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1
Holmquist, Mats. "Collective Learning in Innovative Networks". Högskolan i Halmstad, Regionalt lärande och ledarskap (RELL), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21771.
Testo completoAbstract (sommario):
There are different forms for boundary-crossing learning in and between organizations. One growing form is network. This paper will present a study of collective learning in two innovative networks at the west coast of Sweden. One network is about regional health and growth, the other about leadership development among general directors. Representatives from different organizations meet to learn from each other’s practice. How does this learning take place? What supports and what prevents it? Does it have any effects in their own organizations? Data has been collected through questionnaires, observations, systematic reflections and focus interviews. Results show that the participants express great satisfaction with their outcomes on a personal base. It gives them inspiration, ideas, knowledge and contacts. It also gives them support, strength and self-confidence. One important factor in this context is differences. The participants are coming from different organizations, have different perspectives and experiences. The findings show interesting variances between the two networks that has effects on the type of learning. A problem is the transformation of learning from the network, by the participants into their organizations. There seems to be some important learning barriers. This will be further discussed in the paper.
2
Xiong, Liang. "On Learning from Collective Data". Research Showcase @ CMU, 2013. http://repository.cmu.edu/dissertations/560.
Testo completoAbstract (sommario):
In many machine learning problems and application domains, the data are naturally organized by groups. For example, a video sequence is a group of images, an image is a group of patches, a document is a group of paragraphs/words, and a community is a group of people. We call them the collective data. In this thesis, we study how and what we can learn from collective data. Usually, machine learning focuses on individual objects, each of which is described by a feature vector and studied as a point in some metric space. When approaching collective data, researchers often reduce the groups into vectors to which traditional methods can be applied. We, on the other hand, will try to develop machine learning methods that respect the collective nature of data and learn from them directly. Several different approaches were taken to address this learning problem. When the groups consist of unordered discrete data points, it can naturally be characterized by its sufficient statistics – the histogram. For this case we develop efficient methods to address the outliers and temporal effects in the data based on matrix and tensor factorization methods. To learn from groups that contain multi-dimensional real-valued vectors, we develop both generative methods based on hierarchical probabilistic models and discriminative methods using group kernels based on new divergence estimators. With these tools, we can accomplish various tasks such as classification, regression, clustering, anomaly detection, and dimensionality reduction on collective data. We further consider the practical side of the divergence based algorithms. To reduce their time and space requirements, we evaluate and find methods that can effectively reduce the size of the groups with little impact on the accuracy. We also proposed the conditional divergence along with an efficient estimator in order to correct the sampling biases that might be present in the data. Finally, we develop methods to learn in cases where some divergences are missing, caused by either insufficient computational resources or extreme sampling biases. In addition to designing new learning methods, we will use them to help the scientific discovery process. In our collaboration with astronomers and physicists, we see that the new techniques can indeed help scientists make the best of data.
3
Wu, Zhichao. "Modelling collective learning in conceptual design". Thesis, University of Strathclyde, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405494.
Testo completo
4
Wang, Xi. "Learning Collective Behavior in Multi-relational Networks". Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6379.
Testo completoAbstract (sommario):
With the rapid expansion of the Internet and WWW, the problem of analyzing social media data has received an increasing amount of attention in the past decade. The boom in social media platforms offers many possibilities to study human collective behavior and interactions on an unprecedented scale. In the past, much work has been done on the problem of learning from networked data with homogeneous topologies, where instances are explicitly or implicitly inter-connected by a single type of relationship. In contrast to traditional content-only classification methods, relational learning succeeds in improving classification performance by leveraging the correlation of the labels between linked instances. However, networked data extracted from social media, web pages, and bibliographic databases can contain entities of multiple classes and linked by various causal reasons, hence treating all links in a homogeneous way can limit the performance of relational classifiers. Learning the collective behavior and interactions in heterogeneous networks becomes much more complex.
The contribution of this dissertation include 1) two classification frameworks for identifying human collective behavior in multi-relational social networks; 2) unsupervised and supervised learning models for relationship prediction in multi-relational collaborative networks. Our methods improve the performance of homogeneous predictive models by differentiating heterogeneous relations and capturing the prominent interaction patterns underlying the network structure. The work has been evaluated in various real-world social networks. We believe that this study will be useful for analyzing human collective behavior and interactions specifically in the scenario when the heterogeneous relationships in the network arise from various causal reasons.Ph.D.
Doctorate
Electrical Engineering and Computer Science
Engineering and Computer Science
Electrical Engineering
5
Kim, Juho Ph D. Massachusetts Institute of Technology. "Learnersourcing : improving learning with collective learner activity". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101464.
Testo completoAbstract (sommario):
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages [199]-213).
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
by Juho Kim.
Ph. D.
6
Tödtling, Franz, Patrick Lehner e Michaela Trippl. "Knowledge intensive industries, networks, and collective learning". Institut für Wirtschaftsgeographie, Abt. Stadt- und Regionalentwicklung, WU Vienna University of Economics and Business, 2004. http://epub.wu.ac.at/636/1/document.pdf.
Testo completoAbstract (sommario):
Knowledge has become a key source of competitiveness for advanced regions and nations, indicating a transformation of advanced capitalist economies towards "knowledge-based economies". Knowledge intensive sectors in production and in services have a lead in this respect, they can be considered as role models for the future. The innovation process, the mechanisms of knowledge exchange and the respective linkages in those industries differ quite markedly from those in other sectors. Clustering and local knowledge spillovers are frequently stated phenomena, although it is still unclear to what extent regional networks and collective learning are indeed relevant and what the mechanisms of knowledge flows are. The aim of the paper is to examine in a differentiated way the character of the innovation process and the type of interactions in those industries, in order to find out how strongly they are related to regional, national and international innovation systems. We will analyse the relevant types of actors, the respective mechanisms of knowledge exchange and the importance of collective learning and innovation. The paper will discuss relevant theoretical concepts and available evidence and it will be based on an empirical analysis for Austria. The data base is a recent firm survey which was carried out in the year 2003. From this analysis conclusions regarding the role of regional and other innovation systems for the development of knowledge-based industries will be drawn. (authors' abstract)Series: SRE - Discussion Papers
7
Richardson, Matthew. "Learning and inference in collective knowledge bases /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/6926.
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8
Rhamachan, Molly. "Social movement learning: Collective,participatory learning within the jyoti jivanam movement of south Africa". University of the Western Cape, 2014. http://hdl.handle.net/11394/4401.
Testo completoAbstract (sommario):
Magister Educationis (Adult Learning and Global Change) - MEd(AL)The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and influence learning within social movement? This study confirms that social movements are important sites for. Collective learning and knowledge construction. For this reason, social movements need to be acknowledged as pedagogical sites that afford adults worthwhile learning opportunities. Furthermore, social movements, as pedagogical sites, not only contribute to conceptions of what constitute legitimate knowledge(s), social movements also contribute to the creation of transformative knowledge(s).
9
Gulcehre, Caglar. "Two Approaches For Collective Learning With Language Games". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613109/index.pdf.
Testo completoAbstract (sommario):
Recent studies in cognitive science indicate that language has an important social function. The structure and knowledge of language emerges from the processes of human communication together with the domain-general cognitive processes. Each individual of a community interacts socially with a limited number of peers. Nevertheless societies are characterized by their stunning global regularities. By dealing with the language as a complex adaptive system, we are able to analyze how languages change and evolve over time. Multi-agent computational simulations assist scientists from different disciplines to build several language emergence scenarios. In this thesis several simulations are implemented and tested in order to categorize examples in a test data set efficiently and accurately by using a population of agents interacting by playing categorization games inspired by L. Steels's naming game. The emergence of categories throughout interactions between a population of agents in the categorization games are analyzed. The test results of categorization games as a model combination algorithm with various machine learning algorithms on different data sets have shown that categorization games can have a comparable performance with fast convergence.
10
Verri, Filipe Alves Neto. "Collective dynamics in complex networks for machine learning". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-18102018-113054/.
Testo completoAbstract (sommario):
Machine learning enables machines to learn automatically from data. In literature, graph-based methods have received increasing attention due to their ability to learn from both local and global information. In these methods, each data instance is represented by a vertex and is linked to other vertices according to a predefined affinity rule. However, they usually have unfeasible time cost for large problems. To overcome this problem, techniques can employ a heuristic to find suboptimal solutions in a feasible time. Early heuristic optimization methods exploit nature-inspired collective processes, such as ants looking for food sources and swarms of bees. Nowadays, advances in the field of complex systems provide powerful tools to assess and to understand dynamical systems. Complex networks, which are graphs with nontrivial topology, are among these theoretical tools capable of describing the interplay of topology, structure, and dynamics of complex systems. Therefore, machine learning methods based on complex networks and collective dynamics have been proposed. They encompass three steps. First, a complex network is constructed from the input data. Then, the simulation of a distributed collective system in the network generates rich information. Finally, the collected information is used to solve the learning problem. The coordination of the individuals in the system permit to achieve dynamics that is far more complex than the behavior of single individuals. In this research, I have explored collective dynamics in machine learning tasks, both in unsupervised and semi-supervised scenarios. Specifically, I have proposed a new collective system of competing particles that shifts the traditional vertex-centric dynamics to a more informative edge-centric one. Moreover, it is the first particle competition system applied in machine learning task that has deterministic behavior. Results show several advantages of the edge-centric model, including the ability to acquire more information about overlapping areas, a better exploration behavior, and a faster convergence time. Also, I have proposed a new network formation technique that is not based on similarity and has low computational cost. Since addition and removal of samples in the network is cheap, it can be used in real-time application. Finally, I have conducted analytical investigations of a flocking-like system that was needed to guarantee the expected behavior in community detection tasks. In conclusion, the result of the research contributes to many areas of machine learning and complex systems.Aprendizado de máquina permite que computadores aprendam automaticamente dos dados. Na literatura, métodos baseados em grafos recebem crescente atenção por serem capazes de aprender através de informações locais e globais. Nestes métodos, cada item de dado é um vértice e as conexões são dadas uma regra de afinidade. Todavia, tais técnicas possuem custo de tempo impraticável para grandes grafos. O uso de heurísticas supera este problema, encontrando soluções subótimas em tempo factível. No início, alguns métodos de otimização inspiraram suas heurísticas em processos naturais coletivos, como formigas procurando por comida e enxames de abelhas. Atualmente, os avanços na área de sistemas complexos provêm ferramentas para medir e entender estes sistemas. Redes complexas, as quais são grafos com topologia não trivial, são uma das ferramentas. Elas são capazes de descrever as relações entre topologia, estrutura e dinâmica de sistemas complexos. Deste modo, novos métodos de aprendizado baseados em redes complexas e dinâmica coletiva vêm surgindo. Eles atuam em três passos. Primeiro, uma rede complexa é construída da entrada. Então, simula-se um sistema coletivo distribuído na rede para obter informações. Enfim, a informação coletada é utilizada para resolver o problema. A interação entre indivíduos no sistema permite alcançar uma dinâmica muito mais complexa do que o comportamento individual. Nesta pesquisa, estudei o uso de dinâmica coletiva em problemas de aprendizado de máquina, tanto em casos não supervisionados como semissupervisionados. Especificamente, propus um novo sistema de competição de partículas cuja competição ocorre em arestas ao invés de vértices, aumentando a informação do sistema. Ainda, o sistema proposto é o primeiro modelo de competição de partículas aplicado em aprendizado de máquina com comportamento determinístico. Resultados comprovam várias vantagens do modelo em arestas, includindo detecção de áreas sobrepostas, melhor exploração do espaço e convergência mais rápida. Além disso, apresento uma nova técnica de formação de redes que não é baseada na similaridade dos dados e possui baixa complexidade computational. Uma vez que o custo de inserção e remoção de exemplos na rede é barato, o método pode ser aplicado em aplicações de tempo real. Finalmente, conduzi um estudo analítico em um sistema de alinhamento de partículas. O estudo foi necessário para garantir o comportamento esperado na aplicação do sistema em problemas de detecção de comunidades. Em suma, os resultados da pesquisa contribuíram para várias áreas de aprendizado de máquina e sistemas complexos.
11
Shehata, Gamal Mohamed Mohamed. "Organisational learning and transformative capacity : leveraging collective knowledge". Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11607/.
Testo completoAbstract (sommario):
Seventh, organisational learning is increasingly seen as a central source of a competitive advantage particularly for organisations faced with rapid changes and work in a competitive business environment. The case studies results provide exploratory insights on the ways by which participant companies leverage the capability for collective learning to a sustainable competitive advantage. This study adds to the organisational learning literature by proposing a framework that draws an analytical description for the way by which organisations leverage collective learning to sustainable business success. This evidence should be validated through a future rich empirical study. This framework serves as a general guideline for those wishing to carry out this study.
12
Ramlachan, Molly. "Social movement learning: collective, participatory learning within the Jyoti Jivanam Movement of South Africa". University of the Western Cape, 2014. http://hdl.handle.net/11394/4301.
Testo completoAbstract (sommario):
The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and influence learning within social movement? This study confirms that social movements are important sites for collective learning and knowledge construction. For this reason, social movements need to be acknowledged as pedagogical sites that afford adults worthwhile learning opportunities. Furthermore, social movements, as pedagogical sites, not only contribute to conceptions of what constitute legitimate knowledge(s), social movements also contribute to the creation of transformative knowledge(s).Magister Educationis (Adult Learning and Global Change) - MEd(AL)
13
Crawley, Ruth Mary. "Computer-supported collective learning for problem solving : analysis and recommendations". Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299220.
Testo completo
14
Kissinger, Jeffrey Scott. "A Collective Case Study of Mobile E-Book Learning Experiences". UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/127.
Testo completoAbstract (sommario):
This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology.
The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. Situated within the mobile learning framework was a theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition). This lens was used to provide insight into the student’s learning experiences.
This study was comprised of data from a variety of sources that were chosen for their ability to produce insight into the learning experiences of mobile e-book students taking introduction to sociology courses at a Southeastern public state college. The data analysis was comprised of three levels of increasing stages of granular examination. These included level one: descriptive summaries of student cases, level two: student and instructor interview data and excerpts from audio recording transcriptions organized by topical categories, and level three: cross-case synthesis relating to the theoretical framework and research questions.
Students were found to be competent with the e-books, confident, metacognitive, and desirous of more social learning opportunities within their e-books. By addressing the primary research question and the subquestions, six major conclusions were reached. These were: (a) students expressed competence in their use of the mobile e-books, (b) students expressed feelings of high self-efficacy when using the mobile e-books, (c) students overall valued the use of the e-book for their learning, (d) students were individualized and metacognitive in their learning with the mobile e-books, (e) students enhanced their learning socially and within situated learning opportunities, and (f) the students and the instructor had divergent views on the value and utility of social, interactive textbooks.
Increasing understanding of the use of electronic and mobile instructional technologies such as e-books may better assist educational leaders with preparing students for today’s global knowledge economy. Based on the conclusions of this study, recommendations for future research and educational leadership were addressed.
15
Clark, Chad Jeremy. "Self and Collective Efficacy Perceptions during Project-Based Learning Implementation". Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.
Testo completo
16
Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /". Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.
Testo completoAbstract (sommario):
Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
17
Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /". Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.
Testo completoAbstract (sommario):
Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
18
Browne, Jennifer, e n/a. "Bloody footprints : learning to be with woman". University of Canberra. Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061113.133355.
Testo completo
19
Chachanidze, Revaz. "Collective phenomena in blood suspensions". Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0632.
Testo completoAbstract (sommario):
Ce travail a été réalisé dans l’I. R. P. H. E. (Institut de Recherche sur les Phénomènes Hors Équilibre), unité de recherche de l’Université d’Aix-Marseille en collaboration avec l’Université de la Sarre, la Faculté de Physique Expérimentale. Cette étude est consacrée à une meilleure compréhension de la microcirculation du sang in vitro, ainsi que des phénomènes collectifs qui prennent place dans la microcirculation. Il se concentre principalement sur la margination en fonction du contrast de rigidité dans une suspension de globules rouges. L’expérience modale a été développée pour étudier la margination, causée exclusivement par le contraste de la déformabilité entre les deux sous-populations de globules rouges: les saines et les rigidifiéesThis work was carried out in collaboration between I.R.P.H.E. (Institut de Recherche sur les Phénomènes Hors Équilibre), research unit of Aix-Marseille University and University of Saarland, Faculty of Experimental Physics (Naturwissenschaftlich-Technische Fakultät der Universität des Saarlandes) and aims to investigate microcirculatory hydrodynamics of blood in vitro. The study is dedicated to better understanding of complex collective phenomena that take place in microcirculation of blood through microfluidic in vitro experiments. It mainly focuses rigidity based margination in suspension of RBCs. For this purpose, model experiment was developed to examine margination caused exclusively by contrast of deformability between two sub-populations of RBCs
20
Swart, Juani. "Self-awareness and collective tacit knowledge : an exploratory approach". Thesis, University of Bath, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341144.
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Damiani, Octavio. "Learning from collective experience : successful small farmer associations in northeast Brazil". Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/65454.
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22
Felasari, Sushardjanti. "Enhancing virtual city with collective memory to support urban design learning". Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4670/.
Testo completoAbstract (sommario):
This research investigates the pedagogical effects of collective memory enhanced virtual city models as an e-‐learning environment for urban design in an Indonesian university context. In this study, collective memory refers to expressions people made when remembering buildings, spaces and places of the past and present city living. A city’s collective memory is either elicited from or produced directly by the city’s residents or visitors. The thesis presents the outcomes of designing an experimental collective memory enhanced virtual city (CREATI) platform and applying it to the urban design course at the Department of Architecture, Atma Jaya Yogyakarta University, Indonesia. The Jalan Malioboro area in Yogyakarta was chosen as the case study site for constructing 3D virtual city models and gathering records of collective memory associated with the street and city. Student participants were invited to use CREATI while undertaking the urban design course. The usability and effects of CREATI on the students’ learning outcomes are analysed according to the learning experiences reported by the students as well as the urban design proposals they produced for the course. The study finds that students appear more knowledgeable about the urban contextual issues because of accessing and sharing the resources hosted on CREATI. Students also reported that they felt better supported in developing more context-‐ sensitive design proposals by working with the collective memory enhanced virtual city models.
23
Lazor, Susan. "Collaboration and Collective Inquiry Goals in an Elementary School Professional Learning Community". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7817.
Testo completoAbstract (sommario):
K-12 schools in the United States face challenges to close the achievement gap, improve student learning and teacher instruction, and increase students' and educators' accountability. A professional learning community (PLC) was implemented to improve instruction and student learning at a K-5 elementary school located in the Western region of the United States. A bounded qualitative case study was used to conduct a modified formative objectives-oriented program evaluation to determine whether the collaboration and collective inquiry goals were met. This study was guided by DuFour's PLC framework. Research questions focused on how PLC team members developed and maintained the PLC goals to improve student achievement. Data were collected using document review and semistructured interviews from 10 teachers, 1 learning coach, and 2 administrators who participated in the PLC implementation for the 2015/16 school year. Thematic analysis using a priori, open, and axial codes were used to analyze the data and were related to the conceptual framework. Findings indicated that PLC teams used collaborative conversations/reflective dialogue to research and share strategies and used data-driven decisions to improve instruction and improve student achievement. PLC teams need to establish and monitor team goals and use vertical and horizontal planning. The project deliverable was a program evaluation report that provided recommendations to improve the PLC goals. Positive social change could occur if PLC teams partner with all teams, reflect on teaching practices, and use student data to improve teacher and student learning to close the achievement gap among students.
24
Abu, Jamous Basel. "Collective analysis of multiple high-throughput gene expression datasets". Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11342.
Testo completoAbstract (sommario):
Modern technologies have resulted in the production of numerous high-throughput biological datasets. However, the pace of development of capable computational methods does not cope with the pace of generation of new high-throughput datasets. Amongst the most popular biological high-throughput datasets are gene expression datasets (e.g. microarray datasets). This work targets this aspect by proposing a suite of computational methods which can analyse multiple gene expression datasets collectively. The focal method in this suite is the unification of clustering results from multiple datasets using external specifications (UNCLES). This method applies clustering to multiple heterogeneous datasets which measure the expression of the same set of genes separately and then combines the resulting partitions in accordance to one of two types of external specifications; type A identifies the subsets of genes that are consistently co-expressed in all of the given datasets while type B identifies the subsets of genes that are consistently co-expressed in a subset of datasets while being poorly co-expressed in another subset of datasets. This contributes to the types of questions which can addressed by computational methods because existing clustering, consensus clustering, and biclustering methods are inapplicable to address the aforementioned objectives. Moreover, in order to assist in setting some of the parameters required by UNCLES, the M-N scatter plots technique is proposed. These methods, and less mature versions of them, have been validated and applied to numerous real datasets from the biological contexts of budding yeast, bacteria, human red blood cells, and malaria. While collaborating with biologists, these applications have led to various biological insights. In yeast, the role of the poorly-understood gene CMR1 in the yeast cell-cycle has been further elucidated. Also, a novel subset of poorly understood yeast genes has been discovered with an expression profile consistently negatively correlated with the well-known ribosome biogenesis genes. Bacterial data analysis has identified two clusters of negatively correlated genes. Analysis of data from human red blood cells has produced some hypotheses regarding the regulation of the pathways producing such cells. On the other hand, malarial data analysis is still at a preliminary stage. Taken together, this thesis provides an original integrative suite of computational methods which scrutinise multiple gene expression datasets collectively to address previously unresolved questions, and provides the results and findings of many applications of these methods to real biological datasets from multiple contexts.
25
Greig, Gail. "The role and importance of context in collective learning : multiple case studies in Scottish primary care". Thesis, St Andrews, 2008. http://hdl.handle.net/10023/500.
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Marshall, Maureen Elizabeth. "Mesosystem Variables and Schools' Learning Disabilities Prevalence Rates". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28661.
Testo completoAbstract (sommario):
Since the inception of the 1974 Education for all Handicapped Children legislation, the number of students referred and placed in special education has been steadily rising. The largest increase is in the learning disabilities category. With the reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 and the federal requirements for schools under the No Child Left Behind law, schools are required to take a closer look at their rising special education numbers and identify alternative solutions for children's needs other than a certain placement in special education.
There are different levels of variables that influence a teacher's decision to refer a student to special education. This study aimed to understand the mesosystem school variables that influence this process. Using two scales, the Organizational Health Inventory for Elementary Schools (OHI-E) and the Collective Efficacy Scale (CE-Scale) this study used purposive sampling to survey ten elementary school faculties in a large suburban district in Virginia. LD prevalence rates were collected for all elementary schools in the district. Data was analyzed to answer the following questions:
(a) How does school organizational health correlate with the number of students referred to special education in a given school? (b) How does collective teacher efficacy correlate to the number of students referred for special education services?
The overall return rate for the survey was 87% with 490 teacher surveys completed. Teachers did not have many teaching years in their buildings. Teachers with twelve or more teaching years experience were more likely to refer students to special education. Collective teacher efficacy scores were correlated to school health scores but not to LD prevalence rates. Higher institutional integrity was seen in smaller schools. Title I schools did not correlate with higher LD prevalence rates. Two variables predicted referrals to special education; years teaching in combination with teacher efficacy resulted in greater referrals to special education.
The findings of this study may aid educational leaders in making sound changes within school environments to affect the school's LD prevalence rate, addressing particularly teacher efficacy and referral habits of more experienced teachers.Ed. D.
27
Simões, Lucas Silva. "Emergent Collective Properties in Societies of Neural Networks". Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/43/43134/tde-17092018-154433/.
Testo completoAbstract (sommario):
This project deals with the study of the social learning dynamics of agents in a society. For that we employ techniques from statistical mechanics, machine learning and probability theory. Agents interact in pairs by exchanging for/against opinions about issues using an algorithm constrained by available information. Making use of a maximum entropy analysis one can describe the interacting pair as a dynamics along the gradient of the logarithm of the evidence. This permits introducing energy like quantities and approximate global Hamiltonians. We test different hypothesis having in mind the limitations and advantages of each one. Knowledge of the expected value of the Hamiltonian is relevant information for the state of the society, inducing a canonical distribution by maximum entropy. The results are interpreted with the usual tools from statistical mechanics and thermodynamics. Some of the questions we discuss are: the existence of phase transitions separating ordered and disordered phases depending on the society parameters; how the issue being discussed by the agents influences the outcomes of the discussion, and how this reflects on the overall organization of the group; and the possible different interactions between opposing parties, and to which extent disagreement affects the cohesiveness of the society.Esse projeto lida com o estudo da dinâmica de aprendizado social de agentes em uma sociedade. Para isso empregamos técnicas de mecânica estatística, aprendizado de máquina e teoria de probabilidades. Agentes interagem em pares trocando opiniões pró/contra questões usando um algoritmo restringido pela informação disponível. Fazendo-se uso de uma análise de máxima entropia, pode-se descrever o par da interação como uma dinâmica ao longo do gradiente do logaritmo da evidência. Isso permite introduzir quantidades similares a energia e Hamiltonianos globais aproximados. Testamos diferentes hipóteses tendo em mente as limitações e as vantagens de cada uma. Conhecimento do valor esperado do Hamiltoniano é informação relevante para o estado da sociedade, induzindo uma distribuição canônica a partir de máxima entropia. Os resultados são interpretados com as ferramentas usuais de mecânica estatística e termodinâmica. Algumas das questões que discutimos são: a existência de transições de fase separando fases ordenada e desordenada dependendo dos parâmetros da sociedade; o como a questão sendo discutida pelos agentes influencia os resultados da discussão, e como isso se reflete na organização do grupo como um todo; e as possíveis diferentes interações entre partidos opostos, e até que ponto o desacordo afeta a coesão da sociedade.
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Brennan, Karen. "Building a community of (new media) practice : sharing learning stories from a videoblogging collective". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32453.
Testo completoAbstract (sommario):
We live in a participatory culture, an environment characterized by the
proliferation of production and sharing via computer-mediated communication. However,
in my department, situated in a faculty of education at a Western Canadian university,
there was a documented disconnect between consuming new media and participating in
new media. To address this disconnect, following the participatory action research
tradition, I initiated a videoblogging collective, which was modeled after NodelOl, a
grass-roots endeavor dedicated to community-based new media capacity building. This
study examined how individuals experienced participation in this new media collective.
Sessions were conducted twice-weekly for a period of six weeks, and I
documented my observations and interpretations by journaling. Through interviews, eight
group members shared their stories of new media and technology support, experienced
both prior to and as a consequence of their participation in the collective. Predominant
themes were developed through data condensation and categorization, and formed the
basis of a chronological narrative that expressed the findings as a collection of ten stories
interleaved with related stories from group members.
I used a situated learning perspective to interpret experiences of videoblogging
and technology support within our community of practice through the dimensions of
mutual engagement, joint enterprise, and shared repertoire. With respect to mutual
engagement, participants experienced tensions in belonging. Full participants appreciated
a closeness among members, but questioned their own roles within the group. Peripheral
members experienced a benefit to witnessing the potentials represented in the group's
work, but were disappointed by the inaccessibility of group relationships or capacities.
With respect to joint enterprise, participants explored their understandings of
videoblogging. Video production was experienced as a process critical to understanding
video as a form of multiliteracy. Despite promising technological capacities, blogs were
experienced as problematic spaces lacking privacy and prone to superficiality. With
respect to shared repertoire, participants described how relationships and domain
cultivated resources and routines. Participants had experienced group learning of
technology skills as challenging, and our repertoire consequently evolved toward formats
such as individual help or email. Our group sessions provided needed space for
discussion and inspiration, space in which members could listen and share.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
29
Loftus, Stephen Francis. "Language in clinical reasoning learning and using the language of collective clinical decision making /". Faculty of Health Sciences, School of Physiotherapy, University of Sydney, 2006. http://hdl.handle.net/2123/1165.
Testo completoAbstract (sommario):
Doctor of PhilosophyThe aim of the research presented in this thesis was to come to a deeper understanding of clinical decision making from within the interpretive paradigm. The project draws on ideas from a number of schools of thought which have the common emphasis that the interpretive use of language is at the core of all human activity. This research project studied settings where health professionals and medical students engage in clinical decision making in groups. Settings included medical students participating in problem-based learning tutorials and a team of health professionals working in a multidisciplinary clinic. An underlying assumption of this project was that in such group settings, where health professionals are required to articulate their clinical reasoning for each other, the individuals involved are likely to have insights that could reveal the nature of clinical decision making. Another important assumption of this research is that human activities, such as clinical reasoning, take place in cultural contexts, are mediated by language and other symbol systems, and can be best understood when investigated in their historical development. Data were gathered by interviews of medical students and health professionals working in the two settings, and by non-participant observation. Data analysis and interpretation revealed that clinical decision making is primarily a social and linguistic skill, acquired by participating in communities of practice called health professions. These communities of practice have their own subculture including the language game called clinical decision making which includes an interpretive repertoire of specific language tools and skills. New participants to the profession must come to embody these skills under the guidance of more capable members of the profession, and do so by working through many cases. The interpretive repertoire that health professionals need to master includes skills with words, categories, metaphors, heuristics, narratives, rituals, rhetoric, and hermeneutics. All these skills need to be coordinated, both in constructing a diagnosis and management plan and in communicating clinical decisions to other people, in a manner that can be judged as intelligible, legitimate, persuasive, and carrying the moral authority for subsequent action.
30
Dymling, Malin, e Maria Sturegård. "Knowledge Sharing through collective and reflective learning A case study at HSB Bostad AB". Thesis, KTH, Fastigheter och byggande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-190708.
Testo completoAbstract (sommario):
As the housing construction industry experiences a high pressure, many housing construction companies are increasing their production. HSB Bostad AB, being one of these companies, has high ambitions regarding remaining competitive and successful within the industry. It has shown that many of the errors made by the company, have been done before without being learnt from. As a step in the direction of never repeating mistakes and errors made, HSB Bostad AB has requested that a study is made regarding their need for knowledge sharing routines. This thesis has therefore investigated how knowledge sharing is applied at HSB Bostad AB as well as studied the theories of collective and reflective learning as a potential tool. The case study has been done by an abductive approach, winding a literature study with empirics from observations and interviews. The interviewees were chosen to reflect the employees of the company to a maximum range, with the characteristics of experience, gender, corporate position and divisional belonging. Through the interviews and observations, it was found that HSB Bostad AB is unconsciously working with activities and processes providing opportunities of knowledge sharing. One aspect was the lack of a common vision and understanding for the concept as well as the lack of opportunities for collective reflection. The conclusions made were that a joint, corporal vision and strategy of knowledge sharing could give HSB Bostad AB an advantage in the direction of remaining competitive and successful. Additionally, more specific and explicit recommendations of how to improve their current areas of knowledge sharing are given.Medan byggbranschen upplever en hög efterfrågan på bostäder ökar många byggbolag sina produktionsvolymer. HSB Bostad AB, som är ett av dessa bolag, har höga ambitioner att vara fortsatt konkurrenskraftiga och framgångsrika i branschen. Det har visat sig att många av felen som bolaget upplever återupprepas men utan att lärdomar dragits. Som ett steg i riktningen mot att aldrig upprepa misstag och fel som gjorts har HSB Bostad AB efterfrågat att en studie genomförs gällande deras behov av kunskapsspridningsrutiner. Denna studie har därför undersökt hur kunskapsspridning kan implementeras, både i allmänhet samt med ett fokus på HSB Bostad AB. Vidare har studien undersökt hur kollektiv och reflektivt lärande kan användas i kunskapsspridningssyfte. Denna fallstudie har gjorts med en abduktiv metod där en litteraturstudie varvats med observationer och intervjuer. Intervjurespondenterna valdes för att spegla medarbetarna på bolaget i så stor mån som möjligt med hänsyn till erfarenhet, kön, anställningsgrad samt avdelningstillhörighet. Efter genomförda intervjuer och observationer kunde det urskiljas att HSB Bostad AB arbetar omedvetet med kunskapsspridning genom både aktiviteter och processer. Det som förvånade mest av empirin var bristen på en gemensam vision och förståelse för begreppet kunskapsspridning samt bristen på möjligheter för kollektiv reflektion. Slutsatsen av studien innefattar att en gemensam bolagsmässig vision och strategi för kunskapsspridning kan ge HSB Bostad AB fördel på vägen mot att fortsatt vara konkurrenskraftiga och framgångsrika. Dessutom ges specifika och explicita rekommendationer för hur deras nuvarande områden för kunskapsspridning kan förbättras.
31
Anderson, Donald B. "The Processes of Collective Buy-In, Actuation, and Deep Social Learning in Seminary Classes". DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7638.
Testo completoAbstract (sommario):
This phenomenological study explored a common essence of collective class actuation (CCA) among six seminary teachers in a Western state. CCA is an optimal learning state of a class collective. Data were gathered through interviews, observations, and a focus group. Data analysis yielded themes, textural and structural descriptions, an overall essence, and a model explaining the processes of buy-in and actuation.
Findings indicate that seminary teachers seek to actuate their classes by leading them toward agentic, collective buy-in. This requires management of two social environments: the internal social environment (the heart) and the external social environment. The internal social environment is comprised of a sense of collective relevancy and a sense of collective trust. If both of these collective beliefs are present, students may be more likely to buy into the purpose and activity of the class collective. The external social environment relates to classroom sociality, which can be too high (hypersocial) for learning, or too low (hyposocial) for learning. These teachers therefore describe seeking to keep their classes in the sweet zone of learning by simultaneously maintaining high engagement and high focus. Both social environments (internal and external) affect one another and influence buy-in and actuation for deep learning. Participants manage the complexities of both environments by maintaining a splendid mix of learning and enjoyment, thereby generating an optimal learning experience.
32
Kennedy, Jacqueline E. "Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500198/.
Testo completoAbstract (sommario):
To impact student learning, educators’ implementation, or transfer, of new knowledge, skills, dispositions, and practices to daily work is the primary purpose of professional learning. The purpose of this study was to assess the multivariate relationship between individual and work environment characteristics as measured by the Collective Efficacy Scale and Dimensions of Learning Organization Questionnaire, respectively, and learning transfer factors as measured by the Learning Transfer System Inventory. The sample consisted of 249 PK-12 grade school- based instructional staff members of an education association. Canonical correlation and commonality analyses required using the two individual and work environment characteristics of learning culture and collective efficacy as predictor variables of the five learning transfer factors of performance self-efficacy, transfer-effort performance expectations, performance outcome expectations, performance coaching, and resistance to change to evaluate the multivariate between the two variable sets. Learning culture and collective efficacy demonstrated a relationship to resistance to change and performance outcome expectations. Learning culture and collective efficacy were insufficient to transfer-effort performance expectations, attend to performance self-efficacy beliefs, and increase support for transfer (i.e., performance coaching) factors. These findings might guide the decisions and practice of individuals with responsibility to plan, implement, and evaluate professional learning, and provide the conditions necessary for changing educational practice while increasing support for and building educators’ confidence about implementation. Further research may confirm the findings and enhance generalizability.
33
Skyring, Carol A. "Learning in 140 characters : microblogging for professional learning". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/65854/1/Carol_Skyring_Thesis.pdf.
Testo completoAbstract (sommario):
This thesis investigated how microblogging, a form of online social networking, was being employed by educators to support their professional learning. The study found that educators who participate in microblogging engage in a wide range of behaviours, with certain behaviours and activities commonly exhibited. An advantage of microblogging as a professional learning tool is its ability to link educators globally to exchange ideas from different perspectives and to share resources and teaching practices. Educators who microblog have access to relevant and timely learning that is not constrained by time or distance and can be tailored to meet their individual needs.
34
Forsyth, Lachlan. "A learning ecology framework for collective, e-mediated teacher development in primary science and technology". Electronic version, 2008. http://hdl.handle.net/2100/610.
Testo completoAbstract (sommario):
University of Technology, Sydney. Faculty of Education.This thesis reports on the development and testing of a framework for making sense of the collective professional learning of primary Science and Technology teachers in an elearning mediated context. Web-based networks and collaboratories are playing an increasingly prominent role in private and public sector knowledge building and innovation. In Education, online communities now frequently support teachers’ professional learning. However, despite the pervasiveness of this network zeitgeist, such studies rarely describe or analyse (let alone theorise) teachers’ collective learning, focusing paradoxically instead on the learning of individuals, albeit in group contexts. Without a clear understanding of collectivity, the design of initiatives for systemic professional renewal is significantly impeded. This investigation addresses this urgent need to describe, analyse and theorise teachers’ collective learning. Serendipitously, an Australian Research Council Linkage Project, DESCANT (SciTech), provided a context that confronted those ethical, theoretical and pragmatic challenges necessary to make collective learning both possible and likely. Cohorts of primary Science and Technology teachers, supported by consultants, Education Department officers and University researchers, worked together, in networked ways, to conceive, prototype and trial an e-learning environment for the professional development of cohorts of their peer teachers. Democratic participation was assured, a generative theory of learning adopted and pragmatic steps taken so as to establish a principled, yet experimental, trial for studying collective learning. Group learning at every stage of this process was documented, and examined for ethical, theoretical and pragmatic evidence of collectivity. That is, judgements were made as to whether the learning that occurred at each stage of the project could be understood as a complex, dynamic learning ecology. The study’s findings reveal that collective professional learning did occur, to a greater or lesser extent, at every stage of the DESCANT process. Furthermore, the collective learning of these teachers could be well described and explained by considering how those ethical, theoretical and pragmatic challenges - the pillars of the learning ecology framework developed here - were met. The account makes clear just how complex, dynamic, highly nuanced and ecological in nature collective learning is. It was then a small step to theorise systemic professional renewal in terms of collective conceptual movements on an adaptive (learning) landscape and, in the light of what occurred, to extrapolate, speculatively, from the generative theoretical pillar with which the study began. Of course, this study has acknowledged limitations. Nevertheless, its successful small-scale piloting of a learning ecology framework for making sense of collective, networked professional learning demonstrates that the framework has a range of epistemic benefits - not least, internal and external coherence. As well, it provokes thinking about key characteristics of networked approaches to collective professional learning. Above all, this study suggests the worth of continuing to test and refine this learning ecology framework in those diverse settings where systemic renewal is critical.
35
Bös, Julian. "Collective learning in the multilevel governance project Civitas Dyn@mo : A case of knowledge management". Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21619.
Testo completoAbstract (sommario):
Reflexive approaches to (multilevel) governance are currently discussed as essential for sustainable outcomes of decision-making. A key element of reflexive governance has been called collective learning. Collective learning has been argued to be a necessary tool or safeguard against the misuse of power in the context of sustainable decision-making. Though being named a key element, the effects of collective learning processes on power and conflict dynamics have been defined very vaguely in reflexive governance approaches. If at all, collective learning is described as an excursive debate that - given the choice of experienced actors and a set of rules – will automatically lead to balanced power distribution. This work contributes to the scientific discourse on reflexive governance by conceptualizing the process of collective learning in two steps. The first involves a conceptual claim whereby it is shown that collective learning, in addition to a discursive debate, consists of three ‘aspects’, communication, participation, knowledge implementation. This claim is exemplified via the investigation of a case of knowledge management in the sustainable governance project Civitas Dyn@mo, as it reflects the suggested aspects of collective learning.
36
Pas, Annette. "A Bakhtinian perspective on collective learning : an approach based on dialogue, polyphony and the carnivalesque". Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577548.
Testo completoAbstract (sommario):
This thesis describes an approach to study collective learning processes. It was inspired by concepts first introduced by the Russian literary theorist and philosopher, Mikhail Bakhtin. The thesis argues that Bakhtin's concepts are highly relevant to the study of collective learning as they point to the potential for changes that .artia' from dialogic tensions both within and between the modes of speech ("speech genres" in Bakhtinian terms) that people use in their everyday talk, and they provide us with new metaphors-to think about how we theorize about people's learning. Insights from the approach developed in the study are compared to insights associated with established theories of collective learning. The approach was developed in a study of the learning of a group of parents who participated in a course entitled 'A Child Protection Course for Parents.' The notion of speech genre was used in the study to explore how people engaged in distinct but interrelated spheres of activity develop relatively distinct forms of social language. The concept of polyphony was used as a perspective to write and theorize about learning, which allows us to visualize unfinalizability by portraying different voices without merging them into more one-sided interpretations. This concept explains how the author identified the different languages used by the course members, as well as how the voice of the author dialogised with the voices of the people written about in the study. Bakhtin's writing about the carnivalesque was used to reflect on the liberating and transformative potential of laughter. The thesis conceptualised the learning of the group as dialogising. The Bakhtin-inspired 'approach that was developed illuminated how, as they worked to analyse complex, imaginary scenarios of childcare needs, the parents dialogised between different social languages and developed a new speech genre. This is described in the study as a new "language of tolerance" that differed greatly from the "language of judgment" which participants had used at the beginning of the course. The Bakhtinian approach gives us a unique understanding into learning by interpreting practice as subtle changes in speech genres that develop in a process of dialogising between languages. It is suggested that Bakhtin's concepts can add considerably to dialectic and monologic perspectives used in existing learning theories
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Rufino, Emmanoel de Almeida. "A racionalidade comunicativa em tempos de cibercultura: pela formação de coletivos inteligentes no espaço do saber". Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9918.
Testo completoAbstract (sommario):
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This study assumes as object the formative project of intelligent collectives in the contemporary Space of Knowledge, based on the concepts of communicative reason and collective intelligence. In compliance with this referential of rationality, it is based on the Theory of Communicative Action (TCA), following the emancipatory illuminist standard projected in the theory of collective intelligence. It contextualizes the virtual horizons of open learning in the course of the contemporary revolution of computer and telematics systems and the advent of cyberspace in the interim of the XX and XXI centuries AD, as well as the systemic mechanisms that, infiltrated in the interactive networks of this great world cyber life, awaken the formation of intelligent collectives in favor of the promotion of intelligently managed collectives. The objective was to understand the formation of intelligent collectives based on rationally motivated cooperative learning, following the thesis that communicative reason foments cooperative learning processes capable of forming intelligent groups in the Knowledge Space. Inspired by the hermeneutical method, the interpretative view of the object of this study proposes a comprehensive posture of the phenomenon of learning in the universal field – but no totalizable – of cyberspace, privileged locus of the global entanglement of the subjects of the Knowledge Space. In this sense, the construction of the thesis and the steps of his analysis demand the hermeneutical pretension to understand – in the light of the TCA - the guiding principles of reason communicative consistent/propitious to promote the learning cooperatives and collective intelligent, who are at the base of the concept of collective intelligence. Ascertaining the possibility of rationality promoting the development of a culture of cooperative learning and the consequent formation of intelligent collectives in the environments of the Knowledge Space, concludes that the formation of intelligent collectives in cybernetic environments (capable of optimizing the potential of collective intelligence in the Space of Knowledge) passes through the rationalization of communicative in the context of the world of cyberspace life. Appears, therefore, the communicative rationality as a privileged referential to promote intelligent collectives in the Space of Knowledge, especially because its can transform the cyberspacial universe in a world of life emancipated (free of performances noninteractive by subject and systemic instances) and fruitful to the cooperative learning because entangled by competent subjects to speak and act ethically in their interactions, challenging utopia whose “non-place” is a distinct conditioner for our social evolution.
Este estudo assume como objeto o projeto formativo de coletivos inteligentes no contemporâneo Espaço do Saber, fundamentando-se nos conceitos de razão comunicativa e inteligência coletiva. Em observância a esse referencial de racionalidade, baseia-se na Teoria do Agir Comunicativo (TAC), seguindo o lastro emancipatório iluminista projetado na teoria da inteligência coletiva. Contextualiza os horizontes virtuais de aprendizagem abertos na esteira da revolução contemporânea dos sistemas informáticos e telemáticos e do advento do ciberespaço, no ínterim dos séculos XX e XXI d. C., como também os mecanismos sistêmicos que, infiltrados nas redes interativas desse grande mundo da vida ciber, preterem a formação de coletivos inteligentes em favor da promoção de coletivos inteligentemente administrados. Objetivou compreender a formação de coletivos inteligentes a partir de aprendizagens cooperativas racionalmente motivadas, seguindo a tese de que a razão comunicativa fomenta processos cooperativos de aprendizagem capazes de formar coletivos inteligentes no Espaço do Saber. Inspirado no método hermenêutico, o olhar interpretativo do objeto deste estudo propõe uma postura compreensiva do fenômeno da aprendizagem no campo universal – mas intotalizável – do ciberespaço, lócus privilegiado do enredamento global dos sujeitos do Espaço do Saber. Nesse sentido, a construção da tese e suas etapas de análise reclamam a pretensão hermenêutica de compreender – à luz da TAC – os princípios norteadores da razão comunicativa coerentes/propícios à promoção de aprendizagens cooperativas e coletivos inteligentes, que estão na base do conceito de inteligência coletiva. Averiguando a possibilidade de fomentarmos racionalmente o desenvolvimento de uma cultura de aprendizagens cooperativas e a consequente formação de coletivos inteligentes nos ambientes cibernéticos do Espaço do Saber, conclui que a formação de coletivos inteligentes (capazes de otimizar o potencial de inteligência coletiva disposto no Espaço do Saber) passa pela racionalização da comunicação no contexto do mundo da vida ciberespacial. Aponta, pois, a racionalidade comunicativa como um referencial privilegiado para fomentar coletivos inteligentes no Espaço do Saber, especialmente porque ela pode transformar o universo ciberespacial num mundo da vida emancipado (livre de atuações não-interativas por parte de sujeitos e instâncias sistêmicas) e fecundo a aprendizagens cooperativas, porque enredado por sujeitos competentes para falar e agir eticamente em suas interações, desafiadora utopia cujo “não-lugar” é um distinto condicionante para nossa evolução social. Palavras-chave: Aprendizagem cooperativa. Coletivos inteligentes. Espaço do Saber. Inteligência coletiva. Racionalidade comunicativa.
38
Shella, Andrew Jospeh Shella. "Negotiating Technology in Faculty Collective Bargaining Agreements". University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513090944291521.
Testo completo
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Rodriguez, Perdomo Carlos Mario. "Kidnethics: In the search for the collective internet ethics". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21281.
Testo completoAbstract (sommario):
This thesis is focus on finding ways to bring awareness to the parents about the complexity of the internet in order to empower them at the moment to approach online protection topics with their children, therefore it started with a analysis of the online protection field from a broader perspective and eventually by comparing the field with the insights gathered during a set of interventions, it narrowed down to online protection for kids and the relation with the parents and their children in relation with this topic.The research followed a research through design approach which allows the process to learn from the outcomes of every iterations and generates a dynamic relation of framing and reframing that enables the design process to modify its focus within the same field based on the conversation of the results and the theory.Additionally, a participatory design approach based on a set of workshops and interviews with experts, informed the process in which could be the most suitable approach to reach the goal of the project.As a result, this thesis propose a set of tools to generate collective solutions among parents based on the understanding of the internet infrastructure and the open discussion about the internet issues their children could faced.Besides, this exploration aims to state a new role of the interaction designer as the mediator within the relation between the user and and the technology different than by setting a set of usability rules but closer to the generation of codes of conduct grounded in an open discussion between the all the parts involved. This approach motivates a transparent dialogue about thesocial and ethical implication in the use of such tools.
40
Montes, De Oca Roldan Marco. "Incremental social learning in swarm intelligence systems". Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209909.
Testo completoAbstract (sommario):
A swarm intelligence system is a type of multiagent system with the following distinctive characteristics: (i) it is composed of a large number of agents, (ii) the agents that comprise the system are simple with respect to the complexity of the task the system is required to perform, (iii) its control relies on principles of decentralization and self-organization, and (iv) its constituent agents interact locally with one another and with their environment. Interactions among agents, either direct or indirect through the environment in which they act, are fundamental for swarm intelligence to exist; however, there is a class of interactions, referred to as "interference", that actually blocks or hinders the agents' goal-seeking behavior. For example, competition for space may reduce the mobility of robots in a swarm robotics system, or misleading information may spread through the system in a particle swarm optimization algorithm. One of the most visible effects of interference in a swarm intelligence system is the reduction of its efficiency. In other words, interference increases the time required by the system to reach a desired state. Thus, interference is a fundamental problem which negatively affects the viability of the swarm intelligence approach for solving important, practical problems.
We propose a framework called "incremental social learning" (ISL) as a solution to the aforementioned problem. It consists of two elements: (i) a growing population of agents, and (ii) a social learning mechanism. Initially, a system under the control of ISL consists of a small population of agents. These agents interact with one another and with their environment for some time before new agents are added to the system according to a predefined schedule. When a new agent is about to be added, it learns socially from a subset of the agents that have been part of the system for some time, and that, as a consequence, may have gathered useful information. The implementation of the social learning mechanism is application-dependent, but the goal is to transfer knowledge from a set of experienced agents that are already in the environment to the newly added agent. The process continues until one of the following criteria is met: (i) the maximum number of agents is reached, (ii) the assigned task is finished, or (iii) the system performs as desired. Starting with a small number of agents reduces interference because it reduces the number of interactions within the system, and thus, fast progress toward the desired state may be achieved. By learning socially, newly added agents acquire knowledge about their environment without incurring the costs of acquiring that knowledge individually. As a result, ISL can make a swarm intelligence system reach a desired state more rapidly.
We have successfully applied ISL to two very different swarm intelligence systems. We applied ISL to particle swarm optimization algorithms. The results of this study demonstrate that ISL substantially improves the performance of these kinds of algorithms. In fact, two of the resulting algorithms are competitive with state-of-the-art algorithms in the field. The second system to which we applied ISL exploits a collective decision-making mechanism based on an opinion formation model. This mechanism is also one of the original contributions presented in this dissertation. A swarm robotics system under the control of the proposed mechanism allows robots to choose from a set of two actions the action that is fastest to execute. In this case, when only a small proportion of the swarm is able to concurrently execute the alternative actions, ISL substantially improves the system's performance.
Doctorat en Sciences de l'ingénieur
info:eu-repo/semantics/nonPublished
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Derdour, Ismahane. "Une université d’entreprise une démarche d’apprentissage collectif pour amorcer des bonnes pratiques nécessaires à l’apprentissage organisationnel : le cas AREVA". Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM1093.
Testo completoAbstract (sommario):
Notre travail consiste donc à développer la problématique suivante : l'Université d'Entreprise de l'avenir dépend de sa capacité à gérer et exploiter l'interaction complexe des sous-systèmes de l'apprentissage organisationnel par un espace d'apprentissage collectif en amorçant des bonnes pratiques nécessaires pour devenir une entreprise apprenante. Pour cela nous nous sommes intéressés à l'entreprise AREVA, qui dispose d'une Université comme espace d'apprentissage. Après une analyse du modèle existant, nous leur proposerons l'instauration d'une démarche de gestion de connaissance et la création d'une communauté pratique via un réseau de formateurs internes et externes. Enfin, nous pensons que la mise en place de ces mesures permettra le partage et la mutualisation des expertises et de l'expérience en interne ainsi qu'en externe, via un partenariat avec les acteurs du marché du nucléaireOur job is to develop the following problem: The Corporate University's future depends on its ability to manage and operate the complex interaction of subsystems organizational learning by a collective learning space by initiating good practice to become a learning organization For this, we are interested in the company AREVA, which has a University as a learning space. After an analysis of the existing model, we will propose the establishment of a knowledge management approach and the creation of a community of practice via a network of internal and external trainers. Finally, we believe that the implementation of these measures will allow the sharing and pooling of expertise and experience internally and externally, through a partnership with the players of the nuclear market
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Petersen, Elizabeth Ann. "Find What Works Best for You: Learning to Practice in a Large Ensemble". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543425844555961.
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Pierce, Heather R. "The influences of culture, self-efficacy and collective efficacy on participation in voluntary learning and development activities". Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/28781.
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Del, Campo Maria Victoria. "Escaping an institutional poverty trap : learning behavior as a collective action problem in Brazil's pharmaceutical industry". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105034.
Testo completoAbstract (sommario):
Thesis: Ph. D. in Economic Development and Planning, Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 268-279).
Why are so many countries persistently poor, underdeveloped, and unequal? Why does unevenness in resources and capabilities persist within productive sectors, even in developing countries that have managed to sustain handfuls of well-performing firms in modern sectors? The conventional knowledge about this persistence suggests that in the long run, historical institutions are the fundamental cause of economic outcomes, making history determine economic performance through its effect on institutional development patterns (Acemoglu and Robinson, 2001). These studies portray institutions as path-dependent and impervious to change, suggesting a pessimistic expectation for the development possibilities of poor countries. In contrast, this dissertation shows empirically how and why inefficient institutions that tend to persist over time can be altered, leading to unexpected upgrading and inequality reduction even in environments traditionally considered "hopeless" by the literature. Through a mixed methods approach incorporating qualitative methodologies to a traditional poverty trap framework, this work analyzes the effect of institutions on evolving micro-level attitudes towards learning in a complex, technologically-intensive industry plagued by high prices, widespread product safety challenges, and parasitic firm behavior. Using the experience of Brazil's pharmaceutical industry as a main case, with India and Mexico as shadow cases, the study concludes that in the context of extreme technological gaps, political domination by large economic groups, and structural constraints, inegalitarian and inefficient institutions become self-sustaining and make individual learning prohibitively costly for most local firms. This creates secular poverty traps where individual "low road" behaviors become prevalent among firms, resulting in a self-reinforcing intensification of uneven development. In such cases, learning --and escaping the trap-- necessarily becomes a collective action problem, where marginalized firms must cooperate to defray the costs of upgrading.
by Maria Victoria del Campo.
Ph. D. in Economic Development and Planning
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Alsaffar, Rabab. "Evaluating the impact of individual and collective electronic games on mathematical learning achievement in primary school". Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/13200/.
Testo completoAbstract (sommario):
This thesis describes research that aimed to assess the impact of Educational Electronic Games (EEG) on mathematics learning in primary schools when learning takes place on an individual or collective basis, and make suggestions to enhance learning effectiveness. The context was primary education in Kuwait in 5th grade (age 9 to 10 years) and the course of study was mathematics. The purpose of the research was to investigate whether the initiative of the Kuwaiti government in promoting the use of EEG on a large scale was worthwhile and to make recommendations to enhance learning through EEG, if necessary. The literature review indicated the research gaps in terms of student learning outcome achievement and teachers’ perceptions about the success of EEG in both the individual and collective mode. A mixed methods approach using both qualitative and quantitative techniques was adopted. The quantitative techniques involved descriptive statistics, and inferential statistics in the form of hypothesis testing. A sample of 74 students and 124 teachers was chosen based on the standard sample size formula for a finite population. The student data in the form of a performance test were used to assess learning outcome achievement and the teacher data, obtained through a questionnaire survey, were used to study their perceptions about the success of EEG. The school was chosen based on the representativeness of the sample’s characteristics. Qualitative techniques included observations made during student participation in individual and collective EEG, a questionnaire survey of teachers, and two semi-structured interviews. The study revealed that EEG had a significant influence on the achievement of the learning outcome and permanency of learning; that the collective mode of EEG was superior to the individual mode; and that gender difference had no influence on learning outcome achievement or permanency of learning. The success of EEG usage, according to the perceptions of the teachers, was dependent on the teacher characteristics and the teachers were relatively positive about the success of EEG usage in both the individual and collective mode. The recommendations made to the Ministry of Education included an emphasis on the selection criterion of teachers at the entry level based on teacher characteristics such as: computer education, higher educational qualifications, and the type of EEG to which the teachers were exposed; and it was also recommended that characteristics such as age, gender, designation, teaching experience, and courses taught by the teachers may be given lower importance, as these had no major bearing on their perceptions about the success of EEG usage.
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Jung, Yusun. "A Dialogic Action Perspective on Open Collective Inquiry in Online Forums". Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1327699379.
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Harker, David. "Service, Politics and Identity: On Realizing the Potential of Service Learning". Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:104043.
Testo completoAbstract (sommario):
Thesis advisor: Lisa DodsonService learning has emerged as one of the most popular mechanisms to promote and teach students about civic, moral, and political responsibility in American colleges and universities. This dissertation offers a critical exploration of the potential and limitations that engagement in service activities, and service learning in particular, can offer. The research was designed to explore how individual long-term volunteers attach meaning to their service experience, as well as how these meanings are constructed. In other words, what is the process by which students come to make sense of the volunteer work in which they are engaged? Of particular interest are the potential connections between these constructed meanings and a sense of politics or a sense of social change strategies. To explore the ways in which volunteers attach meaning to their service experience, I conducted participatory observation, in-depth interviews, and focus groups with a number of college students currently participating in a structured long-term service learning program; along with staff members of this program and of community partner organizations; and a group of comparison volunteers. This research provides an overview of the relationships, roles, responsibilities, benefits, challenges, and overall structure and design of a long-term service learning program. Participation in a structured service learning program shapes the ways in which students think about their service as it relates to a sense of politics and social change. However, the connection between service and political engagement is often complicated by a lack of political opportunities, a perceived lack of civic skills or political knowledge, and views of politics as divisive and ineffective. This dissertation also contributes to a greater understanding of the ways in which collective identity can develop among student service learners, and how this collective identity may impact their work
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Schafer, Nancy Jo. "Teacher Video Clubs: A Method for Creating a Mathematical Discourse Community through Collective Reflection". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/52.
Testo completoAbstract (sommario):
Although the reform movement in mathematics education has been very influential within colleges of education and among researchers, it has had less of an effect on mathematics education at the K-12 level (National Center for Educational Statistics, 1999). As a part of the reform movement, the National Council of Teachers of Mathematics (1991) recommends that teachers engage students in mathematical discourse. Given that situated learning theory suggests that reflection, particularly collective reflection, is necessary for professional development (Borko & Putnam, 1998; Lave & Wenger, 1991), this study examined the use of teacher video clubs as a space in which novice teachers can publicly and collectively reflect on ways to create productive mathematical discourse communities within their elementary classrooms. This study advances prior research by using teacher video clubs as a tool for enhancing mathematical discourse communities among novice teachers who facilitate video club sessions. This mixed-methods study examines (a) video club teacher-to-teacher discourse around teaching mathematics by using qualitative comparative analysis, (b) elementary students’ mathematical discourse in a case study of one video club member’s classroom by diagramming and coding classroom discourse, and (c) teachers’ (video-club group vs. traditional-coaching group) specialized content knowledge and reform beliefs measured by Teachers’ Knowledge for Teaching Mathematics Survey (Ball, Hill, Rowan, & Schilling, 2002) and Elementary Teacher’s Commitment to Mathematical Education Reform (Ross, McDougall, Hogaboam-Gray, & LeSage, 2003) respectively. The main findings are: (a) Teacher-to-teacher discourse focused of pedagogical issues across all video club session, but changes in later video club sessions to include questioning of goals and authority. Analysis of the discourse also reveal three possible affordances of video club participation: noticing, encouragement, and alternative ideas and strategies; (b) Classroom discourse became increasingly more horizontal and students increased initiation of discourse topics; and (c) As a group, video club members’ specialized content knowledge of students and content was found to be marginally significant over the traditional coaching group. No group difference was found in reform beliefs between the two groups. This study shows that video clubs have promising potential as an approach to professional development for the implementation of reform initiatives.
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Daupras, France. "Envisager la vigilance crues comme système organisationnel : les conditions de sa robustesse en territoires inondés dans le bassin Adour-Garonne (Sud-Ouest de la France)". Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20128/document.
Testo completoAbstract (sommario):
Malgré les améliorations portées à la détection des crues, à leurs prévisions et au perfectionnement des technologies de communication ces vingt dernières années, les systèmes d’alerte aux inondations restent soumis à des vulnérabilités et des incertitudes inhérentes à leur fonctionnement. En s’intéressant plus particulièrement au dispositif de Vigilance crues, ce travail questionne la manière dont les acteurs impliqués dans ce dispositif sociotechnique s’adaptent aux incertitudes et vulnérabilités auxquelles ils sont soumis. Ce travail s’appuie notamment sur le développement d’un modèle centré sur la notion de robustesse. D’une part, celui-ci permet de mieux saisir les processus qui conditionnent l’atteinte de l’objectif d’anticipation et d’amélioration de l’action collective organisée au cours d’une inondation. D’autre part, cette approche, en combinant les capacités à faire face des acteurs et les vulnérabilités du système, questionne les conditions socio-spatiales de la robustesse de la Vigilance crues au quotidien, i.e. en dehors des périodes de crues. Notre méthodologie repose sur plus de cent cinquante entretiens auprès des acteurs du système de vigilance dans le bassin Adour-Garonne. Il est ainsi démontré que la robustesse de ce système dépend (1) de la capacité des acteurs à faire face aux incertitudes et de leurs connaissances territoriales ; (2) de la mise en œuvre d’une approche intégrée qui tient compte des savoirs vernaculaires et des savoirs techniques ; (3) de rencontres régulières entre maires, services de gestion de crise et prévisionnistes, en particulier dans le cadre d’exercices inondation. Ainsi, se développent la confiance entre acteurs, l’apprentissage collectif et le renforcement de l’action collective en situations de criseImproving flood forecasting has become a technological race with major advances over the last 20 years. Moreover, communication technologies improvements have significantly increased the speed of warning dissemination. However, flood warning systems present inherent uncertainties and vulnerabilities. The present thesis questions how stakeholders involved in the French Flood Warning System (FFWS) deal with those uncertainties and vulnerabilities to achieve the aim of anticipation. Our approach is based on a conceptual model making use of the concept of robustness. We have applied this model to several flooded territories in the Adour-Garonne basin (France). Taking into account both vulnerability and coping capacities, we analyse the socio-spatial conditions that allows the robustness of the FFWS. A qualitative research methodology (150 semi-directive interviews) was adopted for the case studies. We demonstrate that (1) some vulnerabilities of the institutional warning can be overcome by the coping capacities and territorial knowledge of people at risk ; (2) the improvement of the FFWS can be achieved by the combination of both vernacular and scientific knowledges, and by an adaptation to local context ; (3) the reinforcement of the FFWS robustness depends on the upholding and the development of collective action, integrating people at-risk, crisis management services and forecasters through regular meetings and flood training exercises outside flooding periods. Such actions allow reinforcing collective action during crisis situations through the development of trustfulness
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Lee, Yu Sun. "Toward a new knowledge sharing community collective intelligence and learning through web-portal-based question-answer services /". CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3701.
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