Future learning landscapes for architectural education: Linking space, place, pedagogy, technology + context

Diversification and expansion of global higher education in the 21st century, has resulted in Learning Landscapes for architectural education that can no longer be sustained by the traditional model. Changes have resulted because of surging student numbers, extensions to traditional curricula, evolving competency standards and accreditation requirements, and modified geographical and pedagogical boundaries. The influx of available new technology has helped to democratise knowledge, transforming when, where and how learning takes place. Pressures on government funded higher education budgets highlight the need for a critical review of the current approach to the design and use of learning environments. Efficient design of physical space contributes significantly to savings in provision, management and use of facilities, while also potentially improving pedagogical quality. The purpose of this research is to identify emerging trends in the design of future Learning Landscapes for architectural education in Australasia; to understand where and how students of architecture are likely to learn, in the future context. It explores the important linkages between space, place, pedagogy, technology and context, using a multi methodological qualitative research approach. An Australasian context study will explore the Learning Landscapes of 23 Schools of Architecture across Australia, New Zealand and Papua New Guinea. The focus of this paper is on the methodology which is being employed to undertake dynamic data collection for the study. The research will be determined through mapping all forms of architectural learning environments, pedagogical approaches and contextual issues, to bridge the gap between academic theory, and architectural design practice. An initial understanding that pedagogy is an intrinsic component imbedded within the design of learning environments, will play an important role. Active learning environments which are exemplified by the architectural design studio, support dynamic project based and collaborative connected learning models. These have recently become a lot more common in disciplines outside of design and the arts. It is anticipated, therefore, that the implications for this research may well have a positive impact far beyond the confines of the architectural studio learning environment.

Embedding sustainability in a real-world context: Developing a world class early learning centre

This symposium describes what is possible when early childhood professionals work with designers to develop a vision for an exemplary early childhood centre with a focus on Education for Sustainability (EfS). The symposium provides insights into cross-disciplinary initiatives between QUT Early childhood and Design staff and students, who have worked together with the iconic Lone Pine Koala Sanctuary in Brisbane, to explore imperatives around EfS, including leadership and professionalism. This practical, real world project has seen all stakeholders engage in a focus on sustainability which has opened new ways of thinking about early childhood centre design. Cross-disciplinarity has created space to re-think the potential of the disciplines to interweave, and in so doing opened different ways for thinking about early childhood centres – their operation and their function. For the first time in Queensland, this project creates strategic alliances between EfS, childcare, business and sustainable design. EfS is essential for addressing local and global environmental issues and early childhood EfS research has been gaining international momentum, with governments nominating this area as having significant capacity to empower communities and promote change. While models for collaboration exist in the early childhood programs in Reggio Emilia, we offer sustainability as a unique and contemporary focus with immense potential to generate international and national interest. To date Early Childhood degree students enrolled in a leadership and management unit/subject have worked collaboratively with Design students to explore the sustainable design of the proposed Lone Pine early childhood centre. Providing students with a ‘real world’ project sees them re-positioned from ‘novice’ to ‘professional’, where their knowledge, expertise and perspectives are simultaneously validated and challenged. These learning experiences are enabling students to practice a new model of early childhood leadership, one that is vital for leading in an increasingly complex world. The symposium will be comprised of three discrete, though interconnected presentations, that work together to tell the story of this project. Three key facets of the project will be explored during the 90 minute session, as the perspectives of key stakeholders are shared. The first presentation (A/Prof Julie Davis, Dr Lyndal O’Gorman& Dr Megan Gibson) will outline the role of QUT School of Early Childhood staff and students, with attention to the ways in which the project was embedded in students’ work in the final year of their degree program of study. The second presentation (Ms Lindy Osborne) will provide insights into the Design students’ collaborative work in the project. Finally, the key role of the Lone Pine Koala Sanctuary and their commitment for EfS (Ms Peta Wilson & Dr Sue Elliott) will map out the philosophy that underpins the project. Together, the authors will conclude key project outcomes that have been achieved through this real-world, cross-disciplinary work.

A global perspective on psycho-educational assessment

For psychologists in less developed countries, psycho-educational assessment is often challenging due to a lack of specialist training and a scarcity of appropriate, psychometrically robust instruments. This paper focuses on school psychology and psycho-educational assessment in three countries: Bangladesh, China and Iran. Despite differences in demographic and cultural features, these countries share similar issues that restrict the practice of psycho-educational assessment. We conclude that it is important for psychologists in western countries to support professional training and testing practices in less developed countries.

The Google Online Marketing Challenge: A Transnational Comparison of Classroom Learning with Real Clients, Real Money, and Real Advertising Campaigns

In 2008, a collaborative partnership between Google and academia launched the Google Online Marketing Challenge (hereinafter Google Challenge), perhaps the world’s largest in-class competition for higher education students. In just two years, almost 20,000 students from 58 countries participated in the Google Challenge. The Challenge gives undergraduate and graduate students hands-on experience with the world’s fastest growing advertising mechanism, search engine advertising. Funded by Google, students develop an advertising campaign for a small to medium sized enterprise and manage the campaign over three consecutive weeks using the Google AdWords platform. This article explores the Challenge as an innovative pedagogical tool for marketing educators. Based on the experiences of three instructors in Australia, Canada and the United States, this case study discusses the opportunities and challenges of integrating this dynamic problem-based learning approach into the classroom.

Shaping global teacher identity in a short-term mobility programme

This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity.

Learning style and digital activity: An ecological study

In order to understand student engagement in higher education through the use of digital technologies, it is necessary to appreciate the broader use of differing technologies. Forty-eight first-year university students completed an online survey that queried patterns of digital activity across home, school and community contexts and that included rating scale items that measured learning style (i.e., active-reflective, sensing-intuitive, visual-verbal, sequential-global). Results suggest that students vary widely in digital activities and that such variation is related to differences in learning style. For example, active learners were more likely than reflective learners to engage in digital activities in the community and users of some specific application, as opposed to non-users, were more likely to be verbal than visual learners. Implications for instructional applications of digital technology in higher education are presented.

Diversity in the Early Years: Intercultural Learning and Teaching

"New global contexts are presenting new challenges and new possibilities for young children and those around them. Climate change, armed conflict and poverty combine with new frontiers of discovery in science and technology to create a paradoxical picture of both threat and opportunity for our world and our children. On the one hand, children are experiencing unprecedented patterns of disparity and inequity; yet, on the other hand, they have seemingly limitless possibilities to engage with new technologies and social processes. Seismic shifts such as these are inviting new questions about the conditions that young children need to learn and thrive. Diversity in the Early Years: Intercultural Learning and Teaching explores significant aspects of working with children and adults from diverse backgrounds. It is a valuable resource for teaching early childhood pre-service teachers to raise awareness about issues of diversity - whether diversity of culture, language, education and/or gender - and for helping them to develop their own pedagogical approaches to working with diverse populations."--Publisher website

Bayesian Learning for Joint Sparse OFDM Channel Estimation and Data Detection

The impulse response of a typical wireless multipath channel can be modeled as a tapped delay line filter whose non-zero components are sparse relative to the channel delay spread. In this paper, a novel method of estimating such sparse multipath fading channels for OFDM systems is explored. In particular, Sparse Bayesian Learning (SBL) techniques are applied to jointly estimate the sparse channel and its second order statistics, and a new Bayesian Cramer-Rao bound is derived for the SBL algorithm. Further, in the context of OFDM channel estimation, an enhancement to the SBL algorithm is proposed, which uses an Expectation Maximization (EM) framework to jointly estimate the sparse channel, unknown data symbols and the second order statistics of the channel. The EM-SBL algorithm is able to recover the support as well as the channel taps more efficiently, and/or using fewer pilot symbols, than the SBL algorithm. To further improve the performance of the EM-SBL, a threshold-based pruning of the estimated second order statistics that are input to the algorithm is proposed, and its mean square error and symbol error rate performance is illustrated through Monte-Carlo simulations. Thus, the algorithms proposed in this paper are capable of obtaining efficient sparse channel estimates even in the presence of a small number of pilots.

A Split-and-Merge Dictionary Learning Algorithm for Sparse Representation: Application to Image Denoising

In big data image/video analytics, we encounter the problem of learning an over-complete dictionary for sparse representation from a large training dataset, which cannot be processed at once because of storage and computational constraints. To tackle the problem of dictionary learning in such scenarios, we propose an algorithm that exploits the inherent clustered structure of the training data and make use of a divide-and-conquer approach. The fundamental idea behind the algorithm is to partition the training dataset into smaller clusters, and learn local dictionaries for each cluster. Subsequently, the local dictionaries are merged to form a global dictionary. Merging is done by solving another dictionary learning problem on the atoms of the locally trained dictionaries. This algorithm is referred to as the split-and-merge algorithm. We show that the proposed algorithm is efficient in its usage of memory and computational complexity, and performs on par with the standard learning strategy, which operates on the entire data at a time. As an application, we consider the problem of image denoising. We present a comparative analysis of our algorithm with the standard learning techniques that use the entire database at a time, in terms of training and denoising performance. We observe that the split-and-merge algorithm results in a remarkable reduction of training time, without significantly affecting the denoising performance.

Active learning in keyword search-based data integration

The problem of scaling up data integration, such that new sources can be quickly utilized as they are discovered, remains elusive: Global schemas for integrated data are difficult to develop and expand, and schema and record matching techniques are limited by the fact that data and metadata are often under-specified and must be disambiguated by data experts. One promising approach is to avoid using a global schema, and instead to develop keyword search-based data integration-where the system lazily discovers associations enabling it to join together matches to keywords, and return ranked results. The user is expected to understand the data domain and provide feedback about answers' quality. The system generalizes such feedback to learn how to correctly integrate data. A major open challenge is that under this model, the user only sees and offers feedback on a few ``top-'' results: This result set must be carefully selected to include answers of high relevance and answers that are highly informative when feedback is given on them. Existing systems merely focus on predicting relevance, by composing the scores of various schema and record matching algorithms. In this paper, we show how to predict the uncertainty associated with a query result's score, as well as how informative feedback is on a given result. We build upon these foundations to develop an active learning approach to keyword search-based data integration, and we validate the effectiveness of our solution over real data from several very different domains.

Dictionary-Learning-Based Post-Filter for HMM-Based Speech Synthesis

Oversmoothing of speech parameter trajectories is one of the causes for quality degradation of HMM-based speech synthesis. Various methods have been proposed to overcome this effect, the most recent ones being global variance (GV) and modulation-spectrum-based post-filter (MSPF). However, there is still a significant quality gap between natural and synthesized speech. In this paper, we propose a two-fold post-filtering technique to alleviate to a certain extent the oversmoothing of spectral and excitation parameter trajectories of HMM-based speech synthesis. For the spectral parameters, we propose a sparse coding-based post-filter to match the trajectories of synthetic speech to that of natural speech, and for the excitation trajectory, we introduce a perceptually motivated post-filter. Experimental evaluations show quality improvement compared with existing methods.

Los dilemas de la acción colectiva global. Un estudio de caso : el movimiento sindical en el MERCOSUR (1991-2012)

Resumen: Este trabajo analiza la acción colectiva sindical postnacional en el MERCOSUR en un período histórico signado por profundas mutaciones políticas, económicas, y productivas sociales (1991-2012) a partir de los relatos y representaciones de sus protagonistas. El trabajo cualitativo intentará explicar la configuración del sindicalismo internacional en la globalización, y describir las estrategias del movimiento obrero mercosureño. La metodología cualitativa ilustra un trabajo de campo a partir de entrevistas en profundidad a 34 sindicalistas del Mercosur, y entrevistas adicionales a tres representantes de la Confederación Sindical de las Américas, dos empresarios del Mercosur, un especialista académico en la dimensión sociolaboral de la integración regional y un representante de la OIT en la región. La metodología de análisis e interpretación de dichas entrevistas ha sido la teoría fundamentada, entendida como la técnica más idónea de aprehender los procesos sociales a través de las voces de los líderes obreros, comprender su realidad, sus representaciones y sistema de valores, sus ideas y su acción colectiva. La literatura de los movimientos sociales en la globalización capitalista ha puesto el énfasis en la emergencia de nuevos colectivos cuyos reclamos se concentran en el reconocimiento (Fraser y Honneth, 2006) de sus identidades que el modelo fordista de producción pareció invisibilizar y soslayar ante la primacía de las prácticas económicas y demandas distributivas. Esta tesis conjuga una perspectiva dualista y demuestra que las estrategias de reconocimiento y las reivindicaciones de redistribución de tipo clasista se resignificaron en el escenario postnacional a través de la Coordinadora de Centrales Sindicales del Cono Sur –CCSCS- (subregional) y, con un desarrollo menor: los Sindicatos Globales (FSI, GUFs) en la acción sectorial [1991-2012]. Para arribar al núcleo configurativo de sus representaciones y su sistema de valores, la investigación transitó por los sentidos y significados del trabajo, las mutaciones productivas y de las condiciones del trabajo, las teorías del fin del trabajo, la precarización y la representación de los trabajadores más frágiles: mujeres, jóvenes y migrantes. En un segundo orden se interpeló sobre la gobernanza mundial, los organismos internacionales, el régimen normativo internacional, la civilización capitalista, para luego abordar el estudio específico del Mercosur y la acción obrera en dicho proceso. El núcleo determinó que para los representantes obreros la acción colectiva sindical debe ser postnacional y su objetivo es limitar la globalización capitalista neoliberal. La CCSCS conformó desde sus inicios un movimiento capaz de elevarse al rango supranacional para representar la voz de los trabajadores del MERCOSUR. La pluralidad configuró su mayor virtud durante sus primeros 20 años, reconociendo una experiencia de aprendizaje de tolerancia y respeto, que ellos definen como la unidad en la diversidad. Esta entidad constituye un patrimonio único como paradigma del sindicalismo postnacional. Los sindicatos del Cono Sur adoptaron diversas modalidades de acción colectiva: a) reactiva (con repertorios de insubordinación, de lucha y resistencia al modelo neoliberal), b) proactiva (con repertorios de incidencia normativa en el MERCOSUR) y c) participativa (con repertorios de producción propositiva de incidencia en la dimensión social del MERCOSUR). Su acción colectiva reactiva, normativa y propositiva fue eficaz a mediano plazo para participar e incidir en el MERCOSUR, crear una dimensión social del bloque y dotar de derechos normativos a los ciudadanos de la región. Su acción tuvo un sentido político de gran poder instituyente, con capacidad movilización y alta exposición pública. Sin embargo, en la segunda década su lógica de construcción quedó subordinada a los procesos nacionales y a los partidos gobernantes, dejó de ser performativa y de creación política, dirimiéndose en la esfera social junto a otros movimientos sociales emergentes, y provocó un ciclo de desmovilización. Simultáneamente, emergió con fuerza otra modalidad de sindicalismo postnacional con la fusión y refundación de los Sindicatos Globales. Su acción sectorial contribuye a restaurar las demandas de distribución que habían quedado soslayadas, pero esta tesis manifiesta que los protagonistas afirman que sus marcos de acción colectiva deberán ser conjuntos para ser exitosa. El sindicalismo postnacional en el MERCOSUR se define a sí mismos como agente de desarrollo, protagonista del modelo socioproductivo, pero también como vehículo partícipe de la democracia y de una matriz sustentable de desarrollo

Various algorithms for optimization and learning in adaptive systems

This thesis discusses various methods for learning and optimization in adaptive systems. Overall, it emphasizes the relationship between optimization, learning, and adaptive systems; and it illustrates the influence of underlying hardware upon the construction of efficient algorithms for learning and optimization. Chapter 1 provides a summary and an overview.

Chapter 2 discusses a method for using feed-forward neural networks to filter the noise out of noise-corrupted signals. The networks use back-propagation learning, but they use it in a way that qualifies as unsupervised learning. The networks adapt based only on the raw input data-there are no external teachers providing information on correct operation during training. The chapter contains an analysis of the learning and develops a simple expression that, based only on the geometry of the network, predicts performance.

Chapter 3 explains a simple model of the piriform cortex, an area in the brain involved in the processing of olfactory information. The model was used to explore the possible effect of acetylcholine on learning and on odor classification. According to the model, the piriform cortex can classify odors better when acetylcholine is present during learning but not present during recall. This is interesting since it suggests that learning and recall might be separate neurochemical modes (corresponding to whether or not acetylcholine is present). When acetylcholine is turned off at all times, even during learning, the model exhibits behavior somewhat similar to Alzheimer's disease, a disease associated with the degeneration of cells that distribute acetylcholine.

Chapters 4, 5, and 6 discuss algorithms appropriate for adaptive systems implemented entirely in analog hardware. The algorithms inject noise into the systems and correlate the noise with the outputs of the systems. This allows them to estimate gradients and to implement noisy versions of gradient descent, without having to calculate gradients explicitly. The methods require only noise generators, adders, multipliers, integrators, and differentiators; and the number of devices needed scales linearly with the number of adjustable parameters in the adaptive systems. With the exception of one global signal, the algorithms require only local information exchange.