Example General Feedback on Routes to Success Portfolios

This document provides example feedback which has been generated following the marking of a class set of portfolios. It is used as a part of the Routes to Success Module, specifically on the section titled Sustaining Success. Students can read the feedback prior to completing the portfolio to alert them to the possible shortfalls which may occur when they undertake this type of task. The feedback is introduced in the context that the task of completing the portfolio is a developmental one, and that students can expect to learn and improve their performance for this type of task as they develop and refine their skills.

Dialogue Systems for Language Learning

En este artículo se presenta el caso de Milao, un entorno virtual que ofrece a los estudiantes de idiomas extranjeros la oportunidad de desarrollar y mejorar sus habilidades comunicativas dialogando en escenarios de conversación predefinidos que simulan la interacción con un nativo. Esta tecnología propone una solución a uno de los mayores retos en el aprendizaje de lenguas extranjeras: la falta de oportunidades para poner en práctica la gramática y el vocabulario recién adquiridos. Combinando la investigación sobre la lingüística y el aprendizaje de lenguas con los avances tecnológicos en el campo del Procesamiento del Lenguaje Natural (NPL), particularmente sobre sistemas de diálogo, hemos creado oportunidades en la demanda de los estudiantes a conversar en la lengua que tratan de aprender.

La Autogestión del aprendizaje y la autonomía e iniciativa personal = The self-regulation of learning and autonomy and personal Initiative

En esta investigación se trata de vincular la autogestión del aprendizaje con el desarrollo de la autonomía personal, la cual favorece el aprendizaje a lo largo de la vida. Partimos, en este proyecto de investigación, de la hipótesis de que la autogestión del aprendizaje es un elemento multidimensional cuya mejora revierte de forma positiva en el desarrollo de la autonomía e iniciativa personal. En esta comunicación se presentan los resultados obtenidos en la aplicación de la fase piloto de un proyecto más amplio, en el que se ha recogido información a través de autoinforme sobre las distintas estrategias y aspectos de la autogestión del aprendizaje y sobre la autonomía e iniciativa personal. Los resultados indican que, en general, hay una relación significativa positiva moderada entre las estrategias de aprendizaje y la autonomía, lo que confirma la importancia de ambos aspectos para favorecer el desarrollo integral de los estudiantes. El fomento de las estrategias de aprendizaje hace que los estudiantes desarrollen la autonomía. A su vez, exponer a los estudiantes a situaciones de aprendizaje que fomenten su autonomía mejora su competencia para aprender

'Word-learning wizardry' at I;6

This article explores whether infants are able to learn words as rapidly as has been reported for preschoolers. Sixty-four infants aged 1;6 were taught labels for either two moving images or two still images. Each image-label pair was presented three times, after which comprehension was assessed using an adaptation of the intermodal preferential looking paradigm. Three repetitions of each label were found to be sufficient for learning to occur, fewer than has previously been reported for infants under two years. Moreover, contrary to a previous finding, learning was equally rapid for infants who were taught labels for moving versus still images. The findings indicate that infants in the early stages of acquiring a vocabulary learn new word-referent associations with ease, and that the learning conditions that allow such learning are less restricted that was previously believed.

The use of social and salience cues in early word learning

This article explores young infants' ability to learn new words in situations providing tightly controlled social and salience cues to their reference. Four experiments investigated whether, given two potential referents, 15-month-olds would attach novel labels to (a) an image toward which a digital recording of a face turned and gazed, (b) a moving image versus a stationary image, (c) a moving image toward which the face gazed, and (d) a gazed-on image versus a moving image. Infants successfully used the recorded gaze cue to form new word-referent associations and also showed learning in the salience condition. However, their behavior in the salience condition and in the experiments that followed suggests that, rather than basing their judgments of the words' reference on the mere presence or absence of the referent's motion, infants were strongly biased to attend to the consistency with which potential referents moved when a word was heard. (c) 2006 Elsevier Inc. All rights reserved.

The role of perirhinal cortex in visual discrimination learning for visual secondary reinforcement in rats

Perirhinal cortex in monkeys has been thought to be involved in visual associative learning. The authors examined rats' ability to make associations between visual stimuli in a visual secondary reinforcement task. Rats learned 2-choice visual discriminations for secondary visual reinforcement. They showed significant learning of discriminations before any primary reinforcement. Following bilateral perirhinal cortex lesions, rats continued to learn visual discriminations for visual secondary reinforcement at the same rate as before surgery. Thus, this study does not support a critical role of perirhinal cortex in learning for visual secondary reinforcement. Contrasting this result with other positive results, the authors suggest that the role of perirhinal cortex is in "within-object" associations and that it plays a much lesser role in stimulus-stimulus associations between objects.

Dynamic automata for mobile robot learning

Researchers at the University of Reading have developed over many years some simple mobile robots that explore an environment they perceive through simple ultrasonic sensors. Information from these sensors has allowed the robots to learn the simple task of moving around while avoiding dynamic obstacles using a static set of fuzzy automata, the choice of which has been criticised, due to its arbitrary nature. This paper considers how a dynamic set of automata can overcome this criticism. In addition, a new reinforcement learning function is outlined which is both scalable to different numbers and types of sensors. The innovations compare successfully with earlier work.

Learning how older adults undertake computer tasks [poster]

This paper describes a study that was conducted to learn more about how older adults use the tools in a GUI to undertake tasks in Windows applications. The objective was to gain insight into what people did and what they found most difficult. File and folder manipulation, and some aspects of formatting presented difficulties, and these were thought to be related to a lack of understanding of the task model, the correct interpretation of the visual cues presented by the interface, and the recall and translation of the task model into a suitable sequence of actions.

e-learning in project management using simulation models: a case study based on the replication of an experiment

Current e-learning systems are increasing their importance in higher education. However, the state of the art of e-learning applications, besides the state of the practice, does not achieve the level of interactivity that current learning theories advocate. In this paper, the possibility of enhancing e-learning systems to achieve deep learning has been studied by replicating an experiment in which students had to learn basic software engineering principles. One group learned these principles using a static approach, while the other group learned the same principles using a system-dynamics-based approach, which provided interactivity and feedback. The results show that, quantitatively, the latter group achieved a better understanding of the principles; furthermore, qualitatively, they enjoyed the learning experience

Relating computer tasks to existing knowledge to improve accessibility for older adults

Routine computer tasks are often difficult for older adult computer users to learn and remember. People tend to learn new tasks by relating new concepts to existing knowledge. However, even for 'basic' computer tasks there is little, if any, existing knowledge on which older adults can base their learning. This paper investigates a custom file management interface that was designed to aid discovery and learnability by providing interface objects that are familiar to the user. A study was conducted which examined the differences between older and younger computer users when undertaking routine file management tasks using the standard Windows desktop as compared with the custom interface. Results showed that older adult computer users requested help more than ten times as often as younger users when using a standard windows/mouse configuration, made more mistakes and also required significantly more confirmations than younger users. The custom interface showed improvements over standard Windows/mouse, with fewer confirmations and less help being required. Hence, there is potential for an interface that closely mimics the real world to improve computer accessibility for older adults, aiding self-discovery and learnability.

Investigating familiar interfaces to help older adults learn computer applications more easily

Many older adults wish to gain competence in using a computer, but many application interfaces are perceived as complex and difficult to use, deterring potential users from investing the time to learn them. Hence, this study looks at the potential of ‘familiar’ interface design which builds upon users’ knowledge of real world interactions, and applies existing skills to a new domain. Tools are provided in the form of familiar visual objects, and manipulated like real-world counterparts, rather than with buttons, icons and menus found in classic WIMP interfaces. This paper describes the formative evaluation of computer interactions that are based upon familiar real world tasks, which supports multitouch interaction, involves few buttons and icons, no menus, no right-clicks or double-clicks and no dialogs. Using an example of an email client to test the principles of using “familiarity”, the initial feedback was very encouraging, with 3 of the 4 participants being able to undertake some of the basic email tasks with no prior training and little or no help. The feedback has informed a number of refinements of the design principles, such as providing clearer affordance for visual objects. A full study is currently underway.

Learning across business sectors: context, embeddedness and conceptual chasms

While the construction industry is frequently encouraged to learn from other business sectors, the difficulties of transferring knowledge from one context to another are rarely acknowledged. The problematic nature of knowledge is addressed with particular emphasis on the concept of contextual embeddedness. From this point of view, the process of 'knowledge transfer' depends upon a prolonged process of socialization between actors from both the 'receiving' and 'sending' contexts networking. It is contended that a significant conceptual chasm exists between the exhortations of industry leaders to learn from other sectors and the theoretical complexities associated with knowledge transfer. An ongoing research project is described that seeks to facilitate knowledge sharing between construction and aerospace. A novel approach to knowledge sharing based upon soft systems methodology (SSM) (Mode 2) is described and justified. Initial findings from the first cycle of the research are discussed and used to highlight the importance of context in the implementation of supply chain management.

Investigating orthographic and semantic aspects of word learning in poor comprehenders

This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9-10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword-picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development.

Striving for inclusive design in the built environment: learning strategy adopted by policy implementers at local authorities in England

The research will explore views on inclusive design policy implementation and learning strategy used in practice by Local Authorities’ planning, building control and policy departments in England. It reports emerging research findings. The research aim was developed from an extensive literature review, and informed by a pilot study with relevant Local Authority departments. The pilot study highlighted gaps within the process of policy implementation, a lack of awareness of the process and flaws in the design guidance policy. This has helped inform the development of a robust research design using both a survey and semi-structured interviews. The questionnaire targeted key employees within Local Authorities designed to establish how employees learn about inclusive design policy and to determine their views on current approaches of inclusive design policy implementation adopted by their Local Authorities. The questionnaire produces 117 responses. Interestingly approximately 9 out of 129 Local Authorities approached claimed that they were unable to participate either because an inclusive design policy was not adopted or they were faced with a high workload and thus unable to take part. An emerging finding is a lack of understanding of inclusive design problems, which may lead to problem with inclusive design policy implementation, and thus adversely affect how the built environment can be experienced. There is a strong indication from the survey respondents indicating that they are most likely to learn about inclusive design from policy guides produced by their Local Authorities and from their colleagues.