Rethinking connectedness : an investigation into the access of teacher professional learning in regional and remote Western Australia

Many teachers working in remote and regional areas have limited access to collegial support networks. This research aimed to examine the existing strategies that were being undertaken by the Department of Education in Western Australia, to provide professional learning to teachers in regional and remote areas. It was important to establish the perceptions of teachers’ access to professional learning from those working at the coalface in geographically dispersed areas. Consequently, the possible opportunity for improving the amount and variety of professional learning, through the application of both synchronous and asynchronous technologies was proposed. The study was guided by the primary research question: “In what ways might technology be used to support professional development of regional and remote teachers in Western Australia?” Generating descriptions of current practice of professional learning along with the teacher perceptions were central to this research endeavour. The study relied on a mixed method research approach in order to attend to the research question. The data were collected in phases, referred to as an explanatory mixed methods design. Quantitative data were collected from 104 participants to provide a general picture of the research problem. To further refine this general picture, qualitative data were collected through interviews and e-interviews of 10 teachers. Participants in the study included graduate teachers, teachers who had taught more than two years, senior teachers and Level Three teachers from seven teaching districts within Western Australia. An investigation into current practice was included in this phase and technologies available to support a professional learning community over distance were documented. The final phase incorporated the formulation of a conceptual framework where a model was developed to facilitate the successful implementation of a professional learning community through the application of synchronous and asynchronous technologies. The study has identified that travel time in order to access professional development is significant and impacts on teachers’ personal time. There are limited relief teachers available in these isolated areas which impacts on the opportunities to access professional development. Teachers face inequities, in terms of promotion, because professional development is explicitly linked to promotional opportunities. Importantly, it was found that professional learning communities are valued, but are often limited by small staff numbers at the geographic locality of the school. Teachers preferred to undertake professional learning in the local context of their district, school or classroom and this professional learning must be established at the need of the individual teacher in line with the school priorities. Teachers reported they were confident in using technology and accessing professional development online if required, however, much uncertainty surrounded the use of web 2.0 technologies for this purpose. The recommendations made from the study are intended to identify how a professional learning community might be enhanced through synchronous and asynchronous technologies.

Crossing literacy and informed learning boundaries with Manga

This research investigated high school students’ experiences of informed learning in a literacy development workshop. It was conducted in the library of an Australian high school with a low socio-economic population. Building upon students’ fascination with Manga fiction and artwork, the workshop was part of a larger university-community engagement project Crossing Boundaries with Reading which aimed to address widespread literacy challenges at the school. The paper first provides a brief literature review that introduces the concept of informed learning, or the experience of using information to learn. In practice, informed learning fosters simultaneous learning about using information and learning about a topic. Thus, information is a transformative force that extends beyond functional information literacy skills. Then, the paper outlines the phenomenographic methodology used in this study, the workshop context and the research participants. The findings reveal three different ways that students experienced the workshop: as an art lesson; as a life lesson; and as an informed learning lesson. The discussion highlights the power of informed learning as a holistic approach to information literacy education. The study’s findings are significant as students from low socio-economic backgrounds are often at risk of experiencing disadvantage throughout their lives if they do not develop a range of literacies including the ability to use information effectively. Responding to this problem, the paper provides an empirically-based example of informed learning to support further research and develop professional practice. While the research context is limited to one high school library, the findings are of potential value for teacher-librarians, educators and information professionals elsewhere.

Structuring time and questioning to achieve tactical awareness in games lessons

Background: A paradigm shift in educational policy to create problem solvers and critical thinkers produced the games concept approach (GCA) in Singapore's Revised Syllabus for Physical Education (1999). A pilot study (2001) conducted on 11 primary school student teachers (STs) using this approach identified time management and questioning as two of the major challenges faced by novice teachers. Purpose: To examine the GCA from three perspectives: structure—lesson form in terms of teacher-time and pupil-time; product—how STs used those time fractions; and process—the nature of their questioning (type, timing, and target). Participants and setting: Forty-nine STs from three different PETE cohorts (two-year diploma, four-year degree, two-year post-graduate diploma) volunteered to participate in the study conducted during the penultimate week of their final practicum in public primary and secondary schools. Intervention: Based on the findings of the pilot study, PETE increased the emphasis on GCA content specific knowledge and pedagogical procedures. To further support STs learning to actualise the GCA, authentic micro-teaching experiences that were closely monitored by faculty were provided in schools nearby. Research design: This is a descriptive study of time-management and questioning strategies implemented by STs on practicum. Each lesson was segmented into a number of sub-categories of teacher-time (organisation, demonstration and closure) and pupil-time (practice time and game time). Questions were categorised as knowledge, technical, tactical or affective. Data collection: Each ST was video-taped teaching a GCA lesson towards the end of their final practicum. The STs individually determined the timing of the data collection and the lesson to be observed. Data analysis: Each lesson was segmented into a number of sub-categories of both teacher- and pupil-time. Duration recording using Noldus software (Observer 4.0) segmented the time management of different lesson components. Questioning was coded in terms of type, timing and target. Separate MANOVAs were used to measure the difference between programmes and levels (primary and secondary) in relation to time-management procedures and questioning strategies. Findings: No differences emerged between the programmes or levels in their time-management or questioning strategies. Using the GCA, STs generated more pupil time (53%) than teacher time (47%). STs at the primary level provided more technical practice, and those in secondary schools more small-sided game play. Most questions (58%) were asked during play or practice but were substantially low-order involving knowledge or recall (76%) and only 6.7% were open-ended or divergent and capable of developing tactical awareness. Conclusions: Although STs are delivering more pupil time (practice and game) than teacher-time, the lesson structure requires further fine-tuning to extend the practice task beyond technical drills. Many questions are being asked to generate knowledge about games but lack sufficient quality to enhance critical thinking and tactical awareness, as the GCA intends.

Ruumis ja rauta : esseitä esineiden sosiaalisuudesta

"Body and Iron: Essays on the Socialness of Objects" focuses on the bodily-material interaction of human subjects and technical objects. It poses a question, how is it possible that objects have an impact on their human users and examines the preconditions of active efficacy of objects. In this theoretical task the work relies on various discussions drawing from realistic ontology, phenomenology of body, neurophysiology of Antonio Damasio and psychoanalysis to establish both objects and bodies as material entities related in a causal interaction with each other. Out of material interaction emerge a symbolic field, psyche and culture that produce representations of interactions with material world they remain dependent on and conditioned by. Interaction with objects informs the human body via its somatosensory systems: interoseptive and proprioseptive (or kinesthetic) systems provide information to central nervous system of the internal state of the body and muscle tensions and motor activity of the limbs. Capability to control the movements of one's body by the internal "feel" of being a body turns out to be a precondition to the ability to control artificial extensions of the body. Motor activity of the body is involved in every perception of environment as the feel of one's own body is constitutive of any perception of external objects. Perception of an object cause changes in the internal milieu of the body and these changes in the organism form a bodily representation of an external object. Via these "muscle images" the subject can develop a feel for an instrument. Bodily feel for an object is pre-conceptual, practical knowledge that resists articulation but allows sensing the world through the object. This is what I would call sensual knowledge. Technical objects intervene between body and environment, transforming the relation of perception and motor activity. Once connected to a vehicle, human subject has to calibrate visual information of his or her position and movement in space to the bodily actions controlling the machine. It is the machine that mediates the relation of human actions to the relation of her body to its environment. Learning to use the machine necessarily means adjusting his or her bodily actions to the responses of the machine in relation to environmental changes it causes. Responsiveness of the machine to human touch "teaches" its subject by providing feedback of the "correctitude" of his or her bodily actions. Correct actions form a body technique of handling the object. This is the way of socialness of objects. While responding to human actions they generate their subjects. Learning to handle a machine means accepting the position of the user in the program of action materialized in the construction of the object. Objects mediate, channel and transform the relation of the body to its environment and via environment to the body itself according to their material and technical construction. Objects are sensory media: they channel signals and information from the environment thus constituting a representation of environment, a virtual or artificial reality. They also feed the body directly with their powers equipping their user with means of regulating somatic and psychic states of her self. For these reasons humans look for the company of objects. Keywords: material objects, material culture, sociology of technology, sociology of body, mobility, driving

Designing a blended learning model for primary school language learning

In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of
Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings.
The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a
promoter in evolving the designed model, as apposed to negative results.

Designing a blended learning model for primary school language learning

In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings. The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a promoter in evolving the designed model, as apposed to negative results.

Structured Learning for Non-Smooth Ranking losses

Learning to rank from relevance judgment is an active research area. Itemwise score regression, pairwise preference satisfaction, and listwise structured learning are the major techniques in use. Listwise structured learning has been applied recently to optimize important non-decomposable ranking criteria like AUC (area under ROC curve) and MAP(mean average precision). We propose new, almost-lineartime algorithms to optimize for two other criteria widely used to evaluate search systems: MRR (mean reciprocal rank) and NDCG (normalized discounted cumulative gain)in the max-margin structured learning framework. We also demonstrate that, for different ranking criteria, one may need to use different feature maps. Search applications should not be optimized in favor of a single criterion, because they need to cater to a variety of queries. E.g., MRR is best for navigational queries, while NDCG is best for informational queries. A key contribution of this paper is to fold multiple ranking loss functions into a multi-criteria max-margin optimization.The result is a single, robust ranking model that is close to the best accuracy of learners trained on individual criteria. In fact, experiments over the popular LETOR and TREC data sets show that, contrary to conventional wisdom, a test criterion is often not best served by training with the same individual criterion.

A Calcium-Dependent Plasticity Rule for HCN Channels Maintains Activity Homeostasis and Stable Synaptic Learning

Theoretical and computational frameworks for synaptic plasticity and learning have a long and cherished history, with few parallels within the well-established literature for plasticity of voltage-gated ion channels. In this study, we derive rules for plasticity in the hyperpolarization-activated cyclic nucleotide-gated (HCN) channels, and assess the synergy between synaptic and HCN channel plasticity in establishing stability during synaptic learning. To do this, we employ a conductance-based model for the hippocampal pyramidal neuron, and incorporate synaptic plasticity through the well-established Bienenstock-Cooper-Munro (BCM)-like rule for synaptic plasticity, wherein the direction and strength of the plasticity is dependent on the concentration of calcium influx. Under this framework, we derive a rule for HCN channel plasticity to establish homeostasis in synaptically-driven firing rate, and incorporate such plasticity into our model. In demonstrating that this rule for HCN channel plasticity helps maintain firing rate homeostasis after bidirectional synaptic plasticity, we observe a linear relationship between synaptic plasticity and HCN channel plasticity for maintaining firing rate homeostasis. Motivated by this linear relationship, we derive a calcium-dependent rule for HCN-channel plasticity, and demonstrate that firing rate homeostasis is maintained in the face of synaptic plasticity when moderate and high levels of cytosolic calcium influx induced depression and potentiation of the HCN-channel conductance, respectively. Additionally, we show that such synergy between synaptic and HCN-channel plasticity enhances the stability of synaptic learning through metaplasticity in the BCM-like synaptic plasticity profile. Finally, we demonstrate that the synergistic interaction between synaptic and HCN-channel plasticity preserves robustness of information transfer across the neuron under a rate-coding schema. Our results establish specific physiological roles for experimentally observed plasticity in HCN channels accompanying synaptic plasticity in hippocampal neurons, and uncover potential links between HCN-channel plasticity and calcium influx, dynamic gain control and stable synaptic learning.

Optimal Data Distributions in Machine Learning

In the first part of the thesis we explore three fundamental questions that arise naturally when we conceive a machine learning scenario where the training and test distributions can differ. Contrary to conventional wisdom, we show that in fact mismatched training and test distribution can yield better out-of-sample performance. This optimal performance can be obtained by training with the dual distribution. This optimal training distribution depends on the test distribution set by the problem, but not on the target function that we want to learn. We show how to obtain this distribution in both discrete and continuous input spaces, as well as how to approximate it in a practical scenario. Benefits of using this distribution are exemplified in both synthetic and real data sets.

In order to apply the dual distribution in the supervised learning scenario where the training data set is fixed, it is necessary to use weights to make the sample appear as if it came from the dual distribution. We explore the negative effect that weighting a sample can have. The theoretical decomposition of the use of weights regarding its effect on the out-of-sample error is easy to understand but not actionable in practice, as the quantities involved cannot be computed. Hence, we propose the Targeted Weighting algorithm that determines if, for a given set of weights, the out-of-sample performance will improve or not in a practical setting. This is necessary as the setting assumes there are no labeled points distributed according to the test distribution, only unlabeled samples.

Finally, we propose a new class of matching algorithms that can be used to match the training set to a desired distribution, such as the dual distribution (or the test distribution). These algorithms can be applied to very large datasets, and we show how they lead to improved performance in a large real dataset such as the Netflix dataset. Their computational complexity is the main reason for their advantage over previous algorithms proposed in the covariate shift literature.

In the second part of the thesis we apply Machine Learning to the problem of behavior recognition. We develop a specific behavior classifier to study fly aggression, and we develop a system that allows analyzing behavior in videos of animals, with minimal supervision. The system, which we call CUBA (Caltech Unsupervised Behavior Analysis), allows detecting movemes, actions, and stories from time series describing the position of animals in videos. The method summarizes the data, as well as it provides biologists with a mathematical tool to test new hypotheses. Other benefits of CUBA include finding classifiers for specific behaviors without the need for annotation, as well as providing means to discriminate groups of animals, for example, according to their genetic line.

Educação não formal e o Programa Jovem Aprendiz: uma análise sobre os seus resultados pelo olhar dos jovens e educadores

O presente estudo tem como objetivo analisar os efeitos do programa de educação não formal Jovem Aprendiz, desenvolvido na Costa do Sol do Estado do Rio deJaneiro, a partir da perspectiva dos jovens egressos e dos educadores. A investigação contempla a análise do Programa Jovem Aprendiz mediante a contextualização da Lei de Aprendizagem n 10.097/00 e uma discussão teórico-conceitual acerca da educação não formal, de acordo com Gohn (2003, 2005a, 2005b, 2006, 2009, 2010) e Trilla (1993; 2008), autores que contribuem com a caracterização desse tipo de educação. No que tange à abordagem das políticas públicas para a juventude, Sposito e Carrano (2003) e Corrochano (2002; 2008a; 2008b) fundamentaram a análise do objeto da pesquisa e, com base nos estudos de Sennett (2006; 2009), são analisadas as características e a heterogeneidade do mercado de trabalho na atualidade. Os resultados revelam que os jovens egressos possuem sentimento de saudosismo e uma ampliação da visão pessoal de si e agradecimento pela passagem no Programa. Os impactos do Programa foram em torno das aprendizagens para a formação humana, dentre as quais destacamos a social (GOHN, 2010), englobando valores, ética, escolhas, o aprender a ser que envolveu postura comportamental, aprender a trabalhar em grupo, saber conviver, ouvir, comunicar-se, sugerir (liberdade), proatividade; incentivou os participantes a ter objetivos, comprometimento e amadurecimento. Os educadores pontuaram as aprendizagens teórica, cultural (GOHN, 2010) e o impacto por trabalhar com a(s) juventude(s) como descobrindo na prática do dia a dia a ser educador, aprendendo a lidar com as incertezas, o processo de humanização, socialização e a singularização, o processo de escuta e acolhimento, o aprofundamento na legislação que embasa o Programa, a importância do treinamento adequado e de ter um pedagogo gerindo a equipe multidisciplinar, o aprender a otimizar o tempo. Dessa forma, a pesquisa vai ao encontro das abordagens sobre a educação não formal que a contemplam como um processo sociopolítico, cultural e pedagógico de formação para a cidadania.

Structure learning in action.

'Learning to learn' phenomena have been widely investigated in cognition, perception and more recently also in action. During concept learning tasks, for example, it has been suggested that characteristic features are abstracted from a set of examples with the consequence that learning of similar tasks is facilitated-a process termed 'learning to learn'. From a computational point of view such an extraction of invariants can be regarded as learning of an underlying structure. Here we review the evidence for structure learning as a 'learning to learn' mechanism, especially in sensorimotor control where the motor system has to adapt to variable environments. We review studies demonstrating that common features of variable environments are extracted during sensorimotor learning and exploited for efficient adaptation in novel tasks. We conclude that structure learning plays a fundamental role in skill learning and may underlie the unsurpassed flexibility and adaptability of the motor system.

Composition and decomposition in bimanual dynamic learning.

Our ability to skillfully manipulate an object often involves the motor system learning to compensate for the dynamics of the object. When the two arms learn to manipulate a single object they can act cooperatively, whereas when they manipulate separate objects they control each object independently. We examined how learning transfers between these two bimanual contexts by applying force fields to the arms. In a coupled context, a single dynamic is shared between the arms, and in an uncoupled context separate dynamics are experienced independently by each arm. In a composition experiment, we found that when subjects had learned uncoupled force fields they were able to transfer to a coupled field that was the sum of the two fields. However, the contribution of each arm repartitioned over time so that, when they returned to the uncoupled fields, the error initially increased but rapidly reverted to the previous level. In a decomposition experiment, after subjects learned a coupled field, their error increased when exposed to uncoupled fields that were orthogonal components of the coupled field. However, when the coupled field was reintroduced, subjects rapidly readapted. These results suggest that the representations of dynamics for uncoupled and coupled contexts are partially independent. We found additional support for this hypothesis by showing significant learning of opposing curl fields when the context, coupled versus uncoupled, was alternated with the curl field direction. These results suggest that the motor system is able to use partially separate representations for dynamics of the two arms acting on a single object and two arms acting on separate objects.

Model based learning of sigma points in unscented Kalman filtering

The unscented Kalman filter (UKF) is a widely used method in control and time series applications. The UKF suffers from arbitrary parameters necessary for a step known as sigma point placement, causing it to perform poorly in nonlinear problems. We show how to treat sigma point placement in a UKF as a learning problem in a model based view. We demonstrate that learning to place the sigma points correctly from data can make sigma point collapse much less likely. Learning can result in a significant increase in predictive performance over default settings of the parameters in the UKF and other filters designed to avoid the problems of the UKF, such as the GP-ADF. At the same time, we maintain a lower computational complexity than the other methods. We call our method UKF-L. ©2010 IEEE.