Evolutionarily stable learning schedules and cumulative culture in discrete generation models.

Individual learning (e.g., trial-and-error) and social learning (e.g., imitation) are alternative ways of acquiring and expressing the appropriate phenotype in an environment. The optimal choice between using individual learning and/or social learning may be dictated by the life-stage or age of an organism. Of special interest is a learning schedule in which social learning precedes individual learning, because such a schedule is apparently a necessary condition for cumulative culture. Assuming two obligatory learning stages per discrete generation, we obtain the evolutionarily stable learning schedules for the three situations where the environment is constant, fluctuates between generations, or fluctuates within generations. During each learning stage, we assume that an organism may target the optimal phenotype in the current environment by individual learning, and/or the mature phenotype of the previous generation by oblique social learning. In the absence of exogenous costs to learning, the evolutionarily stable learning schedules are predicted to be either pure social learning followed by pure individual learning ("bang-bang" control) or pure individual learning at both stages ("flat" control). Moreover, we find for each situation that the evolutionarily stable learning schedule is also the one that optimizes the learned phenotype at equilibrium.

English grammar games in primary education

The purpose of this study was to analyse pupils’ English grammar acquisition from competitive and cooperative approaches. After searching a wide range of authors’ contribution to English language learning, grammar acquisition, classroom environment and language games. A hundred and twenty pupils from three schools; two from Ripoll and one from Campdevànol were enrolled in a specific grammar games intervention. This was imparted in three different phases: first of all, I interviewed the three teachers from the three schools, then I put into practice my competitive and cooperative games which I designed especially for this study (all the sessions were carried, assessed and registered by myself); finally, all pupils answered a questionnaire related to their experiences in my grammar games intervention. Analysis of teaching interventions showed that, in terms of English language acquisition, pupils used different strategies to show up understanding and achieve the objective of the game such as: recalling their background knowledge, expressing sentences influenced by their internal language and their mother tongue. Data collected revealed that most difficulties were founded in team work, even more in competitive games. The results also showed that team work is something which has to be developed step by step in order to achieve language learning and all pupils’ active participation successfully.

Two-step postmortem angiography with a modified heart-lung machine: preliminary results.

OBJECTIVE: The purpose of this study was to adapt and improve a minimally invasive two-step postmortem angiographic technique for use on human cadavers. Detailed mapping of the entire vascular system is almost impossible with conventional autopsy tools. The technique described should be valuable in the diagnosis of vascular abnormalities. MATERIALS AND METHODS: Postmortem perfusion with an oily liquid is established with a circulation machine. An oily contrast agent is introduced as a bolus injection, and radiographic imaging is performed. In this pilot study, the upper or lower extremities of four human cadavers were perfused. In two cases, the vascular system of a lower extremity was visualized with anterograde perfusion of the arteries. In the other two cases, in which the suspected cause of death was drug intoxication, the veins of an upper extremity were visualized with retrograde perfusion of the venous system. RESULTS: In each case, the vascular system was visualized up to the level of the small supplying and draining vessels. In three of the four cases, vascular abnormalities were found. In one instance, a venous injection mark engendered by the self-administration of drugs was rendered visible by exudation of the contrast agent. In the other two cases, occlusion of the arteries and veins was apparent. CONCLUSION: The method described is readily applicable to human cadavers. After establishment of postmortem perfusion with paraffin oil and injection of the oily contrast agent, the vascular system can be investigated in detail and vascular abnormalities rendered visible.

Quantitative genetics of learning ability and resistance to stress in Drosophila melanogaster.

Even though laboratory evolution experiments have demonstrated genetic variation for learning ability, we know little about the underlying genetic architecture and genetic relationships with other ecologically relevant traits. With a full diallel cross among twelve inbred lines of Drosophila melanogaster originating from a natural population (0.75 < F < 0.93), we investigated the genetic architecture of olfactory learning ability and compared it to that for another behavioral trait (unconditional preference for odors), as well as three traits quantifying the ability to deal with environmental challenges: egg-to-adult survival and developmental rate on a low-quality food, and resistance to a bacterial pathogen. Substantial additive genetic variation was detected for each trait, highlighting their potential to evolve. Genetic effects contributed more than nongenetic parental effects to variation in traits measured at the adult stage: learning, odorant perception, and resistance to infection. In contrast, the two traits quantifying larval tolerance to low-quality food were more strongly affected by parental effects. We found no evidence for genetic correlations between traits, suggesting that these traits could evolve at least to some degree independently of one another. Finally, inbreeding adversely affected all traits.

Oscillations, phase-of-firing coding, and spike timing-dependent plasticity: an efficient learning scheme

Recent experiments have established that information can be encoded in the spike times of neurons relative to the phase of a background oscillation in the local field potential—a phenomenon referred to as “phase-of-firing coding” (PoFC). These firing phase preferences could result from combining an oscillation in the input current with a stimulus-dependent static component that would produce the variations in preferred phase, but it remains unclear whether these phases are an epiphenomenon or really affect neuronal interactions—only then could they have a functional role. Here we show that PoFC has a major impact on downstream learning and decoding with the now well established spike timing-dependent plasticity (STDP). To be precise, we demonstrate with simulations how a single neuron equipped with STDP robustly detects a pattern of input currents automatically encoded in the phases of a subset of its afferents, and repeating at random intervals. Remarkably, learning is possible even when only a small fraction of the afferents (~10%) exhibits PoFC. The ability of STDP to detect repeating patterns had been noted before in continuous activity, but it turns out that oscillations greatly facilitate learning. A benchmark with more conventional rate-based codes demonstrates the superiority of oscillations and PoFC for both STDP-based learning and the speed of decoding: the oscillation partially formats the input spike times, so that they mainly depend on the current input currents, and can be efficiently learned by STDP and then recognized in just one oscillation cycle. This suggests a major functional role for oscillatory brain activity that has been widely reported experimentally.

Learning in the working place: the educational potential of a multihead microscope in pathology postgraduate training.

Training future pathologists is an important mission of many hospital anatomic pathology departments. Apprenticeship-a process in which learning and teaching tightly intertwine with daily work, is one of the main educational methods in use in postgraduate medical training. However, patient care, including pathological diagnosis, often comes first, diagnostic priorities prevailing over educational ones. Recognition of the unique educational opportunities is a prerequisite for enhancing the postgraduate learning experience. The aim of this paper is to draw attention of senior pathologists with a role as supervisor in postgraduate training on the potential educational value of a multihead microscope, a common setting in pathology departments. After reporting on an informal observation of senior and junior pathologists' meetings around the multihead microscope in our department, we review the literature on current theories of learning to provide support to the high potential educational value of these meetings for postgraduate training in pathology. We also draw from the literature on learner-centered teaching some recommendations to better support learning in this particular context. Finally, we propose clues for further studies and effective instruction during meetings around a multihead microscope.

Creativity in Collaborative Learning across the Life Span

Peer-reviewed

Quality of Learners' Time and Learning Performance Beyond Quantitative Time-on-Task

Peer-reviewed

Analysing Professional Discourse in Interactive Learning: Integrating Historical and Situational Perspectives

Peer-reviewed

Extending Learning Objects by Means of Social Networking

Learning objects have been the promise of providing people with high quality learning resources. Initiatives such as MIT Open-CourseWare, MERLOT and others have shown the real possibilities of creating and sharing knowledge through Internet. Thousands of educational resources are available through learning object repositories. We indeed live in an age of content abundance, and content can be considered as infrastructure for building adaptive and personalized learning paths, promoting both formal and informal learning. Nevertheless, although most educational institutions are adopting a more open approach, publishing huge amounts of educational resources, the reality is that these resources are barely used in other educational contexts. This paradox can be partly explained by the dificulties in adapting such resources with respect to language, e-learning standards and specifications and, finally, granularity. Furthermore, if we want our learners to use and take advantage of learning object repositories, we need to provide them with additional services than just browsing and searching for resources. Social networks can be a first step towards creating an open social community of learning around a topic or a subject. In this paper we discuss and analyze the process of using a learning object repository and building a social network on the top of it, with respect to the information architecture needed to capture and store the interaction between learners and resources in form of learning object metadata.

Relationships between users, resources and services in learning object repositories

In this paper we describe a proposal for defining the relationships between resources, users and services in a digital repository. Nowadays, virtual learning environments are widely used but digital repositories are not fully integrated yet into the learning process. Our final goal is to provide final users with recommendation systems and reputation schemes that help them to build a true learning community around the institutional repository, taking into account their educational context (i.e. the courses they are enrolled into) and their activity (i.e. system usage by their classmates and teachers). In order to do so, we extend the basic resource concept in a traditional digital repository by adding all the educational context and other elements from end-users' profiles, thus bridging users, resources and services, and shifting from a library-centered paradigm to a learning-centered one.

SiMR: A simulator for learning computer architecture

This paper presents SiMR, a simulator of the Rudimentary Machine designed to be used in a first course of computer architecture of Software Engineering and Computer Engineering programmes. The Rudimentary Machine contains all the basic elements in a RISC computer, and SiMR allows editing, assembling and executing programmes for this processor. SiMR is used at the Universitat Oberta de Catalunya as one of the most important resources in the Virtual Computing Architecture and Organisation Laboratory, since students work at home with the simulator and reports containing their work are automatically generated to be evaluated by lecturers. The results obtained from a survey show that most of the students consider SiMR as a highly necessary or even an indispensable resource to learn the basic concepts about computer architecture.

Learning in Product Development Projects - Responding to challenges in global industrial company

Verkostoitunut kansainvälinen tuotekehitys on tärkeä osa menestystä nykypäivän muuttuvassa yritysmaailmassa. Toimintojen tehostamiseksi myös projektitoiminnot on sopeutettava kansainväliseen toimintaympäristöön. Kilpailukyvyn säilyttämiseksi projektitoimintoja on lisäksi jatkuvasti tehostettava. Yhtenäkeinona nähdään projektioppiminen, jota voidaan edistää monin eri tavoin. Tässätyössä keskitytään projektitiedonhallinnan kehittämisen tuomiin oppimismahdollisuuksiin. Kirjallisuudessa kerrotaan, että projektitiedon jakaminen ja sen hyödyntäminen seuraavissa projekteissa on eräs projektioppimisen edellytyksistä. Tämäon otettu keskeiseksi näkökulmaksi tässä tutkimuksessa. Lisäksi tutkimusalueen rajaamiseksi työ tarkastelee erityisesti projektioppimista kansainvälisten tuotekehitysprojektien välillä. Työn tavoitteena on esitellä keskeisiä projektioppimisen haasteita ja etsiä konkreettinen ratkaisu vastaamaan näihin haasteisiin. Tuotekehitystoiminnot ja kansainvälinen hajautettu projektiorganisaatio kohtaavat lisäksi erityisiä haasteita, kuten tiedon hajautuneisuus, projektihenkilöstön vaihtuvuus, tiedon luottamuksellisuus ja maantieteelliset haasteet (esim. aikavyöhykkeet ja toimipisteen sijainti). Nämä erityishaasteet on otettu huomioon ratkaisua etsittäessä. Haasteisiin päädyttiin vastaamaan tietotekniikkapohjaisella ratkaisulla, joka suunniteltiin erityisesti huomioiden esimerkkiorganisaation tarpeet ja haasteet. Työssä tarkastellaan suunnitellun ratkaisun vaikutusta projektioppimiseen ja kuinka se vastaa havaittuihin haasteisiin. Tuloksissa huomattiin, että projektioppimista tapahtui, vaikka oppimista oli vaikea suoranaisesti huomata tutkimusorganisaation jäsenten keskuudessa. Projektioppimista voidaan kuitenkin sanoa tapahtuvan, jos projektitieto on helposti koko projektiryhmän saatavilla ja se on hyvin järjesteltyä. Muun muassa nämä ehdot täyttyivät. Projektioppiminen nähdään yleisesti haastavana kehitysalueena esimerkkiorganisaatiossa. Suuri osa tietämyksestä on niin sanottua hiljaistatietoa, jota on hankala tai mahdoton saattaa kirjalliseen muotoon. Näin olleen tiedon siirtäminen jää suurelta osin henkilökohtaisen vuorovaikutuksen varaan. Siitä huolimatta projektioppimista on mahdollista kehittää erilaisin toimintamallein ja menetelmin. Kehitys vaatii kuitenkin resursseja, pitkäjänteisyyttä ja aikaa. Monet muutokset voivat vaatia myös organisaatiokulttuurin muutoksen ja vaikuttamista organisaation jäseniin. Motivaatio, positiiviset mielikuvat ja selkeät strategiset tavoitteet luovat vakaan pohjan projektioppimisen kehittämiselle.

Osaaminen tietämyksen tukena kehitettäessä aikuisopiston työprosesseja

Osaaminen voi muodostua ongelmaksi yritysten kilpailukyvylle, jos siihen ei kiinnitetä huomiota jo strategiasuunnittelusta lähtien. Vaikka asiakkaiden muuttuneet odotukset kyettäisiinkin kohdentamaan ennen kilpailijoita, saattaa olla, että siihen ei pystytä vastaamaan, jos ei ehditä oppimaan uutta tai uudella tavalla. Diplomityön tavoitteena on laatia Etelä-Karjalan aikuisopistollehenkilöstön osaamisen kehittämiskuvaus siitä, kuinka strategian määrittämisestälähtien voidaan henkilöstön osaamista parantaa ja pyrkiä luomaan kilpailuetua markkinoilla. Henkilöstön osaamisen kehittäminen tulee olla suunnitelmallista, tarvittaessa yksilön, ryhmän ja organisaation edut huomioivaa, riittävän yksinkertaista ja konkreettista, jotta suunnitelma voidaan toteuttaa, seurata ja edelleenkehittää. Työn teoriaosassa on kuvattu vision ja strategian merkitystä osaamisen kehittämiseen. Lisäksi on tarkasteltu yksilön oppimista, oppimisen prosessia ja sen kehittymistä organisaation kyvykkyydeksi. Osaamisen infrastruktuuria on lähestytty organisaatiokulttuurin, sitouttamisen ja kehittämisjärjestelmän näkökulmasta. Empiirisessä osuudessa on tuotu esiin aikuisopiston henkilöstön osaamisen kehittämisen tavoitteet, nykyiset käytännöt, kehittämisen vaihtoehdot sekä jatkotoimenpiteet. Osaaminen on aikuisopiston henkilöstön ammattitaidon perusta. Osaamistarpeen määrittämisen tulee keskittyä aikuisopiston ydinosaamisen kehittämiseen. Henkilöstö tulisi nähdä motivoinnin ja sitouttamisen kautta inhimillistä tietopääomaa kasvattavana tekijänä, johon voidaan sujuvasti liittää aineeton pääoma (data, informaatio jne.) sekä strateginen reservi, kuten kilpailuetua tuottava innovointitoiminta.

Learning through Computer Model Improvisations

It has been convincingly argued that computer simulation modeling differs from traditional science. If we understand simulation modeling as a new way of doing science, the manner in which scientists learn about the world through models must also be considered differently. This article examines how researchers learn about environmental processes through computer simulation modeling. Suggesting a conceptual framework anchored in a performative philosophical approach, we examine two modeling projects undertaken by research teams in England, both aiming to inform flood risk management. One of the modeling teams operated in the research wing of a consultancy firm, the other were university scientists taking part in an interdisciplinary project experimenting with public engagement. We found that in the first context the use of standardized software was critical to the process of improvisation, the obstacles emerging in the process concerned data and were resolved through exploiting affordances for generating, organizing, and combining scientific information in new ways. In the second context, an environmental competency group, obstacles were related to the computer program and affordances emerged in the combination of experience-based knowledge with the scientists' skill enabling a reconfiguration of the mathematical structure of the model, allowing the group to learn about local flooding.