER-PattEdu. This study contributes to both theoretical and methodological literature and holds practical implications for transforming lifelong learning and professional development in the field into a more efficient and sustainable paradigm. (shrink)

The paper addresses the topical issue of implementing the Bologna system in the Russian higher education since its entering the common educational environment in 2003 and that of English as a Medium of Instruction as a language of instruction in Russian universities. The article presents the analysis of the current sources on the topic surveying the data on EMI in the higher educational institutions in Russia and abroad. The data show significant advancement in the system of EMI in foreign countries (...) whereas in Russia the process of establishing such a system is still under development. The undertaken research reveals sufficient discrepancies between the present day demands for the formalized layout of the EMI structure in the Russian higher education system and it's functioning in work. The author dwells on the topic at hand highlighting the importance of not only maintaining the structure of English as a Medium of Instruction in Russian universities but also designing and implementing the national system of such instruction in correlation with the global standards. (shrink)

“[T]he current state of professional ethics instruction leaves much to be desired. In most law schools, it is relegated to a single required course that ranks low on the academic pecking order. Many of these courses, which focus primarily (and uncritically) on bar disciplinary rules, constitute the functional equivalent of ‘legal ethics without the ethics', and leave future practitioners without the foundations for reflective judgment. Although ethical issues arise in every subject, that would not be apparent from the core curriculum (...) …”1. (shrink)

Educational technology is controversial - some see it as essential to providing free global learning, others view it as a dangerous distraction that undermines good education. In both instances, most theories that have previously been applied to educational technology do not account for the distinctive nature and vast potential of technology. This book addresses this issue, exploring how education has been bound up with technology from the beginning, and recognising that educational aims have already been shaped by technologies. Offering a (...) 'dialogic' theory of educational technology, Rupert Wegerif and Louis Major respond to contemporary challenges to education within this book, including, but not limited to, climate change, misinformation on the internet and the impact of Artificial Intelligence (AI). Chapters introduce, discuss, and contextualise key theories and illustrate through case studies their uses within a diverse range of educational contexts, spanning from primary education to adult lifelong learning. Each chapter also concludes with a short summary, demonstrating how these theories translate to practical implications for design. A fascinating response to current developments in educational technology, this is a crucial read for all involved in creating, researching, or making decisions about the use of technologies within educational contexts. (shrink)

Ethics and Educational Technology explores the creation and implementation of learning technologies through an applied ethical lens. The success of digital tools and platforms in today's multifaceted learning and performance contexts is dependent not only on effective design and pedagogical principles but, further, on an awareness of these technologies' interactions with and implications for users and social systems. This first-of-its-kind book provides an evidence-based, process-oriented model for ethics in technology-driven instructional design and development, one that necessitates (...) intentional reflective practice, a critical and theoretically informed interrogation of technology, and a participatory, emancipatory approach to technology design and applications. Rich with real-world ethics examples and design cases, supported by reflection questions and applied activities, and attentive to ethical codes among preeminent educational technology organizations, this is an ideal resource for students, faculty, researchers, and professionals across educational technology, instructional design, learning sciences, learning engineering, organizational training, and other disciplines. (shrink)

This chapter offers a critique of intelligent design arguments against evolution and a philosophical discussion of the nature of science, drawing several lessons for the teaching of evolution and for science education in general. I discuss why Behe’s irreducible complexity argument fails, and why his portrayal of organismal systems as machines is detrimental to biology education and any under-standing of how organismal evolution is possible. The idea that the evolution of complex organismal features is too unlikely to have (...) occurred by random mutation and selection (as recently promoted by Dembski) is very widespread, but it is easy to show students why such small probability arguments are fallacious. While intelligent design proponents have claimed that the exclusion of supernatural causes mandated by scientific methods is dogmatically presupposed by science, scientists have an empirical justification for using such methods. This justification is instructive for my discussion of how to demarcate science from pseudoscience. I argue that there is no universal account of the nature of science, but that the criteria used to judge an intellectual approach vary across historical periods and have to be specific to the scientific domain. Moreover, intellectual approaches have to be construed as practices based on institutional factors and values, and to be evaluated in terms of the activities of their practitioners. Science educators should not just teach scientific facts, but present science as a practice and make students reflect on the nature of science, as this gives them a better appreciation of the ways in which intelligent design falls short of actual science. (shrink)

A graphic means of representing deductive proofs in a sentential system of symbolic logic is presented. Proof construction is characterized as a domain of the cognitive theory of problem solving, and three different interface designs for supporting the working backwards method of proof construction are demonstrated. Following a description of the rule set and the working backwards method, an analysis is given of student performance data that has guided interface development during the past two years. One interface design is (...) shown to be superior to the others in respect to working backwards. Finally, some general conclusions are drawn concerning the relevance of instructional programs for empirically documenting student difficulties and for improving interface designs. (shrink)

This article explores the organization of instructional corrections in pre-clinical dental education. The students are practising manual skills using a simulator and tutors are inspecting and evaluating their progress. Simulators and simulation are critical to the organization of contemporary healthcare training, and the academic literature that explores forms of simulation in healthcare tends to consider the ‘fidelity’ of systems and the extent to which they match the clinical situations that they are designed to mimic. In contrast, this article (...) considers how tutors and students explicitly attend to matters of realism in the course of instructional sequences. We highlight the ways in which tutors routinely invoke ‘real life’ in instructional corrections and we discuss how these sequences reveal the work that tutors undertake to compensate for the ‘chronic insufficiency’ of the simulator. We show how tutors emphasize the reasoned character of manual bodily skills, reasons linked to the complexities and contingencies of clinical practice. To explore these issues and concerns, the article draws on the analysis of audio-visual data of everyday instruction. (shrink)

Intelligent tutoring system (ITS) is a computer system which aims to provide immediate and customized or reactions to learners, usually without the intervention of human teacher's instructions. Secretariats professional to have the common goal of learning a meaningful and effective manner through the use of a variety of computing technologies enabled. There are many examples of professional Secretariats used in both formal education and in professional settings that have proven their capabilities. There is a close relationship between private lessons intelligent, (...) cognitive learning and design theories; and there are ongoing to improve the effectiveness of ITS research. And it aims to find a solution to the problem of over-reliance on students' teachers for quality education. The program aims to provide access to high-quality education to every student, and therefore the reform of the education system as a whole. In this paper, we will use Intelligent Tutoring System Builder (ITSB) to build an education system on cloud computing in terms of the concept of cloud computing and components and how to take advantage of cloud computing in the field. (shrink)

The growth of high-stakes testing in state accountability systems necessitates further examination of their impact on stakeholders. Prompted by broader state-level reform in Kentucky, this evaluation aims to provide insight into a new accountability system's effect on social studies teachers. Using a goal-free evaluation model and case study design, the researchers examined the content and instructional decisions made by a group of U.S. history teachers in response to a new end-of-course exam designed by ACT-QualityCore. The evaluation incorporated (...) a content analysis of teacher materials, observation of a professional learning community meeting, and teacher interviews. The results of this evaluation indicate that teachers generally support the changes in the new assessment system but find specific elements frustrating and hesitate to completely revamp their instructional practices. Considering these assessment system changes occurred to advance Kentucky's goal of college and career readiness for all, this evaluation provides insight into what is actually happening in classrooms and should assist teachers and administrators as they assess the impact of these reforms on classroom practice. (shrink)

The paper describes the design of an intelligent tutoring system for teaching Introduction to Computer Science-a compulsory curriculum in Al-Azhar University of Gaza to students who attend the university. The basic idea of this system is a systematic introduction into computer science. The system presents topics with examples. The system is dynamically checks student's individual progress. An initial evaluation study was done to investigate the effect of using the intelligent tutoring system on the performance of students enrolled in computer (...) science curriculum at Al-Azhar University, Gaza. The results showed a positive impact on the evaluators. (shrink)

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent (...) CAI be clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort. (shrink)

In many logics dealing with information one needs to make statements not only about cognitive states, but also about transitions between them. In this paper we analyze a dynamic modal logic that has been designed with this purpose in mind. On top of an abstract information ordering on states it has instructions to move forward or backward along this ordering, to states where a certain assertion holds or fails, while it also allows combinations of such instructions by means of operations (...) from relation algebra. In addition, the logic has devices for expressing whether in a given state a certain instruction can be carried out, and whether that state can be arrived at by carrying out a certain instruction. (shrink)

Résumé: L’école républicaine « à la française » se donnait officiellement pour objectif de former le citoyen. Elle a connu de multiples réformes durant ces dernières décennies, et on perçoit mieux aujourd’hui sa transformation (d’ores et déjà bien avancée) en une école d’inspiration néolibérale visant la fabrication d’individus aptes à s’incorporer dans la machine économique. La façon dont l’école publique et laïque s’acquittait de ses missions principales se voit ainsi malmenée, ce qui se traduit par des zones de tension, tant (...) au niveau idéologique que sur le terrain. Abstract: Republican schooling «à la française» was officially meant to educate the citizen. It has known a number of reforms in recent decades. The neo-liberalization transformation of the French education system is now well advanced and one can see more clearly that schooling is being designed to produce individuals formatted for the economic machine. The former process by which the state schools (which are non-denominational schools) used to achieve their main missions is being shaken, and this causes tensions both on an ideological level and in schools. (shrink)

Research shows that exploring language corpora through data-driven learning plays a significant role in language learning. Nevertheless, it is not clear if using concordancing as an application of DDL affects the learners’ second language motivation. To address this gap, the current study adopted a triangulation design, validating quantitative data model, and a quasi-experimental design. Ninety English-major university students with an intermediate level of English language proficiency, divided into control and experimental groups, took part in the study. Drawing on (...) a second language motivational self-system questionnaire, the findings of the study did not result in any statistically significant differences between the students in their second language motivational self-system. Altogether, the students found learning English through a DDL approach with concordancing less motivating than receiving explicit instruction. The study has implications for language teaching and learning. (shrink)

Les expériences de «classe inversée» apparaissent aujourd'hui prometteuses. Alors que, dans les «classes traditionnelles», on «fait cours» à l'Ecole avant d'envoyer les élèves «travailler» chez eux, dans les «classes inversées», le professeur propose aux élèves de prendre connaissance d'un exposé enregistré ou d'une séquence illustrée puis les accueille en classe pour répondre à leurs questions et les accompagner dans la réalisation d'exercices ou de projets... On comprend que ce modèle pédagogique soit particulièrement attractif : à l'ère du numérique, au moment (...) où tant de ressources documentaires sont disponibles, le professeur voit ainsi son rôle renouvelé et peut se consacrer pleinement à l'appropriation des connaissances. Mais il ne faut pas, pour autant, basculer dans la naïveté spontanéiste. Prendre connaissance d'une information ou regarder une vidéo pour en tirer quelques enseignements ne vont pas de soi et le risque existe que beaucoup d'élèves n'en profitent guère. De même, interroger le professeur pour mieux comprendre un phénomène, faire un exercice de manière autonome ou travailler en petits groupes pour résoudre un problème ne sont pas des comportements faciles à mettre en oeuvre. Etre intellectuellement actif, s'engager dans un travail et le mener à bien ne se décrète pas, cela se forme. Et, précisément, l'ouvrage d'Alain Taurisson et de Claire Herviou nous montre comment faire. Prenant appui sur des travaux scientifiques éprouvés et des expérimentations solides, présentant les références théoriques nécessaires et donnant de très nombreux exemples d'outils utilisables, les auteurs fondent une véritable «pédagogie de l'activité», garantissant pleinement l'engagement de chaque élève tant dans la prise d'information que dans l'assimilation et le réinvestissement des connaissances. Ils font ainsi de la «classe inversée» une véritable «pédagogie alternative». Au service de la réussite de toutes et tous. Et pour retrouver le bonheur d'enseigner... (shrink)

It is proposed that there are important generalizations about problem solving in design activity that reach across specific disciplines. A framework for the study of design is presented that (a) characterizes design as a radial category and fleshes out the task environment of the prototypical cases; (b) takes the task environment seriously; (c) shows that this task environment occurs in design tasks, but does not occur in every nondesign task; (d) explicates the impact of this task (...) environment on the design problem space; and (e) demonstrates that, given the structure of the information-processing system, the features noted in the problem spaces of design tasks will not all occur in problem spaces where the task environment is vastly different. This analysis leads to the claim that there are a set of invariant features in the problem spaces of design situations that collectively constitute a design problem space. Protocol studies are reported in which the problem spaces of three design tasks in architecture, mechanical engineering, and instructional design are explored and compared with several protocols from nondesign problem-solving tasks. (shrink)

Learning to use new technologies often involves significant challenges for teachers and learners. This study follows Tally's (( 2007 ). Digital technology and the end of social studies education. Theory & Research in Social Education, 35(2), 305–321) challenge to put the “why” of social studies education first, and then “tinker” with technologies to discover how they can address learning goals. Using a modified “backward design” approach ( Wiggins & McTighe (2005). Understanding by design. ASCD), a design team (...) of middle school teachers, researchers, and disciplinary experts designed, enacted, and studied historical inquiry projects in middle school and college classrooms. Students used online, interactive, historical census data GIS “webmaps” ( Baker (2005). Internet-Based GIS Mapping in Support of K-12 Education. The Professional Geographer, 57(1), 44–50) to investigate African American and Latino migrations. The study presents findings detailing three emergent learning objectives, highlighting how students’ presentations with GIS maps evidenced three modes of reasoning with webmaps: (1) making observations with data; (2) drawing inferences from data; and (3) explaining the limitations of data for inquiry. (shrink)

Self-regulated learning is critical for learning across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately and dynamically monitoring and regulating their self-regulatory processes. Therefore, learning technologies, such as intelligent tutoring systems, have been designed to measure and foster SRL. This paper presents an overview of over 10 years of research on SRL with MetaTutor, a hypermedia-based ITS designed to scaffold college students’ SRL while they learn about the human circulatory (...) system. MetaTutor’s architecture and instructional features are designed based on models of SRL, empirical evidence on human and computerized tutoring principles of multimedia learning, Artificial Intelligence in educational systems for metacognition and SRL, and research on SRL from our team and that of other researchers. We present MetaTutor followed by a synthesis of key research findings on the effectiveness of various versions of the system on learning outcomes. First, we focus on findings from self-reports, learning outcomes, and multimodal data and their contributions to our understanding of SRL with an ITS. Second, we elaborate on the role of embedded pedagogical agents as external regulators designed to scaffold learners’ cognitive and metacognitive SRL strategy use. Third, we highlight and elaborate on the contributions of multimodal data in measuring and understanding the role of cognitive, affective, metacognitive, and motivational processes. Additionally, we unpack some of the challenges these data pose for designing real-time instructional interventions that scaffold SRL. Fourth, we present existing theoretical, methodological, and analytical challenges and briefly discuss lessons learned and open challenges. (shrink)

This paper focuses on the centrality of permaculture design courses as the principal sociopolitical strategy of the permaculture community in Canada to transform local food production practices. Building on the work of Antonio Gramsci and political agroecology as a framework of analysis, we argue that permaculture instruction remains deeply embedded within market and colonial relations, which orients the pedagogy of permaculture trainings in such a way as to reproduce the basic elements of the colonial capitalist economy among its practitioners. (...) In the specific case of eastern Ontario, this embeddedness had the effect of diluting the transformative capacity of permaculture practitioners who were unable to create its own social movement organization. The paper then highlights key elements of the agroecological pedagogy used by the Brazilian Landless Rural Workers Movement and the Escola Latinoamericana de Agroecología in Paraná, Brazil. The objective is to draw lessons from these inspiring experiences, in a rather unique context of struggles that can help to critically assess the pedagogical practices and principles presently informing permaculture communities in Canada and in advanced industrialized countries more generally. We then conclude by reiterating the key arguments and lessons drawn from the Brazilian pedagogical experiences, pointing out the importance of engagement and coalition-building with established rural and urban movements, as well as progressive farmer, Indigenous, and rural associations to foster a just and sustainable transformation of agri-food systems, starting at the local and regional levels. It also emphasizes the need for the most marginalized sectors to lead the way towards an agroecological transition. (shrink)

In educational organizations, digital resource management refers to the organization and enhancement of electronic resources, including databases, libraries, and digital instructional materials. Excellent administration ensures optimal utilization, improves accessibility, and advances learning objectives. To achieve better institutional results, this approach entails incorporating digital tools, handling issues like data security and user training, and adjusting to new technological developments. Using an emphasis on the integration of digital libraries, e-learning platforms, and research databases, this study investigates the technologies and approaches used (...) in maintaining digital resources within higher education circumstances. Through the use of a survey research design, this study employed a quantitative research methodology. Data gathered from a sample of 250 undergraduate students was utilized in this investigation. This study looks at the connections between teaching profile (TP), technology competence (TC), digital technology awareness (DTA), utility perception (UP), and usage motivation (UM). SPSS was utilized statistically to obtain the outcomes. Descriptive, correlation, and regression analysis were used to obtain the results utilizing data gathered from a sample of university participants. Significant of both conceptual and actual consequences have resulted from the findings.According to the study's findings, efficient use of digital resources in academic institutions greatly improves accessibility and resource utilization, both of which contribute to better learning outcomes. (shrink)

CASUS is an authoring system, which should enable physicians to produce problem-based computer learning programs with minimal technical effort and give them sound instructional support. The theoretical background of CASUS are constructivist approaches to learning and instruction, which deal mainly with the question, how to design problem-based learning environments. The paper presents the constructivist concept of CASUS and results of a forma-tive evaluation. Four authors were observed and interviewed while developing a learning case with CASUS. The evaluation pursued (...) mainly the question of which difficulties arise while producing a case with CASUS and which measures are necessary in order to improve the authoring system. Results show that with regard to technical aspects physicians can produce learning cases even without any special prior knowledge. There were far more problems with instructional aspects of the production of cases. Most of these difficulties were very specific to the content of the cases. Therefore, it seems that an appropriate way to design learning cases with high quality, is a cooperation between some authors with different expertise. (shrink)

In many logics dealing with information one needs to make statements not only about cognitive states, but also about transitions between them. In this paper we analyze a dynamic modal logic that has been designed with this purpose in mind. On top of an abstract information ordering on states it has instructions to move forward or backward along this ordering, to states where a certain assertion holds or fails, while it also allows combinations of such instructions by means of operations (...) from relation algebra. In addition, the logic has devices for expressing whether in a given state a certain instruction can be carried out, and whether that state can be arrived at by carrying out a certain instruction.This paper deals mainly with technical aspects of our dynamic modal logic. It gives an exact description of the expressive power of this language; it also contains results on decidability for the language with arbitrary structures and for the special case with a restricted class of admissible structures. In addition, a complete axiomatization is given. The paper concludes with a remark about the modal algebras appropriate for our dynamic modal logic, and some questions for further work. (shrink)

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based (...) activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills while problem-solving in class. Even though educational research, especially research that is targeted at STEM disciplines, demonstrates what most effectively engages students and supports their learning, many of today's classrooms look much like they did a century ago, with a professor delivering a primarily one-way lecture and students passively sitting in seats bolted to the floor. At this juncture in history, colleges and universities face a public call to engage a more diverse representation of students in effective learning, persistence, and degree attainment, and to do so economically and efficiently. It is essential that institutions draw upon methods demonstrated to effectively increase student learning and success. Educational researchers have thoroughly explored the "basic" science in this area, and a body of literature documents effective evidence-based instructional practices, hereafter referred to as EBIPs. (shrink)

A new diagnostic modeling system for automatically synthesizing a deep‐structure model of a student's misconceptions or bugs in his basic mathematical skills provides a mechanism for explaining why a student is making a mistake as opposed to simply identifying the mistake. This report is divided into four sections: The first provides examples of the problems that must be handled by a diagnostic model. It then introduces procedural networks as a general framework for representing the knowledge underlying a skill. The challenge (...) in designing this representation is to find one that facilitates the discovery of misconceptions or bugs existing in a particular student's encoding of this knowledge. The second section discusses some of the pedagogical issues that have emerged from the use of diagnostic models within an instructional system. This discussion is framed in the context of a computer‐based tutoring/gaming system developed to teach students and student teachers how to diagnose bugs strategically as well as how to provide a better understanding of the underlying structure of arithmetic skills. The third section describes our uses of an executable network as a tool for automatically diagnosing student behavior, for automatically generating “diagnostic” tests, and for judging the diagnostic quality of a given exam. Included in this section is a discussion of the success of this system in diagnosing 1300 school students from a data base of 20.000 test items. The last section discusses future research directions. (shrink)

Cognitive Task Analysis (CTA) helps researchers understand how cognitive skills and strategies make it possible for people to act effectively and get things done. CTA can yield information people needemployers faced with personnel issues, market researchers who want to understand the thought processes of consumers, trainers and others who design instructional systems, health care professionals who want to apply lessons learned from errors and accidents, systems analysts developing user specifications, and many other professionals. CTA can show (...) what makes the workplace workand what keeps it from working as well as it might.Working Minds is a true handbook, offering a set of tools for doing CTA: methods for collecting data about cognitive processes and events, analyzing them, and communicating them effectively. It covers both the "why" and the "how" of CTA methods, providing examples, guidance, and stories from the authors' own experiences as CTA practitioners. Because effective use of CTA depends on some conceptual grounding in cognitive theory and researchon knowing what a cognitive perspective can offerthe book also offers an overview of current research on cognition.The book provides detailed guidance for planning and carrying out CTA, with chapters on capturing knowledge and capturing the way people reason. It discusses studying cognition in real-world settings and the challenges of rapidly changing technology. And it describes key issues in applying CTA findings in a variety of fields. Working Minds makes the methodology of CTA accessible and the skills involved attainable. (shrink)

It has become a fact that fluency and competency in utilizing the advancement of technology, specifically the computer and the internet is one way that could help in facilitating learning in mathematics. This study investigated the effects of Dynamic Geometry Software (DGS) and Computer Algebra Systems (CAS) in teaching Mathematics. This was conducted in Zamboanga del Sur National High School (ZSNHS) during the third grading period of the school year 2015-2016. The study compared the achievement and attitude towards Mathematics (...) between those students taught with DGS and CAS and those students who were taught without DGS and CAS. A quasi-experimental pretest-posttest control group design was used with two groups which was matched according to their mathematical level. An achievement test was developed and administered to assess the students’ achievement in Mathematics. Aiken’s attitude scale was also used to assess the students’ attitude towards Mathematics. The data were treated with One-Way Analysis of Covariance (ANCOVA) and t-test at 0.05 level of significance. The study revealed a significant difference between the mathematics achievement between students taught with DGS and CAS and those who were taught without it. The integration of DGS and CAS in Mathematics lessons leads to better academic achievement result compared with that of the conventional method of teaching. Moreover, there was no significant difference on the attitude level of the students between the two groups. (shrink)

It is argued that “human-centredness” will be an important characteristic of systems that learn tasks from human users, as the difficulties in inductive inference rule out learning without human assistance. The aim of “programming by example” is to create systems that learn how to perform tasks from their human users by being shown examples of what is to be done. Just as the user creates a learning environment for the system, so the system provides a teaching opportunity for (...) the user, and emphasis is placed as much on facilitating successful teaching as on incorporating techniques of machine learning. If systems can “learn” repetitive tasks, their users will have the power to decide for themselves which parts of their jobs should be automated, and teach the system how to do them — reducing their dependence on intermediaries such as system designers and programmers.This paper presents principles for programming by example derived from experience in creating four prototype learners: for technical drawing, text editing, office tasks, and robot assembly. A teaching metaphor (a) enables the user to demonstrate a task by performing it manually, (b) helps to explain the learner's limited capabilities in terms of a persona, and (c) allows users to attribute intentionality. Tasks are represented procedurally, and augmented with constraints. Suitable mechanisms for attention focusing are necessary in order to control inductive search. Hidden features of a task should be made explicit so that the learner need not embark on the huge search entailed by hypothesizing missing steps. (shrink)

Students often face challenges while learning computer programming because programming languages’ logic and visual presentations differ from human thought processes. If the course content does not closely match learners’ skill level, the learner cannot follow the learning process, resulting in frustration, low learning motivation, or abandonment. This research proposes a web programming learning recommendation system to provide students with personalized guidance and step-by-step learning planning. The system contains front-end and back-end web development instructions. It can create personalized learning paths to (...) help learners achieve a sense of accomplishment. The system can help learners build self-confidence and improve learning effectiveness. In study 1, the recommendation system was developed based on the personal data and feedback of 41 professional web design engineers. The system uses C4.5 decision tree methods to develop a programming learning recommendation model to provide appropriate learning recommendations and establish personalized learning paths. The test group included 13 beginner programmers. After 4 weeks’ programming instructions in front-end and back-end web development, the learners were interviewed to understand their preferences and learning effectiveness. The results show that the effectiveness of the recommendation system is acceptable. In study 2, online real-time feedback and adaptive instruction platform is developed, which is different from the past adaptive curriculums mainly using the Internet platform and only the submitted assignments to determine the newly recommended learning process for students. The study found that the students’ learning performance in the adaptive instruction group is better than those in the fixed instruction group. (shrink)

(1999). Evolutionary systems design: A soft technology for hard challenges. World Futures: Vol. 54, Challenges of Evolution at Pat I: The Human Factor in Evolution, pp. 313-335.

Emerging systems using artificial intelligence (AI) including the complexities of deep learning leading to decision-making outcomes pose challenge, risk alongside opportunities to revolutionize business sectors and thus, human life. Building AI that impact on critical decision-making must be entwined with ethical questioning from the initial conception of design. As academics educating future technologists, we must lead on embedding the importance of ethical thinking for equitable designed systems. Currently, it is unclear across UK Higher Education how widely ethics (...) is taught across programmes of study within computer science disciplines, their importance within the curriculum plus the confidence of academics for its delivery. This paper carries out a survey analysis to identify gaps, measures of engagement, expertise and knowledgebase of topics through both quantitative and qualitative questioning. The survey was distributed to 15 member universities of the Council for Professors and Heads of Computing (CPHC) randomly selected across the UK for which 32 academics engaged in the study. Results show ethics was noted as being important although one-third reported it was not widely embedded across the curriculum. Just less than half of participants schedule the teaching of ethics regularly either across one or several modules. Interestingly, 91% of respondents stated that they have not received any instruction or training and that 62% felt that they require more training on the subject matter. This paper is inspired by wider research from European studies however, this study provides a specific novel focus on a broad range of UK universities, providing comparative analysis and unique findings from the UK perspective. The significance of these findings suggest academics perspectives vary with specific training needs. This demonstrates that this early-stage research requires further exploration of the wider computer science curriculum, sharing of good practice and collaborative working. (shrink)

We define social innovation as strategic decision making to improve social conditions and facilitate social changes in a desirable direction by dealing with crucial issues and solving fundamental societal problems. This paper proposes a framework that enables the decision maker to implement social innovation effectively. The framework consists of three influential theories or ways of thinking, that is, design thinking, systems thinking, and learning organization. This paper shows how these three approaches can be integrated to tackle a critical (...) social problem and develop a sustainable solution. We present a case study on an actual social issue to demonstrate its practical application. (shrink)

A framework for “improvisational” social acts and communication is introduced by referring to the idea of “relationalism” such as natural farming, permaculture and deep ecology. Based on this conception, the notion of Existential Graph by C. S. Peirce is introduced. The notion of extended self in deep ecology is substantiated based on the Roy Adaptation Model in Nursing Theory and Narrative approaches. By focusing on Leibnizian notions of space and time and by introducing Petri net, a spatio-temporal model of improvisation (...) is constructed. This model is expected to substantiate the interesting notion of “Ba” proposed by H. Shimizu reflecting Japanese culture. (shrink)

Reserve systems are a tool to allocate scarce resources when stakeholders do not have a single objective. This paper introduces some basic concepts about reserve systems for pandemic medical resource allocation. At the onset of the Covid-19 pandemic, we proposed that reserve systems can help practitioners arrive at compromises between competing stakeholders. More than a dozen states and local jurisdictions adopted reserve systems in initial phases of vaccine distribution. We highlight several design issues arising in (...) some of these implementations. We also offer suggestions about ways practitioners can take advantage of the flexibility offered by reserve systems. (shrink)

Large groups of people exhibit social intelligence: coherent behavior directed towards individual or collective goals. This paper examines ways in which such behavior is produced in face to face situations, and discusses how it can be supported in online systems used by geographically distributed groups. It describes the concept of a “social proxy,” a minimalist visualization of the presence and activities of participants in an online interaction that is used to make online social norms visible. It summarizes experience with (...) an implemented system, presents conceptual designs that illustrate the range of situations to which social proxies can be applied, and discusses how to go about designing these types of visualizations. (shrink)

It is held that the quality of the working environment afforded to an individual critically affects the health and well-being of that individual. This has consequences for both the quality of work which that individual can actually perform, and for the quality of the society in which that individual has a place. Conceptions of a fit working environment have led to the idea of a human-centred system, and this idea is applicable to the area of knowledge-based systems (KBS). A (...) system structure is discussed, which permits a human-centred approach to be adopted towards KBS design. It is held that the performance of such a system will generally exceed that of unaided KBS operation. (shrink)

This book presents emerging work in the co-evolving fields of design-led systemics, referred to as systemic design to distinguish it from the engineering and hard science epistemologies of system design or systems engineering. There are significant societal forces and organizational demands impelling the requirement for “better means of change” through integrated design practices of systems and services. Here we call on advanced design to lead programs of strategic scale and higher complexity while adapting (...) systems thinking methods, creatively pushing the boundaries beyond the popular modes of systems dynamics and soft systems. Systemic design is distinguished by its scale, social complexity and integration – it is concerned with higher-order systems that that entail multiple subsystems. By integrating systems thinking and its methods, systemic design brings human-centred design to complex, multi-stakeholder service systems. As designers engage with ever more complex problem areas, it is necessary to draw on a basis other than individual creativity and contemporary “design thinking” methods. Systems theories can co-evolve with a new school of design theory to resolve informed action on today’s highly resilient complex problems and can deal effectively with demanding, contested and high-stakes challenges. (shrink)

We briefly present three problems related to promiscuous trust in connection to germane notions of honesty and competence in systems design.