Actitudes de los directivos en torno a la adopción del e-learning como herramienta de trabajo en las empresas

El desarrollo del presente documento constituye una investigación sobre las actitudes de los directivos frente a la adopción del e-learning como herramienta de trabajo en las organizaciones de Bogotá. Para ello se realizó una encuesta a 101 directivos, tomando como base el tipo de muestreo de conveniencia; esto con el objetivo de identificar sus actitudes frente al uso del e-learning y su influencia dentro de la organización. Como resultado se obtuvo que las actitudes de los directivos influencian en el uso de herramientas e-learning, así como también en las acciones que promueven su uso y en las actitudes de los empleados; por otro lado se identificó que las creencias relacionadas con la apropiación de herramientas e-learning y los factores facilitadores del uso de estas, influencian en las actitudes de los directivos. Lo anterior, corresponde a los análisis llevados a cabo a partir de los resultados contrastados con los estudios empíricos hallados y el marco teórico desarrollado.

Data Science, Microsoft and You

In this session we'll explore how Microsoft uses data science and machine learning across it's entire business, from Windows and Office, to Skype and XBox. We'll look at how companies across the world use Microsoft technology for empowering their businesses in many different industries. And we'll look at data science technologies you can use yourselves, such as Azure Machine Learning and Power BI. Finally we'll discuss job opportunities for data scientists and tips on how you can be successful!

Hierarchical Prediction Machines and Big Data Analytics

An emerging consensus in cognitive science views the biological brain as a hierarchically-organized predictive processing system. This is a system in which higher-order regions are continuously attempting to predict the activity of lower-order regions at a variety of (increasingly abstract) spatial and temporal scales. The brain is thus revealed as a hierarchical prediction machine that is constantly engaged in the effort to predict the flow of information originating from the sensory surfaces. Such a view seems to afford a great deal of explanatory leverage when it comes to a broad swathe of seemingly disparate psychological phenomena (e.g., learning, memory, perception, action, emotion, planning, reason, imagination, and conscious experience). In the most positive case, the predictive processing story seems to provide our first glimpse at what a unified (computationally-tractable and neurobiological plausible) account of human psychology might look like. This obviously marks out one reason why such models should be the focus of current empirical and theoretical attention. Another reason, however, is rooted in the potential of such models to advance the current state-of-the-art in machine intelligence and machine learning. Interestingly, the vision of the brain as a hierarchical prediction machine is one that establishes contact with work that goes under the heading of 'deep learning'. Deep learning systems thus often attempt to make use of predictive processing schemes and (increasingly abstract) generative models as a means of supporting the analysis of large data sets. But are such computational systems sufficient (by themselves) to provide a route to general human-level analytic capabilities? I will argue that they are not and that closer attention to a broader range of forces and factors (many of which are not confined to the neural realm) may be required to understand what it is that gives human cognition its distinctive (and largely unique) flavour. The vision that emerges is one of 'homomimetic deep learning systems', systems that situate a hierarchically-organized predictive processing core within a larger nexus of developmental, behavioural, symbolic, technological and social influences. Relative to that vision, I suggest that we should see the Web as a form of 'cognitive ecology', one that is as much involved with the transformation of machine intelligence as it is with the progressive reshaping of our own cognitive capabilities.

Medical Evaluation Processes in Clinical settings. Qualitative Analysis through the Experience of Teachers and Studens

Evaluation processes in clinical practice have not been well, being their study focused on the technical issues concerning these processes. This study tried an approach to the evaluation processes through the analysis of perceptions from teachers and students about the methodology of evaluation considering the teachinglearning processes performed in a clinical practice of the Medicine Program –Universidad El Bosque from Bogota. With this purpose we conducted interviews with teachers and students searching the manner in which the evaluative, learning and teaching processes are done; then we analyzed the perception from both agents concerning the way these processes are related. The interviews were categorized bath deductively and inductively, and then contrasted with some current theories of learning, teaching and evaluation in medicine. The study showed that nowadays the evaluation and, in general, the educative processes are affected by several factors which are associated to the manner the professional practice is developed, and the educative process of the current teachers. We concluded there is no congrency between the approach of the evaluation, mainly conductivist, and the learning and teaching strategies mainly constructivist. This fact cause dissent in teachers and students.

Motivation, the Engine of Learning

This essay centers in motivation as a fundamental aspect of learning and in the double way sense that this relation must have. It defines the word “motivation” and the manner how relationship between students and teachers come about in the game of helping out or reduce motivation, and thus learning. It also defines the reason why teachers must help build up the so called “intrinsic motivation”, ending with the importance this has and how it can be achieved.

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.

Multidisciplinary analysis of clinical cases: a transition towards active learning in dental education

In the past 2009/10 academic year, we took steps towards introduction of active methodologies, from a multidisciplinar approach, into a conventional lecture-based Dental Education program. We consolidated these practices in the current 2010/11 year, already within a new Bologna-adapted scheme. Transition involved (i) critical assessment of the limitations of traditional teaching (ii) identification of specific learning topics allowing for integration of contents, (iii) implementation of student-centred learning activities in old curricular plans (iv) assessment of students' satisfaction and perceived learning outcomes, (v) implementation of these changes in new Bologna-adapted curricula

Como os nossos filhos aprendem a falar? : percurso de aquisição da Língua Portuguesa falada no Brasil

Esta investigação teve como objetivo descrever o percurso de aquisição da Língua Portuguesa falada no Brasil. Como base teórica, adotamos um referencial múltiplo, com abordagem das teorias behaviorista, inatista, cognitivista piagetiana, sócio-interacionista e emergentista, no intuito de buscar em cada uma delas as contribuições que nos auxiliassem no estudo da aquisição da linguagem. Trata-se de um estudo longitudinal em que registramos quinzenalmente em áudio o desenvolvimento linguístico de duas crianças brasileiras, desde a idade de 1;00 até 5;00. Os dados obtidos receberam transcrição fonética e/ou ortográfica e foram analisados nos aspectos fonológico, morfológico e sintático. Na área da fonologia, apresentamos o percurso de aquisição dos fonemas, os fonemas de difícil pronunciação e as estratégias de reparo usadas pelas crianças. Na morfologia, descrevemos o processo de aprendizagem dos morfemas flexivos nominais e verbais. Na sintaxe, apresentamos o caminho percorrido pelas crianças na construção das orações simples e dos diversos tipos de orações compostas. De modo geral, observamos um processo de aprendizagem lenta e gradual, em que provavelmente interatuam fatores de ordem biológica, cognitiva, social e linguística, marcado por elevações e regressões indicativas de uma auto-regulação do sistema-que-aprende.

Development of a historic hearing devices exhibit

This paper discusses historic hearing devices and their benefits to users.

Interoperability for eLearning Service Management and Provision

Learning Objects offer flexibility and adaptability for users to request personalised information for learning. There are standards to guide the development of learning objects. However, individual developers may customise these standards for serving different purposes when defining, describing, managing and providing learning objects, which are normally stored in heterogeneous repositories. Barriers to interoperability hinder sharing of learning services and subsequently affect quality of instructional design as learners expect to be able to receive their personalised learning content. All these impose difficulties to the users in getting the right information from the right sources. This paper investigates the interoperability issues in eLearning services management and provision and presents an approach to resolve interoperability at three levels.

Implicit learning: Below the subjective threshold?

In this review, we consider three possible criteria by which knowledge might be regarded as implicit or inaccessible: It might be implicit only in the sense that it is difficult to articulate freely, or it might be implicit according to either an objective threshold or a subjective threshold. We evaluate evidence for these criteria in relation to artificial grammar learning, the control of complex systems, and sequence learning, respectively. We argue that the convincing evidence is not yet in, but construing the implicit nature of implicit learning in terms of a subjective threshold is most likely to prove fruitful for future research. Furthermore, the subjective threshold criterion may demarcate qualitatively different types of knowledge. We argue that (1) implicit, rather than explicit, knowledge is often relatively inflexible in transfer to different domains, (2) implicit, rather than explicit, learning occurs when attention is focused on specific items and not underlying rules, and (3) implicit learning and the resulting knowledge are often relatively robust.

Learning to talk to users in participatory design situations

In participatory design situations the competence of the facilitator will influence the opportunities for a user group to become engaged in the process of design. Based on the observation of the conversations from a series of design workshops, the performance of design facilitation expertise by an expert architect is compared with a less experienced architectural graduate. The skills that are the focus of this research are the conversational competences deployed by architects to engage users in the design of an architectural project. The difference between the conversational behaviour of a project architect and a less experienced graduate was observed to illustrate with examples the effect the performance of facilitation had on the opportunity for user engagement in design, and of learning the skill of facilitation that occurred in these situations.

Giving up on modern foreign languages? Students' perceptions of learning French

This article reports on the findings of an investigation into the attitudes of English students aged 16 to 19 years towards French and how they view the reasons behind their level of achievement. Those students who attributed success to effort, high ability, and effective learning strategies had higher levels of achievement, and students intending to continue French after age 16 were more likely than noncontinuers to attribute success to these factors. Low ability and task difficulty were the main reasons cited for lack of achievement in French, whereas the possible role of learning strategies tended to be overlooked by students. It is argued that learners' self-concept and motivation might be enhanced through approaches that encourage learners to explore the causal links between the strategies they employ and their academic performance, thereby changing the attributions they make for success or failure.

Effective e-learning integration with traditional learning in a blended learning environment

E-Learning is an emerging tool that uses advanced technology to provide training and development in higher education and within industry. Its rapid growth has been facilitated by the Internet and the massive opportunities in global education. The aim of this study is to consider how effective and efficient e-learning is when integrated with traditional learning in a blended learning environment. The study will provide a comparison between purist ELearning and Blended learning environment. The paper will also provide directions for the blended learning environment which can be used by all the three main stakeholder student, tutors and institution to make strategic decision about the learning and teaching initiatives. The paper concludes that blended learning approaches offer the most flexible and scalable route to E-Learning.

Factors mediating the routinisation of e-learning within a traditional university education environment

Technology-enhanced or Computer Aided Learning (e-learning) can be institutionally integrated and supported by learning management systems or Virtual Learning Environments (VLEs) to offer efficiency gains, effectiveness and scalability of the e-leaning paradigm. However this can only be achieved through integration of pedagogically intelligent approaches and lesson preparation tools environment and VLE that is well accepted by both the students and teachers. This paper critically explores some of the issues relevant to scalable routinisation of e-learning at the tertiary level, typically first year university undergraduates, with the teaching of Relational Data Analysis (RDA), as supported by multimedia authoring, as a case study. The paper concludes that blended learning approaches which balance the deployment of e-learning with other modalities of learning delivery such as instructor–mediated group learning etc offer the most flexible and scalable route to e-learning but that this requires the graceful integration of platforms for multimedia production, distribution and delivery through advanced interactive spaces that provoke learner engagement and promote learning autonomy and group learning facilitated by a cooperative-creative learning environment that remains open to personal exploration of constructivist-constructionist pathways to learning.