Connected learning in the library as a product of hacking, making, social diversity and messiness

Learning is most effective when intrinsically motivated through personal interest, and situated in a supportive socio-cultural context. This paper reports on findings from a study that explored implications for design of interactive learning environments through 18 months of ethnographic observations of people’s interactions at “Hack The Evening” (HTE). HTE is a meetup group initiated at the State Library of Queensland in Brisbane, Australia, and dedicated to provide visitors with opportunities for connected learning in relation to hacking, making and do-it-yourself technology. The results provide insights into factors that contributed to HTE as a social, interactive and participatory environment for learning – knowledge is created and co-created through uncoordinated interactions among participants that come from a diversity of backgrounds, skills and areas of expertise. The insights also reveal challenges and barriers that the HTE group faced in regards to connected learning. Four dimensions of design opportunities are presented to overcome those challenges and barriers towards improving connected learning in library buildings and other free-choice learning environments that seek to embody a more interactive and participatory culture among their users. The insights are relevant for librarians as well as designers, managers and decision makers of other interactive and free-choice learning environments.

Comparison of preferences for object properties in the rat using paired- and free-choice paradigms

A common method for testing preference for objects is to determine which of a pair of objects is approached first in a paired-choice paradigm. In comparison, many studies of preference for environmental enrichment (EE) devices have used paradigms in which total time spent with each of a pair of objects is used to determine preference. While each of these paradigms gives a specific measure of the preference for one object in comparison to another, neither method allows comparisons between multiple objects simultaneously. Since it is possible that several EE objects would be placed in a cage together to improve animal welfare, it is important to determine measures for rats' preferences in conditions that mimic this potential home cage environment. While it would be predicted that each type of measure would produce similar rankings of objects, this has never been tested empirically. In this study, we compared two paradigms: EE objects were either presented in pairs (paired-choice comparison) or four objects were presented simultaneously (simultaneous presentation comparison). We used frequency of first interaction and time spent with each object to rank the objects in the paired-choice experiment, and time spent with each object to rank the objects in the simultaneous presentation experiment. We also considered the behaviours elicited by the objects to determine if these might be contributing to object preference. We demonstrated that object ranking based on time spent with objects from the paired-choice experiment predicted object ranking in the simultaneous presentation experiment. Additionally, we confirmed that behaviours elicited were an important determinant of time spent with an object. This provides convergent evidence that both paired choice and simultaneous comparisons provide valid measures of preference for EE objects in rats. (C) 2007 Elsevier B.V. All rights reserved.

Choice-induced preference change in the free-choice paradigm: a critical methodological review

Choices not only reflect our preference, but they also affect our behavior. The phenomenon of choice-induced preference change has been of interest to cognitive dissonance researchers in social psychology, and more recently, it has attracted the attention of researchers in economics and neuroscience. Preference modulation after the mere act of making a choice has been repeatedly demonstrated over the last 50 years by an experimental paradigm called the “free-choice paradigm.” However, Chen and Risen (2010) pointed out a serious methodological flaw in this paradigm, arguing that evidence for choice-induced preference change is still insufficient. Despite the flaw, studies using the traditional free-choice paradigm continue to be published without addressing the criticism. Here, aiming to draw more attention to this issue, we briefly explain the methodological problem, and then describe simple simulation studies that illustrate how the free-choice paradigm produces a systematic pattern of preference change consistent with cognitive dissonance, even without any change in true preference. Our stimulation also shows how a different level of noise in each phase of the free-choice paradigm independently contributes to the magnitude of artificial preference change. Furthermore, we review ways of addressing the critique and provide a meta-analysis to show the effect size of choice-induced preference change after addressing the critique. Finally, we review and discuss, based on the results of the stimulation studies, how the criticism affects our interpretation of past findings generated from the free-choice paradigm. We conclude that the use of the conventional free-choice paradigm should be avoided in future research and the validity of past findings from studies using this paradigm should be empirically re-established. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract)

Effect of free-choice feeding on the performance and ileal digestibility of nutrients in broilers

An experiment was conducted to study ileal digestibility of nutrients and to verify the ability of broilers to select feed in order to meet their requirements for protein and energy. The treatments consisted of six diets: R+S: free-choice feeding with rice bran (energy) and soybean meal (protein); C+G: free-choice feeding with corn (energy) and corn gluten meal (protein); R+G: free-choice feeding with rice bran (energy) and corn gluten meal (protein); C+S: free-choice feeding with corn (energy) and soybean meal (protein); R+C+G+S: free-choice feeding with rice bran and corn (energy) and corn gluten meal and soybean meal (protein); and BD: basal diet represented by a complete diet composed of 63% corn and 33% soybean meal. The results indicated that the adjustment to nutritional requirements does not depend only on the ability of birds to select feed. It might also depend on intake and ingredient quality, since some ingredients did not provide a balanced amount of nutrients. The birds were able to fulfill their requirements for maintenance, that is, they consumed the minimum amount of amino acids (g per day) for maximum growth. The free-choice group with corn gluten meal as the protein source had the worst performance, which indicated that this feed is not recommended as a primary source of amino acids for broilers. The C+G diet presented the highest digestibility coefficient of dry matter and crude protein, whereas the C+S diet resulted in the highest digestibility coefficient of ether extract and nitrogen-free extract, indicating that diet digestibility was affected by the type of feed used as energy and protein sources. In general, the high digestibility values indicate that broilers are able to efficiently digest and absorb the supplied feed.

Rest room in Catholics for Free-choice office

General note: Title and date provided by Bettye Lane.

"Pro-choice and nuns" press conference with (L-R): Gloria Steinem; Gloria Fitzgerald, nun; Rosemary Stango, former nun; Dawn Tenent, former nun; Karen Burstein, NY State Senator; Carol Bellamy, NY State Senator; Mim Kelber, assistant to Bella Abzug; Pat McQuillan, founder of "Catholics for a free choice."

General note: Title and date provided by Bettye Lane.

El Aprendizaje por libre elección en la construcción de conceptos físicos sobre mecánica rotacional por cambio conceptual

El APLE (en inglés se conoce con la sigla FCL: Free-Choice Learning) es un Marco Conceptual Constructivista que explica la forma como se produce la elaboración del conocimiento por parte de los aprendices, cuando se encuentran en espacios de educación informal. En estos escenarios, el control y la dirección del aprendizaje es netamente responsabilidad del individuo, puesto que es él quien decide dónde, cómo, con quién, cuándo y qué quiere aprender. (Falk & Dierking 2002). Según Falk y Dierking estos aprendizajes son más duraderos y significativos para los individuos que los alcanzados a lo largo de los procesos escolares, puesto que son el resultado de los intereses y expectativas del sujeto y ya no obedecen solo a una planeación curricular cerrada y externa a quien aprende

Examining Visitor Attitudes and Motivations at a Space Science Centre

The H.R. MacMillan Space Centre is a multi-faceted organization whose mission is to educate, inspire and evoke a sense of wonder about the universe, our planet and space exploration. As a popular, Vancouver science centre, it faces the same range of challenges and issues as other major attractions: how does the Space Centre maintain a healthy public attendance in an increasingly competitive market where visitors continue to be presented with an increasingly rich range of choices for their leisure spending and entertainment dollars?This front-end study investigated visitor attitudes, thoughts and preconceptions on the topic of space and astronomy. It also examined visitors’ motivations for coming to a space science centre. Useful insights were obtained which will be applied to improve future programme content and exhibit development.

Comunicação empática de pais e filhos em situações específicas: bases evolutivas e variáveis associadas

O presente estudo pretende suprir parcialmente algumas lacunas nos estudos sobre o desenvolvimento da empatia. A primeira lacuna se refere a incluir os pais, além das mães, na pesquisa, uma vez que aqueles podem ter um papel ainda pouco explorado no desenvolvimento. A segunda se refere a abordar a empatia tanto por uma visão ontogenética como filogenética, pois ambas se complementam na compreensão das nossas capacidades e habilidades, essencialmente muito semelhantes às de nossos ancestrais no ambiente de nossa evolução. Presume-se que no ambiente de adaptação evolutiva (AAE) da nossa espécie as habilidades sociais foram importantes na resolução de conflitos e na manutenção da coesão intragrupais. A empatia, habilidade social foco desta dissertação, é definida como a capacidade de compreender e expressar compreensão sobre os pensamentos e sentimentos de outra pessoa e é uma característica da espécie que sofre desenvolvimento ontogenético, em culturas e nichos específicos de desenvolvimento. Esta dissertação tem como objetivo geral abordar a comunicação empática entre pais e mães e seus filhos pelo olhar da Psicologia Evolucionista do Desenvolvimento. Participaram deste estudo 10 crianças, entre oito e 11 anos e seus respectivos pais e mães, sendo cinco meninos e cinco meninas, todos da cidade do Rio de Janeiro. A empatia dos pais e dos filhos foi avaliada por meio de instrumentos (Inventário de Empatia e Entrevista sobre Cenas de Curta Duração), assim como as crenças parentais sobre a importância e o desenvolvimento das habilidades empáticas, por instrumento desenvolvido para este estudo (Crenças Parentais sobre Habilidades). As famílias participaram ainda de uma sessão de filmagem em três situações específicas de 10 minutos cada: jogo com peças de montar para construção conjunta de escolha livre e a representação de papéis em duas cenas do cotidiano familiar (conversar sobre um boletim da criança com notas vermelhas e sobre um problema que a criança trouxe para os pais). Os resultados foram apresentados e discutidos para cada uma das famílias. Pode-se observar que existem relações entre os escores de empatia dos pais e da criança nos instrumentos utilizados e que, em geral, os pais valorizam habilidades empáticas e atribuem seu desenvolvimento, principalmente ao exemplo e à aprendizagem e não a maturação e características de temperamento da criança. No entanto, nas tarefas propostas, dificuldades de comunicação empática são observadas, levando a que se hipotetize que não é direta a relação entre crenças, habilidades individuais e práticas em família. Reconhecem-se as limitações do presente estudo, de caráter exploratório. Novas investigações com observação da comunicação pais-filhos em situações cotidianas do ambiente natural podem contribuir para o avanço do conhecimento nessa área.

Model-based influences on humans' choices and striatal prediction errors.

The mesostriatal dopamine system is prominently implicated in model-free reinforcement learning, with fMRI BOLD signals in ventral striatum notably covarying with model-free prediction errors. However, latent learning and devaluation studies show that behavior also shows hallmarks of model-based planning, and the interaction between model-based and model-free values, prediction errors, and preferences is underexplored. We designed a multistep decision task in which model-based and model-free influences on human choice behavior could be distinguished. By showing that choices reflected both influences we could then test the purity of the ventral striatal BOLD signal as a model-free report. Contrary to expectations, the signal reflected both model-free and model-based predictions in proportions matching those that best explained choice behavior. These results challenge the notion of a separate model-free learner and suggest a more integrated computational architecture for high-level human decision-making.

Exploring the Roles of Technology and Social Play in Art Museums

This co-written chapter was included in an edited book featuring invited authors from different countries and different areas of museum research and practice. The chapter uses a theory of play by Johan Huizinga (1938) to frame case studies of play-based interactive experiences in museums in various countries. The aim was to use theory to ground museum practice, in order to evaluate existing practical implementations as well as to inform the design of new ones. The book was nominated as one of the 10 best museum education books of 2011 by Museum Education Monitor, and the chapter led to a subsequent technology residency the author undertook in the Spike Island gallery, Bristol in 2012, funded by the National Endowment for Science, Technology and the Arts, Arts and Humanities Research Council and Arts Council England. It also informed his subsequent postgraduate teaching, an example of which is a recent MA project, which deconstructs play from a computational perspective. Collaborations have continued with the co-author, which have resulted in a number of invited lectures. In this chapter the authors explore play as a structure for supporting visitor learning, drawing from international research in museums and interaction design. Four aspects of play first proposed by Huizinga are explored – the free-choice aspect of play, play as distinct from real life, play as an ordering structure, and the role of play in bridging communities. The chapter argues that play provides museums with ready-made structures and concepts, which can help planning for visitor learning. The research was equally divided between the co-authors, who developed the conceptual and theoretical aspects of the article by drawing on their own research alongside key examples of museum design and digital media.

Akzeptanz und Motivation beim selbstregulierten Lernen unter Einsatz von neuen Medien in der berufsbegleitenden Weiterbildung

Das Ziel der Dissertation war die Untersuchung des Computereinsatzes zur Lern- und Betreuungsunterstützung beim selbstgesteuerten Lernen in der Weiterbildung. In einem bisher konventionell durchgeführten Selbstlernkurs eines berufsbegleitenden Studiengangs, der an das Datenmanagement der Bürodatenverarbeitung heranführt, wurden die Kursunterlagen digitalisiert, die Betreuung auf eine online-basierte Lernbegleitung umgestellt und ein auf die neuen Lernmedien abgestimmtes Lernkonzept entwickelt. Dieses neue Lernkonzept wurde hinsichtlich der Motivation und der Akzeptanz von digitalen Lernmedien evaluiert. Die Evaluation bestand aus zwei Teilen: 1. eine formative, den Entwicklungsprozess begleitende Evaluation zur Optimierung der entwickelten Lernsoftware und des eingeführten Lernkonzeptes, 2. eine sowohl qualitative wie quantitative summative Evaluation der Entwicklungen. Ein zentraler Aspekt der Untersuchung war die freie Wahl der Lernmedien (multimediale Lernsoftware oder konventionelles Begleitbuch) und der Kommunikationsmedien (online-basierte Lernplattform oder die bisher genutzten Kommunikationskanäle: E-Mail, Telefon und Präsenztreffen). Diese Zweigleisigkeit erlaubte eine differenzierte Gegenüberstellung von konventionellen und innovativen Lernarrangements. Die Verbindung von qualitativen und quantitativen Vorgehensweisen, auf Grund derer die subjektiven Einstellungen der Probanden in das Zentrum der Betrachtung rückten, ließen einen Blickwinkel auf den Nutzen und die Wirkung der Neuen Medien in Lernprozessen zu, der es erlaubte einige in der Literatur als gängig angesehene Interpretationen in Frage zu stellen und neu zu diskutieren. So konnten durch eine Kategorisierung des Teilnehmerverhaltens nach online-typisch und nicht online-typisch die Ursache-Wirkungs-Beziehungen der in vielen Untersuchungen angeführten Störungen in Online-Seminaren verdeutlicht werden. In den untersuchten Kursen zeigte sich beispielsweise keine Abhängigkeit der Drop-out-Quote von den Lern- und Betreuungsformen und dass diese Quote mit dem neuen Lernkonzept nur geringfügig beeinflusst werden konnte. Die freie Wahl der Lernmedien führte zu einer gezielten Nutzung der multimedialen Lernsoftware, wodurch die Akzeptanz dieses Lernmedium stieg. Dagegen war die Akzeptanz der Lernenden gegenüber der Lernbegleitung mittels einer Online-Lernplattform von hoch bis sehr niedrig breit gestreut. Unabhängig davon reichte in allen Kursdurchgängen die Online-Betreuung nicht aus, so dass Präsenztreffen erbeten wurde. Hinsichtlich der Motivation war die Wirkung der digitalen Medien niedriger als erwartet. Insgesamt bieten die Ergebnisse Empfehlungen für die Planung und Durchführung von computerunterstützten, online-begleiteten Kursen.

Accessible e-learning

People with disabilities often encounter difficulties while trying to learn something, because teaching material is for example not accessible to blind people or rooms, where courses take place, are not accessible to people using a wheelchair. E-learning provides an opportunity to disabled people. With the new German law on the equalisation of opportunities for people with disabilities for the first time access to information technology was explicitly taken up in German legislation. As a consequence of this law the framework law on universities (Hochschulrahmengesetz) was changed. The law now commit universities not to discriminate disabled students in their studies. For references on how universities can design accessible e-learning contents and provide accessible information online see http://wob11.de/links/anleitungen.html#elearning.

Who Is Afraid of School Choice?

This study uses survey data to investigate attitudes among Swiss voters to different models offering more freedom of choice in the educational system. There is a clear opposition to the use of taxpayer money to fund private schools, while free choice between public schools seems to appeal to a majority. The opinions appear to be based on a rational calculation of personal utility. For both types of choice, approval rates are lower for middle to high-income groups and individuals with a teaching qualification. Furthermore, residents of small to medium-sized towns are opposed to more school choice. On the support side, approval rates for private school choice are higher among parents of school-age children and residents in urban areas. The results also indicate differences between the country's language regions, attributable to intercultural differences in what people consider the role of the state.

Nest choice in laying hens: Effects of nest partitions and social status.

Nest choice in loose-housed laying hens is influenced by nest characteristics, position and social factors. We examined the relative preference of laying hens for two group-nests differing in the presence or absence of a partition in the middle of the nest and whether this was influenced by social status. We hypothesized that hens would prefer the partitioned nest as it provides more enclosure, and that social status would affect nest choice. Relative preference for the nests was assessed in a free choice preference test conducted in two consecutive trials each with eight groups of 20 hens from 18 to 31 weeks of age. The hens were individually marked and had access to two commercial group-nests (49 × 114 cm), one of which contained an internal wooden partition (30 × 10 cm) which divided the nest in two halves. At 28 weeks of age, the position of the nests was switched. The number of eggs laid was recorded daily. On one day each at 24 and 28 weeks of age (after the nest switch) video recordings were made of the first 5 h of daylight. From these videos we recorded the number of nest visits per egg per nest and the number of nest visits for individual hens. On one day each at 24 and 27 weeks of age we also recorded videos from within the nests to assess individual nest choice for egg-laying. In addition, we recorded aggressive interactions between individual hens during the first hour of light on one day each at 18, 24 and 27 weeks of age to establish social status. We found a relative preference for the partition nest with a greater proportion of eggs laid in these nests as well as fewer nest visits per egg. The hens were also consistent in their egg-laying location over the two days of observation. After the nest switch, however, the hens did not switch egg laying location and the number of visits per egg no longer differed between nests suggesting that the preference for the partitioned nest was only important at the beginning of lay. In addition, although social rank had no impact on preference of nest type, lower ranking hens performed more nest visits and laid their eggs slightly later on the second observation day (week 27 of age) compared with higher ranking hens. Therefore, the use of partitions could improve the attractiveness of group-nests.