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Rigobón, Roberto. "Open economy, reform, and learning". Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10390.
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Williams, Helen Margaret. "Curriculum conceptions of open learning : theory, intention and student experience in the Australian Open Learning Initiative". Thesis, Queensland University of Technology, 1995.
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This thesis addresses the need to clarify the meaning of the open learning concept. It does so from a curriculum perspective and with a particular focus on curriculum
control. The reason for this is that open learning is said to involve control of curriculum by learners. The study draws on curriculum theory to identify three alternative conceptions of curriculum which are used as alternative ways of considering open learning. Thus,open learning is examined as an element of social theory, as an intended curriculum and as a perceived student learning experience. The analysis is facilitated by the development of a suite of analytical tools, comprising curriculum code theory and
the concepts of frame and decision-making space. Students are considered as curriculum decision-makers in order to investigate their latitude for curriculum control from their own perspective. By comparing the three conceptions of open learning listed above as they apply to a particular case of open learning provision, by analysing that case in terms of the suite of analytical tools and by considering the relevant historical and socio-cultural context, a new theory of open learning is generated. In the first instance, the three curriculum conceptions of open learning are applied to the Australian Open Learning Initiative. The methodology is based on a research philosophy of realist-coherentism. Theory on open learning, which is generic and
inclusive of a wide range of views, is analysed and reviewed. Three major categories of theory on open learning (descriptive, prescriptive and explanatory) are considered.
The intended curriculum of the Initiative is then detailed primarily from documentary evidence with support from key informant interviews. Students' curriculum experiences are studied by means of a series of telephone interviews with
a targeted sample of 44 students registered for units of study with Open Learning Australia (the Open Learning Agency of Australia) in the first study period of 1993.
Comparing theory on open learning with the evidence of the intended curriculum and student experience indicates that a technocratic approach to opening access, rather
than learner control of curriculum, is the central feature of this case. Learner-centred features of the curriculum and learner control are not primary aims but rather the byproducts of increasing participation primarily through flexibility in the location and timing of study and an open entry policy. Students are seen to be essentially
curriculum-takers with curriculum structures acting as strong frames on their decision-making. In relation to its context, the Initiative is seen as a pragmatic
response to economic and political pressures to expand participation in higher education and to have implications for centralising control of higher education.
It is proposed that open learning is understandable as a manifestation of educational democratisation. Rather than being a novel post-Fordist or neo-Fordist form of
education, it is argued that open learning is a continuation of longer term,
progressive educational trends. Open learning is distinctive from earlier progressive educational movements in its adult focus and use of communications technologies. It is suggested that, in the post-industrial era, pressures associated with the attainment of mass higher education are inducing reforms at that level similar to reforms
previously enacted in primary and secondary education as these reached mass levels of provision. Evidence for this interpretation extends beyond the Australian case and
includes parallels between open learning and the reforms characteristic of democratisation as well as historical data on the expansion of opportunities for adult
education. In terms of curriculum code theory, open learning is seen as an expression of the
rational curriculum code. This suggests an amendment to curriculum code theory to acknowledge a lag in the implementation of certain codes at post-secondary level in
comparison with schooling. If the patterns previously observed in school education continue to be followed, state intervention is likely to involve further technocratic
and internalised controls at this level.
The new theory implies that a systems wide, rather than a piecemeal, approach to the development of national systems of open learning is needed. In Australia, this means
fully integrating the Initiative within the Unified National System of Higher Education and making its funding base and systems of student support more equitable with conventional provision. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decision-making and learner control of curriculum. It notes that transfer of control over entering a program of study is not automatically conferred by an open admissions policy but is, instead, dependent on
providers meeting the information needs of students.
3
Harrison, Michelle. "Developing spaces for learning in online open learning environments". Thesis, Lancaster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719806.
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With the adoption of social technologies in mainstream society, post-secondary educators have been adopting social technologies as alternatives to traditional learning management systems, perceiving them to be more open, participatory, student-centered, and reflective of socio-constructivist approaches to learning. At the same time, as we open up our boundaries of learning, researchers have suggested that these spaces can be uncanny, unsettling or troublesome as they challenge traditional, hierarchical learning models and their more familiar and comfortable references, roles and norms of the academy. How we incorporate these networked learning principles into the design of open online learning spaces, and how these spaces then are enacted as learning spaces is the focus of this project. A virtual ethnographic case study of an open boundary course was conducted to investigate how the available learning spaces are perceived and used by both teachers and learners, particularly as they intersect formal and informal contexts. To answer the overall research question "What effects do open online learning spaces have on the development of a learning culture in networked learning environments?" a two-tiered analytic framework was developed. The first tier examined the everyday practices within the course, including interactions between material and social spaces, through examination of the structures, communications and resulting practices. The second stage used a spatial lens, based on Boys' (2011) adaptation of Lefebvre's spatial triad (1991), to explore the tensions between how space is perceived (daily practices), conceived (designed), and lived (enacted) by participants. One finding is that participants all valued direct pathways for their learning experiences and felt that too many resources and routes lead to confusion and disorientation. Finding and maintaining coherence was a challenge for both instructors and participants, with each wrangling with the principles of openness, autonomy and social dialogue to meet their own needs and create different learning spaces. For the instructors this meant providing wayfinding and mooring points through the signalling of pathways, active participation and a repurposing/remixing of the different tools and structures available to them. The designed environment was inscribed with the familiar indicators of formal educational spaces (timeframes, structured activities, roles, active facilitation, educational metaphors, familiar asynchronous and synchronous communication) and provided a "homely" feel (Knox, 2014b). The participants chose different pathways depending on their expectations and learning needs (assessed/non- assessed), made visible their struggles with technology, and stuck to the course "home" space where visibility, recognition and meaningful connections were more likely to be encountered. This allowed for the development of a small cohort of engaged, active learners who developed an open and supportive learning culture where they could take risks in their own learning processes. The spatial analysis highlighted that there is a constant shifting and renegotiating within the learning spaces we try to create, both as designers and as learners. In this case tensions related to visibility/anonymity, assessment, flexibility (pathways, time), resources, conceptions of openness, and complexity of the learning environment, all had an impact on how the learning spaces were perceived or enacted. The hierarchically defined spaces created through digital tools, even those created by social technologies that many consider inherently more open and participatory, are only permeable and accessible in certain ways, and to certain types of practices. As the results of this research highlight, these underlying structures, with their own set of rules, ownership, and hierarchical ordering affects the resulting spaces, dictating how learners and teachers can shape and interact with them. Those considering designing learning experiences with more open, permeable boundaries will need to ask critical questions about how resulting tensions may create different types of enclosures or barriers, and flow this impacts on the spaces for learning.
4
李漢傑 i Hon-kit Lee. "The Open Learning Institute of Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982037.
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Baird, N., i Beer K. De. "Why podcasting in open higher distance learning?" Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/366.
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Published ArticleThroughout history children have been taught by means of stories told by their parents, and for many centuries this was the primary method of transferring knowledge and information. As time progressed, we spent less and less time listening to stories, although to this day storytelling is still being used as an education methodology. People of our modern century are accustomed to receiving information in an audio format. It is natural for us to absorb information through an auditory medium, and since such information transfer takes place on such a personal level, we tend to form a personal relationship with radio presenters. They become like family members who visit every time one turns on the radio. Podcasting has grown over the past year and is seen as a major leap forward in mobile learning, or as we like to call it, "learning-on-the-go". The learner is able to download lectures or information to his or her iPod or any other MP3 player, and no matter where he is or what he is doing, he will be able to gain knowledge. Whether the learner is working out at the gym or driving a car, the lecturer is always there with him, allowing the learner to constantly absorb information as it is presented in an amazingly personal way. When lectures are presented in this way, it of course remains the learner's responsibility to absorb the information made available to him. The whole idea of self-regulated learning comes to the fore and learners actually take responsibility for what they learn and the pace at which they learn. Lecturers are advised to record their lectures and make them available online as an essential tool in the education process. Language lecturers in particular should use pod casting as the main feature of their courses. Providing learners with a podcast of information on the next face-to-face lecture and having them prepare according to what they have been told in the podcast will truly enhance learning in the lecture room and stimulate discussion. The main aim of all lecturers should be to have their learners prepare to such a degree that all face-to-face sessions become discussion sessions. The iPod and podcasting have changed the face of open higher distance education as we know it. All we need to do is jump aboard and make the most of the amazing opportunities this paradigm shift is offering.
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Hornik, Kurt, Christian Buchta i Achim Zeileis. "Open-Source Machine Learning: R Meets Weka". Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 2007. http://epub.wu.ac.at/1188/1/document.pdf.
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Two of the prime open-source environments available for machine/statistical learning in data mining and knowledge discovery are the software packages Weka and R which have emerged from the machine learning and statistics communities, respectively. To make the different sets of tools from both environments available in a single unified system, an R package RWeka is suggested which interfaces Weka's functionality to R. With only a thin layer of (mostly R) code, a set of general interface generators is provided which can set up interface functions with the usual "R look and feel", re-using Weka's standardized interface of learner classes (including classifiers, clusterers, associators, filters, loaders, savers, and stemmers) with associated methods.Series: Research Report Series / Department of Statistics and Mathematics
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Björk, Friström Viking. "Mapping of open-answers using machine learning". Thesis, KTH, Matematisk statistik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-228616.
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This thesis investigates if a model can be created to map misspelled answers from open-ended questions to a finite set of brands. The data used for the paper comes from the company Nepa that uses open-questions to measure brand-awareness and consists of misspelled answers and brands to be mapped to. A data structure called match candidate was created and consists of a misspelled answer and brand that it poten-tially be mapped to. Features for the match candidates were engineered and based on the edited distances, posterior probability and common misspellings among other. Multiple machine learning models were tested for classifying the match candidates as positive if the mapping was correct and negative otherwise. The model was tested in two scenarios, one when the answers in the training and testing data came from the same questions and secondly when they came from different ones. Among the classifiers tested, the random forest model performed best in terms of PPV as well as sensitivity. The resulting mapping identified on average 92% of the misspelled answers and map then with 98% accuracy in the first scenario. While in the second scenario 70% of the answers were identified with 95% confidence in the mapping on average.Detta examensarbete undersöker huruvida en modell kan skapas för att kartlägga fel-stavade svar till öppna frågor till ett finit set av företagsnamn. Datan till denna uppsats kommer ifrån företaget Nepa som använder öppna frågor för att mäta märkesmedvetenhet. Denna data består av öppna svar samt företagsnamn som dessa kan matchas till. En datastruktur skapades som kallas för match candidate och består av ett felstavat svar samt ett företagsnamn som svaret kan matchas med. Attribut skapades till match candidate och bygger bland annat på sträng likhet, aposteriorisan-nolikhet samt vanliga fel stavningar med mera. Ett flertal maskininlärningsmodeller testades för att klassifiera match candidates som korrekt om och endast om svaret och företagsnamnet matchade och inkorrekt annars. Modellen testades i två olika scenarior. I det första kom datan som modellen tränade och testade på ifrån samma frågor. I det andra scenariot var det olika frågor som tränings och test data byggdes på. Av de maskininlärningsmodeller som testades så presterade radom forest modellen bäst i avseende på PPV och sensitivity. Den resulterande kartläggningen lyckades i genomsnitt identifiera 92% av alla felstavade svar och matchades i 98% till korrekt företagsnamn i det första scenariot. I det andra scenariot identifiera 70% av alla felstavade svar och matchades i 95% till korrekt företagsnamn i genomsnitt.
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Lee, Hon-kit. "The Open Learning Institute of Hong Kong". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946985.
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Mina, Christakis. "Open Technological Standardization Processes Through Learning Networks". 京都大学 (Kyoto University), 2010. http://hdl.handle.net/2433/120839.
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Peker, Ender. "Campus As An Integrated Learning Environment: Learning In Campus Open Spaces". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612496/index.pdf.
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Recent researches on campus learning environments present that there is a seeking for alternative learning spaces among students. Researches argue that more learning is taking place outside of class time than ever before. With an increased emphasis on collaboration and group projects, students are learning in small groups outside of the classrooms as they accomplish work related to their courses. Literature defines these experiences as &lsquoinformal learning&rsquo
. Therewithal, campus open spaces are one of the major areas where students prefer for their informal learning experiences. This thesis aims to search the influence of campus open space design on students&rsquo
learning experiences. Additionally, it argues that there is a strong relation between the learning and the space where learning action occurs. In doing this, it both covers a theoretical framework and a case study. Within the theoretical part, it discusses various learning theories with respect to the prominent principles for each theory. It reveals learning space design indicators which affects learning both in indoor and outdoor learning environments. In the case study, with the analysis of different sample areas from METU campus, the study both investigates the learning experiences actualized on campus open spaces and the triggering design indicators which enhance these experiences.
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Majumder, Apurba Jyoti, i Gautam Kumar Sarma. "Open Courseware initiatives for e-learners in India". Vikas Publishing House (Delhi, India), 2010. http://hdl.handle.net/10150/224211.
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Paper presented in IDEA 2008 & later published in Book form "ODL system in transition"Open Courseware is nothing but the repository of the study and learning materials in digital form in the web which is open for every user i.e. Open Access. These repositories envisage to store, index, preserve, distribute and share the digital learning resources with any time access offering interoperability. On the other hand, e-learning covers a myriad set of applications, and processes such as computer based learning, web-based learning, virtual classrooms, etc. What is most significant about the method is that it ensures faster learning at comparatively reduced cost and gives access to more learning resources. In India, a number of institutions are digitizing their course materials and a good number of open courseware have been established e.g. eGyankosh-a National Digital Repository, CEC Learning Object Repository, Indo- German eGurukul on Digital Libraries, NPTEL, NCERT Online Textbooks, UNESCOSALIS e-Learning Portal, etc. This paper presents a scenario of the Open Courseware initiatives in India that can be helpful and necessary to the e-learners.
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Васильєва, Тетяна Анатоліївна, Татьяна Анатольевна Васильева, Tetiana Anatoliivna Vasylieva i O. Skrynnyk. "Comparison of Open Learning Forms in Organizational Education". Thesis, RWTH Aachen University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/85485.
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This article describes the insights from the analysis of the comparative evaluation of open learning methods in organizational education and will be of most interest to researchers and practitioners with non-university background. The approaches considered focus on the selection of solutions based on the methods, which can be individually adapted in the future and applied, for example, by using artificial intelligence technologies to achieve organizational goals without direct human intervention. In this paper we describe the evaluation methods of the learning forms based on the principles of andragogy and consider the software specifics of investigated methods. The obtained conclusions show that the open source course, online learning communities, training with virtual reality and artificial intelligence can be successfully implemented separately and in combination according to the purposes of organizational development. However, learning with artificial intelligence has also a great potential due to the extensive knowledge base and diverse ways of knowledge mediation.
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Mackintosh, Wayne Grant. "Managing open distance learning (ODL) for changing futures". Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440879.
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Strang, Alison Bridget. "A model of learning : an investigation of technicians' approaches to open learning". Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018494/.
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The work arose from an applied research project commissioned by the Manpower Services Commission. The aim of the project was to produce guidelines for effective learning in the Open Tech, based on a thoroughly researched understanding of open learning at technician level. A review of the literature led to the proposal that the research should examine technicians' experiences of learning from a phenomenological perspective, with particular attention to the intentions and meanings underlying their approaches. In response to this proposal, a metatheory was formulated to establish the assumptions on which the research should be based. The metatheory incorporated a view of man as a natural learner, implying that the research should seek to understand why natural learning behaviour is inhibited. The view of science specified that the outcome of the research should be the development of an appropriate and useful model of technician open learning. The development of this model was 'grounded' in the empirical study of British Telecom open learning students. The study incorporated both an experimental learning, task and focused interviewing. Notable dimensions emerging from learners' accounts of their experiences of learning included: orientations to study, conceptions of learning, and locus of control in learning. Relationships between these dimensions were explored and a series of 'procedural steps' was proposed, which outlines the key processes necessary to effective learning in this context. This empirical analysis led to the formulation of the 'multi-dimensional' model of learning, which suggests that meaningful learning arises as a learner interacts with a task in pursuit of his own learning intentions. On the basis of this definition it was possible to identify the qualities of meaningful learning, and to recognise the equivalence of the notions of meaningful, effective and autonomous learning. The model was tested and elaborated, using data from a further study of a different group of technicians undertaking open learning courses. Finally, the practical applications of the model for the Open Tech were explored.
15
Chapko, Nancy. "An investigation of the beliefs of MATC South Campus software instructors concerning flexible format classes". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004chapkon.pdf.
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Littler, Craig George. "Perspectives on learning and information in flexible learning environments /". Electronic version, 2004. http://adt.lib.uts.edu.au/public/adt-NTSM20040730.113839/index.html.
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Coombs, Steven John. "Design and conversational evaluation of an information technology learning environment based on self-organised-learning". Thesis, Brunel University, 1996. http://bura.brunel.ac.uk/handle/2438/4829.
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From 1990 to 1993 I was engaged as the Information Technology (IT) Workshop manager at Mid-Cornwall College, St. Austell. My mission during this period was to develop a new kind of IT learning environment. The main purpose was - and continues to be - to provide for mixed 'open-access’ student targets wishing to pursue generic IT activities and gain commensurate vocational qualifications. This Open-Learning (OL) environment provides on-the-job curriculum development of IT learning support systems, through a Flexible Learning (FL) management policy. An action research approach based on S-O-L provides both the methodology and technology for implementing a learning organisation. A key objective was institutional change towards the learning management policy of IT, through appropriate deployment of staffing and courseware resources to enable the practice of student centred learning. Another aim was to integrate and mix all target groups of learners together in the same domain, i. e. school leavers with adult returners for the achievement of a cost-effective, well-co-ordinated and productive learning environment. My action research applied the Centre for the Study of Human Learning's (CSHL's) ideas and tools towards the development of the IT Workshop's learning policy. I have sought to make the connection between FL delivery of the generic IT curriculum and the SOL approach towards individual and organisational learning. This came about from the link between the FL philosophy of learner-centred activity and the SOL philosophy of empowering individuals via Learning Conversations. S-O-L'Systems-7' was adopted as a conversational tool for developing the educational roles and practices of the IT Workshop. This influenced my college to make essential environmental changes to the workshop in order to develop these activities. The project also used the Personal Learning Contract (PLC) to manage and enable the 'learning-to-learn' activities of individual IT learners. With the PLC as the central tool for implementing Learning Conversations, there evolved the idea of 'Group Learning Contracts' (GLCs). This led to the practical development of 'Learning Plans' (LPs), such that IT flexible modules could be transferred to the autonomy of the learner. Evaluations from this project included sample case-study evidences of Learning Conversations obtained from individual IT case-load students. Repertory grid feedback conversations of learning experienced by individual staff members taking part in the project were also obtained. Questionnaire results from IT learners was used as another method of feedback, and conversationally evaluated using factor analysis and 'talkback' records. All the action research qualitative evidences were finally analysed using conversational techniques, leading to the overall project 'findings'.
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Dhraief, Hadhami. "Managing metadata in open learning repositories and P2P networks". [S.l.] : [s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=979167469.
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Mazzeo, Arianna. "Co-learning: An open pedagogy for creative arts education". Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/670097.
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La meva contribució gira entorn de com els mètodes d'aprenentatge basats en el disseny (disseny obert i disseny etnogràfic, particularment) poden fomentar una mentalitat educativa interactiva que expandeixi el context d'aprenentatge acadèmic fora de l'escola. Aquesta recerca és doble: en primer lloc, el meu objectiu és contribuir a la innovació educativa en el camp de les arts creatives a través de mètodes d'aprenentatge basats en el disseny; en segon lloc, exploro les possibilitats que el disseny obert i l'etnografia del disseny poden aportar a l'educació formal en el camp de l'educació artística creativa en introduir la perspectiva somàtica com una perspectiva interdisciplinària. Proposo explorar com es poden implementar els conceptes de disseny obert en un continu que abasti l'educació formal i la no formal. Finalment, el disseny obert com a plataforma per al coaprenentatge, en cocrear i compartir, contribueix a un canvi innovador per desenvolupar pedagogies d'ensenyament-aprenentatge que obrin el marc educatiu formal a l'espai públic com a comportament performatiu incorporat per al benestar de tothom.Mi contribución gira en torno a cómo los métodos de aprendizaje basados en el diseño (diseño abierto y diseño etnográfico, en particular) pueden fomentar una mentalidad educativa interactiva que expanda el contexto de aprendizaje académico fuera de la escuela. Esta investigación es doble: en primer lugar, mi objetivo es contribuir a la innovación educativa en el campo de las artes creativas a través de métodos de aprendizaje basados en el diseño; en segundo lugar, exploro las posibilidades que el diseño abierto y la etnografía del diseño pueden aportar a la educación formal en el campo de la educación artística creativa al introducir la perspectiva somática como una perspectiva interdisciplinaria. Propongo explorar cómo pueden implementarse los conceptos de diseño abierto en un continuo que abarque la educación formal y la no formal. Finalmente, el diseño abierto como plataforma para el coaprendizaje, al cocrear y compartir, contribuye a un cambio innovador para desarrollar pedagogías de enseñanza-aprendizaje que abran el marco educativo formal al espacio público como comportamiento performativo incorporado para el bienestar de todos.
This work studies how design-based learning methods (open design and ethnographic design in particular) can foster an interactive educational mindset that expands the context of academic learning beyond the classroom. The aim of the research is twofold: first, to contribute to educational innovation in the field of creative arts through design-based learning methods; second, to explore the possibilities that open design and design ethnography can bring to formal education in the field of creative arts education by introducing an interdisciplinary perspective, namely the somatic. The goal is to explore how open design concepts can be implemented in a continuum that spans formal and non-formal education. Open design as a platform for co-learning based on co-creating and sharing contributes to an innovative shift in the development of teaching-learning pedagogies, where the formal educational framework is opened to the public space as a performative behaviour adopted for the well-being of all.
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Corredor, Juana Patricia Tellez. "Human capital formation, learning and growth in open economies". Thesis, Queen Mary, University of London, 2005. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1845.
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During the last decades two factors have been recognised as major deten-ninants of economic growth. Firstly, the ongoing integration of international capital markets has rendered foreign physical capital a crucial factor in the performance of open economies. Secondly, in addition to greater capital mobility, there has been an increasing awareness among economists that economic growth swivels around the production and use of knowledge. The connections relating those two crucial factors (i. e. physical capital mobility and knowledge production) have been, however, seldom explored in the relevant literature. This is an important omission which we seek to remedy in this thesis. The main objective of this dissertation is, essentially, to explore the joint role of physical capital and knowledge accumulation in the economic growth process, when physical capital mobility exists. Another important objective is to study the role of knowledge accumulation in attracting foreign physical capital. For this purpose, we advance two theoretical models of growth to explore these connections, from an exogenous and an endogenous point of view respectively. An empirical application complements the theoretical approach concentrating on the long-term linkages between human capital accumulation and physical capital movements. The thesis comprises three chapters. In Chapter I we construct a two-country Solow-Swan growth model in which 'knowledge production' is treated as pure human capital accumulation. In this model, physical capital moves freely across borders and human capital is immobile, whilst the interest rate is determined endogenously. In Chapter 2 we develop a two-country endogenous growth model with capital flows. This time, 'knowledge production' is achieved by means of a learningby- doing process in both countries, this being a side-effect of world physical capital accumulation. Once again, physical capital is mobile between countries, whilst labour is immobile, and the interest rate is determined endogenously. in Chapter 3 we build on the connections between knowledge production and physical capital accumulation explored theoretically in previous chapters. Essentially, we investigate the extent to which human capital differences across countries could account for differences in physical capital inflows, after controlling for other factors. The main result obtained throughout our investigation is the confirmation of the existence of strong links relating knowledge production to international capital flows. Both theory and data seem to strongly support this conclusion.
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Chudzicki, Christopher A. "Learning experiments in a MOOC (Massive Open Online Course)". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99281.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Physics, 2015.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 63-65).
We present results from two treatment / control experiments in the 8.MReV: Mechanics ReView massive open online course (MOOC) run on edX.org during summer 2014. We compare the efficacy of physics homework problems: (1) traditional physics problems involving many skills, (2) deliberate-practice activities that train individual skills using the drag-and-drop format, and (3) analogous deliberate practice activities in multiple choice format. Using a common assessment, our results suggest that traditional instruction is more effective than deliberate practice activities cast in the multiple-choice format; comparison of traditional problems and drag-and-drop deliberate practice is so far inconclusive. Some evidence suggests users prefer the drag-and-drop format over multiple-choice and are more engaged in such problems. In a separate experiment, we investigate the validity of the pre-test/post-test methodology in a MOOC environment where students receive feedback on the pretest and can view the correct answer after finishing a pre-test problem. It seems that little learning occurs during the pre-test and that exposure to a problem on the pre-test usually does not provide students an advantage on the post-test.
by Christopher A. Chudzicki.
S.M.
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Xavier, Clarissa Castell? "Learning non-verbal relations under open information extraction paradigm". Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2014. http://tede2.pucrs.br/tede2/handle/tede/5275.
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Previous issue date: 2014-03-12O paradigma Open Information Extraction - Open IE (Extra??o Aberta de Informa??es) de extra??o de rela??es trabalha com a identifica??o de rela??es n?o definidas previamente, buscando superar as limita??es impostas pelos m?todos tradicionais de Extra??o de Informa??es como a depend?ncia de dom?nio e a dif?cil escalabilidade. Visando estender o paradigma Open IE para que sejam extra?das rela??es n?o expressas por verbos a partir de textos em ingl?s, apresentamos CompIE, um componente que aprende rela??es expressas em compostos nominais (CNs), como (oil, extracted from, olive) - (?leo, extra?do da, oliva) - do composto nominal olive oil - ?leo de oliva, ou em pares do tipo adjetivo-substantivo (ASs), como (moon, that is, gorgeous) - (lua, que ?, linda) - do AS gorgeous moon (linda lua). A entrada do CompIE ? um arquivo texto, e sua sa?da ? um conjunto de triplas descrevendo rela??es bin?rias. Sua arquitetura ? composta por duas tarefas principais: Extrator de CNs e ASs (1) e Interpretador de CNs e ASs (2). A primeira tarefa gera uma lista de CNs e ASs a partir do corpus de entrada. A segunda tarefa realiza a interpreta??o dos CNs e ASs gerando as triplas que descrevem as rela??es extra?das do corpus. Para estudar a viabilidade da solu??o apresentada, realizamos uma avalia??o baseada em hip?teses. Um prot?tipo foi constru?do com o intuito de validar cada uma das hip?teses. Os resultados obtidos mostram que nossa solu??o alcan?a 89% de Precis?o e demonstram que o CompIE atinge sua meta de estender o paradigma Open IE extraindo rela??es expressas dentro dos CNs e ASs.
The Open Information Extraction (Open IE) is a relation extraction paradigm in which the target relationships cannot be specified in advance, and it aims to overcome the limitations imposed by traditional IE methods, such as domain-dependence and scalability. In order to extend Open IE to extract relationships that are not expressed by verbs from texts in English, we introduce CompIE, a component that learns relations expressed in noun compounds (NCs), such as (oil, extracted from, olive) from olive oil, or in adjectivenoun pairs (ANs), such as (moon, that is, gorgeous) from gorgeous moon. CompIE input is a text file, and the output is a set of triples describing binary relationships. The architecture comprises two main tasks: NCs and ANs Extraction (1) and NCs and ANs Interpretation (2). The first task generates a list of NCs and ANs from the input corpus. The second task performs the interpretation of NCs and ANs and generates the tuples that describe the relations extracted from the corpus. In order to study CompIE s feasibility, we perform an evaluation based on hypotheses. In order to implement the strategies to validate each hypothesis we have built a prototype. The results show that our solution achieves 89% Precision and demonstrate that CompIE reaches its goal of extending Open IE paradigm extracting relationships within NCs and ANs.
23
Xavier, Clarissa Castellã. "Learning non-verbal relations under open information extraction paradigm". Pontifícia Universidade Católica do Rio Grande do Sul, 2014. http://hdl.handle.net/10923/7073.
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Previous issue date: 2014The Open Information Extraction (Open IE) is a relation extraction paradigm in which the target relationships cannot be specified in advance, and it aims to overcome the limitations imposed by traditional IE methods, such as domain-dependence and scalability. In order to extend Open IE to extract relationships that are not expressed by verbs from texts in English, we introduce CompIE, a component that learns relations expressed in noun compounds (NCs), such as (oil, extracted from, olive) from olive oil, or in adjectivenoun pairs (ANs), such as (moon, that is, gorgeous) from gorgeous moon. CompIE input is a text file, and the output is a set of triples describing binary relationships. The architecture comprises two main tasks: NCs and ANs Extraction (1) and NCs and ANs Interpretation (2). The first task generates a list of NCs and ANs from the input corpus. The second task performs the interpretation of NCs and ANs and generates the tuples that describe the relations extracted from the corpus. In order to study CompIE’s feasibility, we perform an evaluation based on hypotheses. In order to implement the strategies to validate each hypothesis we have built a prototype. The results show that our solution achieves 89% Precision and demonstrate that CompIE reaches its goal of extending Open IE paradigm extracting relationships within NCs and ANs.
O paradigma Open Information Extraction - Open IE (Extração Aberta de Informações) de extração de relações trabalha com a identificação de relações não definidas previamente, buscando superar as limitações impostas pelos métodos tradicionais de Extração de Informações como a dependência de domínio e a difícil escalabilidade. Visando estender o paradigma Open IE para que sejam extraídas relações não expressas por verbos a partir de textos em inglês, apresentamos CompIE, um componente que aprende relações expressas em compostos nominais (CNs), como (oil, extracted from, olive) - (óleo, extraído da, oliva) - do composto nominal olive oil - óleo de oliva, ou em pares do tipo adjetivo-substantivo (ASs), como (moon, that is, gorgeous) - (lua, que é, linda) - do AS gorgeous moon (linda lua). A entrada do CompIE é um arquivo texto, e sua saída é um conjunto de triplas descrevendo relações binárias. Sua arquitetura é composta por duas tarefas principais: Extrator de CNs e ASs (1) e Interpretador de CNs e ASs (2). A primeira tarefa gera uma lista de CNs e ASs a partir do corpus de entrada. A segunda tarefa realiza a interpretação dos CNs e ASs gerando as triplas que descrevem as relações extraídas do corpus. Para estudar a viabilidade da solução apresentada, realizamos uma avaliação baseada em hipóteses. Um protótipo foi construído com o intuito de validar cada uma das hipóteses. Os resultados obtidos mostram que nossa solução alcança 89% de Precisão e demonstram que o CompIE atinge sua meta de estender o paradigma Open IE extraindo relações expressas dentro dos CNs e ASs.
24
Rowell, Janet L. "Student Perceptions: Teaching and Learning with Open Educational Resources". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2545.
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The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled in a course that used OER in the fall semester, 2014. There was a 23% response rate with 80 completed surveys.
Independent-samples t tests were used to determine if significant differences existed between 5 of the 6 independent variables (the number of credit hours taken was tested using a different method) and each OER perception dimension mean. A Pearson product-moment correlation was used to determine whether there were significant relationships among the 6 dependent OER perception dimension means and the number of credit hours taken. The level of significance used was < .05.
The findings of the independent-samples t tests revealed that there were no significant differences between the independent variables and the 6 OER perception dimension means. The motivation to learn perception mean was highest at 3.97 on a 5-point Likert-type scale; the value of OER had the lowest perception dimension mean of 3.37. The Pearson product-moment correlation determined that there was a significant weak negative relationship between the number of credit hours taken and the level of perceived cognitive learning dimension. All other correlations were found to have no significant relationships.
It can be concluded from the findings of the study that students are highly motivated to learn. From the perception rating of 3.37 for the value of OER, it can be concluded that student perceptions of the value of OER are slightly positive. It can also be concluded that as the number of credit hours in which a student is enrolled increases they have a lower perception of their level of cognitive learning.
25
Erculiani, Luca. "Continual Object Learning". Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/308181.
Pełny tekst źródłaStreszczenie:
This work focuses on building frameworks to strengthen the relation between
human and machine learning. This is achieved by proposing a new category
of algorithms and a new theory to formalize the perception and categorization
of objects.
For what concerns the algorithmic part, we developed a series of procedures
to perform Interactive Continuous Open World learning from the point of view of a single user.
As for humans, the input of the algorithms are continuous streams of
visual information (sequences of frames), that enable the extraction of richer representations by
exploiting the persistence of the same object in the input data.
Our approaches are able to incrementally learn and recognize collections of
objects, starting from emph{zero} knowledge, and organizing them in a
hierarchy that follows the will of the user.
We then present a novel Knowledge Representation theory that
formalizes the property of our setting and enables the learning over it. The
theory is based on the notion of separating the visual representation of
objects from the semantic meaning associated with them. This distinction enables
to treat both instances and classes of objects as being elements of the same kind,
as well as allowing for dynamically rearranging objects according to the
needs of the user.
The whole framework is gradually introduced through the entire thesis and is
coupled with an extensive series of experiments to demonstrate its working
principles. The experiments focus also on demonstrating the role of
a developmental learning policy, in which new objects are regularly introduced,
enabling both an increase in recognition performance while reducing the
amount of supervision provided by the user.
26
Берест, Олег Борисович, Олег Борисович Берест i Oleh Borysovych Berest. "Modern technologies for learning content creation". Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29464.
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One of the teacher’s main task is to make his subject as more creative as it can be possible for students to interest them in it. There are many ways to make your lesson more cognitive and useful (for instance, usage of free open educational resources), but nowadays visual interactive learning tools become more popular and popular. And the problem is where to find or how to create necessary staff for you.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29464
27
Adewopo, Victor A. "Exploring Open Source Intelligence for cyber threat Prediction". University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162491804723753.
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Krull, Greig Emil. "Supporting seamless learning: Students' use of multiple devices in open and distance learning universities". Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/460834.
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El propòsit d'aquesta tesi doctoral és entendre els hàbits i comportaments d'aprenentatge dels estudiants que utilitzen diferents dispositius per a aprendre amb la finalitat de determinar com duen a terme les activitats d'aprenentatge utilitzant les diferents tecnologies de què disposen en els diferents llocs on es mouen, a més de diagnosticar els diferents tipus de suport que requereixen durant l'aprenentatge. La recerca utilitza com a mostra d'estudi dues universitats d'aprenentatge obert i a distància (AOD): una situada a Espanya i una altra situada a Sud-àfrica. Els resultats demostren que els estudiants són capaços de continuar l'aprenentatge en múltiples contextos i ubicacions fent servir múltiples dispositius (tecnologies mòbils i personals) i internet. En aquest sentit, l'aprenentatge és ininterromput. Així, doncs, les universitats d'AOD necessiten redefinir el seu disseny d'aprenentatge i els serveis de suport a l'estudiant durant l'aprenentatge.El propósito de esta tesis doctoral es entender los hábitos y comportamientos de aprendizaje de los estudiantes que utilizan diferentes dispositivos para aprender con el fin de determinar cómo llevan a cabo las actividades de aprendizaje utilizando las diferentes tecnologías de las que disponen en los distintos lugares donde se mueven, además de diagnosticar los diferentes tipos de apoyo que requieren durante el aprendizaje. La investigación utiliza como muestra de estudio dos universidades de aprendizaje abierto y a distancia (AAD): una situada en España y otra situada en Sudáfrica. Los resultados demuestran que los estudiantes son capaces de continuar el aprendizaje en múltiples contextos y ubicaciones usando para ello múltiples dispositivos (tecnologías móviles y personales) e internet. En este sentido, el aprendizaje es ininterrumpido. Así, pues, las universidades de AAD necesitan redefinir su diseño de aprendizaje y los servicios de apoyo al estudiante durante el aprendizaje.
The objective of this doctoral thesis is to understand the learning habits and behaviours of students using different devices in their learning in order to determine how they move between technologies, locations and learning activities, and the types of support they require. A mixed methods case study was conducted at two open and distance learning (ODL) universities, one in Spain and one in South Africa. Students are able to continue their learning experiences across different contexts and settings with the aid of mobile and personal technologies, together with internet services. This fulfils the aim of seamless learning. The results of the study will enable universities to design better learning experiences or offer improved support services to better meet the needs of students using multiple devices.
29
Murray, Neil. "Work-based learning, technology enhanced learning and reflection : the case of Open University students". Thesis, Open University, 2014. http://oro.open.ac.uk/55120/.
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The research reported in this thesis investigates the attitudes of Open University (OU) students towards work-based learning (WBL) and reflection in learning and practice. It also seeks to evaluate the potential of educational technologies to support work-based learning and reflection. The research was carried out using a mixed methods approach, which yielded data amenable to both quantitative and qualitative analysis. The methods used to collect data consisted of an electronic survey sent to 788 OU work-based learners and follow-up telephone interviews conducted with 10 learners selected from amongst the 200 who responded to the survey. The paradigm of pragmatism informed the research design, data collection and analysis. The findings of the research suggested that: • OU students derive motivation by participating in WBL and could see its relevance and benefits to their personal, academic and career development. • OU students had an understanding of the key concepts associated with reflection, although this understanding tended to focus on the dimension of reflection concerned with looking back at experience and learning from it rather than on surfacing tacit knowledge. • Most work-based learners saw the value of using reflective techniques to help them to integrate work and study and to improve performance. • Although the more established technologies of email and online discussion forums were the predominant for both work and study purposes, it was found that ‘Web 2.0’ technologies were used by many students for leisure purposes. Provisional conclusions include the suggestion that, although there is evidence of a latent demand for using new technologies to engage in informal reflective activity, simply making these technologies available without sufficient thought being given to the pedagogical efficacy of doing so may lead to sub-optimal results; in particular, when considering the use such tools for reflective activity as part of a formal assessment. The research also indicates that the demography, attitudes and behaviours of OU students also need to be taken in to account when integrating new technologies. There are several aspects to this, including the willingness and ability of students to use new technologies effectively for study purposes and whether the OU prescribes the technology or allows some student choice.
30
Erculiani, Luca. "Continual Object Learning". Doctoral thesis, Università degli studi di Trento, 2006. http://hdl.handle.net/11572/308032.
Pełny tekst źródłaStreszczenie:
This work focuses on building frameworks to strengthen the relation between
human and machine learning. This is achieved by proposing a new category
of algorithms and a new theory to formalize the perception and categorization
of objects.
For what concerns the algorithmic part, we developed a series of procedures
to perform Interactive Continuous Open World learning from the point of view of a single user.
As for humans, the input of the algorithms are continuous streams of
visual information (sequences of frames), that enable the extraction of richer representations by
exploiting the persistence of the same object in the input data.
Our approaches are able to incrementally learn and recognize collections of
objects, starting from emph{zero} knowledge, and organizing them in a
hierarchy that follows the will of the user.
We then present a novel Knowledge Representation theory that
formalizes the property of our setting and enables the learning over it. The
theory is based on the notion of separating the visual representation of
objects from the semantic meaning associated with them. This distinction enables
to treat both instances and classes of objects as being elements of the same kind,
as well as allowing for dynamically rearranging objects according to the
needs of the user.
The whole framework is gradually introduced through the entire thesis and is
coupled with an extensive series of experiments to demonstrate its working
principles. The experiments focus also on demonstrating the role of
a developmental learning policy, in which new objects are regularly introduced,
enabling both an increase in recognition performance while reducing the
amount of supervision provided by the user.
31
Franken, Engela Johanna. "The implementation of open learning in the South African TVET college sector". Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80438.
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This study aimed at determining the factors that significantly impact on the implementation rate of open learning in the South African TVET college sector. Despite government’s visionary papers and open learning policy framework, TVET colleges in South Africa have been slow in following international trends. Pre-COVID19, only a handful of the 50 public TVET colleges had even ventured into the idea of multi-modal, or any teaching mode, other than the traditional classroom.
The methodological and analytical lens of the study is two-fold. The Critical Theory in Education (CTE) and the Stakeholder Theory that depicts the interests of the different stakeholder groups within the Higher Education band and their expectations towards the activities of TVET colleges.
Case study, a qualitative research design, was utilized in the study. Semi-structured interviews with top key decision makers in the Department of Higher Education and Training, as well as open learning champions on institutional level, were used as data collection tools. The interview data was analysed using descriptive and content analysis, and themes were obtained. The findings are brought into terms with the theoretical framework and potential catalysts are suggested.Dissertation (MEd)--University of Pretoria 2020.
pt2021
Science, Mathematics and Technology Education
MEd
Unrestricted
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Baldiris, Navarro Silvia Margarita. "Supporting competence development processes on open learning systems through personalization". Doctoral thesis, Universitat de Girona, 2012. http://hdl.handle.net/10803/98478.
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This thesis aim for promoting the learning objects economy by offering teacher the possibility of generating adaptive and standardized learning designs. The adaptation of the generated learning design considers two of the most relevant users characteristic: their competences and their learning styles. Standardized and Adaptive Learning Design Generation Process was implemented using HTN planning. Generation process considers a few inputs from the teachers, in particular, those related with the standardized competence definition, the learning objects metadata as well as the data from the initial student model used with adaptation purposes. The learning designs generation process was enriched through the design of two processes, the learning objects searching and positioning processes. These processes permit to look for learning objects in distributed learning objects repositories and use them as inputs for a generated learning design. A layered evaluation process was developed in order to validate the solutions.El objetivo principal de esta tesis es promover la economía de objetos de aprendizaje ofreciendo al profesor la posibilidad de generar diseños de aprendizaje adaptativos y estandarizados. Los diseños generados consideran dos características de usuario en las adaptaciones: sus competencias y estilos de aprendizaje. El proceso de generación semiautomática de diseños de aprendizaje se implementó utilizando planificación HTN; considerándose pocas entradas por parte del docente, en particular, las definiciones de competencia, los metadatos de los objetos de aprendizaje así como los datos de un modelo inicial del estudiante que serán usados en el proceso de adaptación. El proceso de generación de diseños fue enriquecido a través de dos procesos: los procesos de búsqueda y posicionamiento de objetos de aprendizaje, creados para buscar objetos de aprendizaje en repositorios distribuidos y utilizarlos como entradas para los diseños generados. Se desarrolló un proceso de evaluación por capas para validar las soluciones propuestas.
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FRESCHI, Sergio. "A Multidisciplinary Approach to the Reuse of Open Learning Resources". University of Sydney, 2008. http://hdl.handle.net/2123/3937.
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Master of Engineering (Research)Educational standards are having a significant impact on e-Learning. They allow for better exchange of information among different organizations and institutions. They simplify reusing and repurposing learning materials. They give teachers the possibility of personalizing them according to the student’s background and learning speed. Thanks to these standards, off-the-shelf content can be adapted to a particular student cohort’s context and learning needs. The same course content can be presented in different languages. Overall, all the parties involved in the learning-teaching process (students, teachers and institutions) can benefit from these standards and so online education can be improved. To materialize the benefits of standards, learning resources should be structured according to these standards. Unfortunately, there is the problem that a large number of existing e-Learning materials lack the intrinsic logical structure required, and further, when they have the structure, they are not encoded as required. These problems make it virtually impossible to share these materials. This thesis addresses the following research question: How to make the best use of existing open learning resources available on the Internet by taking advantage of educational standards and specifications and thus improving content reusability?In order to answer this question, I combine different technologies, techniques and standards that make the sharing of publicly available learning resources possible in innovative ways. I developed and implemented a three-stage tool to tackle the above problem. By applying information extraction techniques and open e-Learning standards to legacy learning resources the tool has proven to improve content reusability. In so doing, it contributes to the understanding of how these technologies can be used in real scenarios and shows how online education can benefit from them. In particular, three main components were created which enable the conversion process from unstructured educational content into a standard compliant form in a systematic and automatic way. An increasing number of repositories with educational resources are available, including Wikiversity and the Massachusetts Institute of Technology OpenCourseware. Wikivesity is an open repository containing over 6,000 learning resources in several disciplines and for all age groups [1]. I used the OpenCourseWare repository to evaluate the effectiveness of my software components and ideas. The results show that it is possible to create standard compliant learning objects from the publicly available web pages, improving their searchability, interoperability and reusability.
34
Ivani-Chalian, Christine. "A critical analysis of disability through processes of open learning". Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241953.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS". Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 386 - 389, 2012. https://slub.qucosa.de/id/qucosa%3A1780.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
36
Cooper, Mark J. "Evaluation of the quality and promotion of open learning materials". Thesis, Aston University, 1992. http://publications.aston.ac.uk/11930/.
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In the UK, Open Learning has been used in industrial training for at least the last decade. Trainers and Open Learning practitioners have been concerned about the quality of the products and services being delivered. The argument put forward in this thesis is that there is ambiguity amongst industrialists over the meanings of `Open Learning' and `Quality in Open Learning'. For clarity, a new definition of Open Learning is proposed which challenges the traditional learner-centred approach favoured by educationalists. It introduces the concept that there are benefits afforded to the trainer/employer/teacher as well as to the learner. This enables a focussed view of what quality in Open Learning really means. Having discussed these issues, a new quantitative method of evaluating Open Learning is proposed. This is based upon an assessment of the degree of compliance with which products meet Parts 1 & 2 of the Open Learning Code of Practice. The vehicle for these research studies has been a commercial contract commissioned by the Training Agency for the Engineering Industry Training Board (EITB) to examine the quality of Open Learning products supplied to the engineering industry. A major part of this research has been the application of the evaluation technique to a range of 67 Open Learning products (in eight subject areas). The findings were that good quality products can be found right across the price range - so can average and poor quality ones. The study also shows quite convincingly that there are good quality products to be found at less than 50. Finally the majority (24 out of 34) of the good quality products were text based.
37
Dubrau, Marlen, Anja Lorenz i Andrea Lißner. "SOOC - Saxon Open Online Course". Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-153543.
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Neben der Strukturierung der Informationsflut durch entsprechende Strategien, bedarf es einer Anpassung der Wissensaneignungsprozesse. Massive Open Online Courses (MOOCs) als offene Lehr-Lern-Arrangements haben das Potenzial, diesen Entwicklungen Rechnung zu tragen und die Bildungskultur der nächsten Jahre zu beeinflussen. So stehen Hochschulen vor der Herausforderung, Studierende auf zukünftige Berufswelten vorzubereiten und Handlungskompetenzen zu fördern. Dadurch ist nicht mehr nur die Vermittlung von fachlichem Wissen relevant, sondern auch die Entwicklung von Sozial-, Selbst- und Methodenkompetenzen. Insbesondere die Förderung des selbstgesteuerten Lernens, das die Basis der offenen Kurskonzeption von MOOCs darstellt, ist ebenfalls eine wichtige Grundlage dafür, sich lebenslang selbstständig weiterbilden zu können. Vor diesem Hintergrund wurde der Saxon Open Online Course (SOOC) konzipiert.
38
Ebrahim, Ashraf. "Open and distance learning in higher education in Egypt : an evaluation of the degree programmes of the Centre of Open Learning in Cairo University (COLCU)". Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392067.
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Lißner, Andrea, Marlen Dubrau, Daniela Pscheida i Anja Lorenz. "Massive Open Online Course made in Saxony". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-125286.
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Massive Open Online Courses, sogenannte MOOCs sind offene und über das Internet für jeden kostenfrei zugängliche Kurse, die hierdurch oft eine Vielzahl an Teilnehmenden erreichen. Alle Beteiligten lernen gemeinsam, jedoch mit verschiedensten persönlichen Zielen. Die Inhalte werden nicht ausschließlich von den Veranstalter/inne/n vorgegeben, sondern können zudem auch von den Teilnehmenden erweitert und geteilt werden.
Mit dem SOOC13, dem Saxon Open Online Course, wurde einer der aktuellsten und vieldiskutierten Trends [1] im E-Learning im Sommersemester 2013 von den Technischen Universitäten in Chemnitz und Dresden sowie der Universität Siegen aufgegriffen, praktisch erprobt und evaluiert. Der Kreis der Teilnehmenden bestand dabei nicht nur aus Studierenden, vielmehr waren mit dem Kurs explizit auch Lehrende sowie andere Hochschulmitarbeiter/innen angesprochen. Als konnektivistischer Open Online Course war der SOOC13 zudem offen für alle Interessierten innerhalb der Netz-Community.
Als Methode der Leistungserbringung und -bewertung kamen E-Portfolios zum Einsatz, welche formative Feedback- und Beurteilungsprozesse zulassen. Lernende erstellen Lernprodukte (Artefakte), reflektieren über Lernziele, -verhalten und -fortschritte und teilen die Ergebnisse mit anderen Teilnehmenden in Form von Blogeinträgen, Tweets oder Facebook-Posts. Gegenseitiges Feedback und Hinweise durch die Veranstalter/innen führen zu ausgiebigen Diskussionen und kritischen Auseinandersetzungen.
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Jesse, Edel. "Student Attitudes Toward Use of Massive Open Online Courses". University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1573740761560753.
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Redelinghuys, Johan. "Management guidelines for the implementation of m-learning in an open distance learning model / Johan Redelinghuys". Thesis, North-West University, 2012. http://hdl.handle.net/10394/9200.
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Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education.
Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned.
The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus.
In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning.
Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges.Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.
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Kenyon, Jennifer Berry. "A case study of feedback strategies in The Open Learning Systems Trust (OLSET) Radio Learning Programmes". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002634.
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The following is a case study of three Foundation Phase teachers' classroom practice while using the Open Learning Systems Education Trust (OLSET) Radio Learning Programmes, "English In Action" Level Two materials with their Grade Two learners. This case study describes and analyses the feedback strategies of the three teachers. The radio learning programmes have been developed to provide teachers with an effective interactive set of materials to assist their learners in the acquisition of English. These audio materials also provide teachers with opportunities to be creative and responsive to their learners' specific needs. The feedback strategies described in this study are the teachers' use of their learners' mother tongue, correction oflearner error, and use of praise and encouragement during the three Teacher-Led Activity (TLA) segments of the radio programmes. These TLAs give teachers approximately 12 minutes per lesson during which they are called on to manage the materials according to their learners' specific needs. The TLAs are specifically designed to give learners the opportunity to use and respond to English in particular contexts. This study examines three teachers' feedback to their learners in order to find out what kind of feedback has been made. An attempt has also been made to analyse the nature of the feedback. It was found, from the description and analysis of the teachers' feedback, that when teachers used their learners' mother tongue this was more often used to translate words or phrases which were part of the radio narrator's instructions to the learners and these translations were then repeated in English. Teachers corrected very few learner errors. The most common form of correction was to model the correct form and have the learners repeat this. In spite of claiming that correction of errors was important and all three teachers said they did correct their learners' errors, there was very little evidence of this practice in the sample described in this study. The use of praise and encouragement was a strategy that all three teachers claimed they practised but almost no instances of the use of praise were described. The three teachers used only the word "good" to praise any of their learners' efforts and, in fact, all three used this only twice in each of the three lessons described in this study. In terms of language learning a number of factors have been compared. Some of these include teachers' repetition oflearners' answers and their correction oflearner responses by modelling. They were also observed allowing a variety of learner response as well as ensuring a number of individual learners were able to respond. These factors appear to have enhanced the language learning in the classrooms. However, it was also observed that the teachers needed more support in order to develop more explicit strategies to use their learners' mother tongue, to praise learners and to correct learner error purposefully in their classroom practice. There is a need for guidance to be given teachers in the development and use of open-ended questions and strategies which could encourage the development of higher order language skills in their learners. These findings will influence OLSET's teacher development curriculum. It is envisaged that strategies and activities designed to provide teachers with opportunities to reflect on their own practice with regard to the feedback they provide will be incorporated into the workshops and teacher support systems provided by OLSET's teacher development team.
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Mitra, Raktim. "Collaborative learning in Open Source Software (OSS) communities: The dynamics and challenges in networked learning environments". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/43463.
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The proliferation of web based technologies has resulted in new forms of communities and organizations with enormous implications for design of learning and education. This thesis explores learning occurring within open source software (OSS) communities. OSS communities are a dominant form of organizing in software development with implications not only for innovative product development but also for the training of a large number of software developers. The central catalyst of learning within these communities is expert-novice interactions. These interactions between experts and novices or newcomers are critical for the growth and sustenance of a community and therefore it is imperative that experts are able to provide newcomers requisite advice and support as they traverse the community and develop software.
Although prior literature has demonstrated the significance of expert-novice interactions, there are two central issues that have not been examined. First, there is no examination of the role of external events on community interaction, particularly as it relates to experts and novices. Second, the exact nature of expert help, particularly, the quantity of help and whether it helps or hinders newcomer participation has not been studied. This thesis studies these two aspects of expert-novice interaction within OSS communities.
The data for this study comes from two OSS communities. The Java newcomer forum was studied as it provided a useful setting for examining external events given the recent changes in Javaâ s ownership. Furthermore, the forum has a rating system which classifies newcomers and experienced members allowing the analysis of expert-novice interactions. The second set of data comes from the MySQL newcomer forum which has also undergone organizational changes and allows for comparison with data from the Java forum. Data were collected by parsing information from the HTML pages and stored in a relational database.
To analyze the effect of external events, a natural experiment method was used whereby participation levels were studied around significant events that affected the community. To better understand the changes contextually, an extensive study of major news outlets was also undertaken. Findings from the external event study show significant changes in participation patterns, especially among newcomers in response to key external events. The study also revealed that the changes in participation of newcomers were observed even though other internal characteristics (help giving, expert participation) did not change indicating that external events have a strong bearing on community participation.
The effect of expert advice was studied using a logistic regression model to determine how specific participation patterns in discussion threads led to the final response to newcomers. This was supported by social network analysis to visually interpret the participation patterns of experienced members in two different scenarios, one in which the question was answered and the other where it was not. Findings show that higher number of responses from experienced members did not correlate with a response. Therefore, although expert help is essential, non-moderated or unguided help can lead to conflict among experts and inefficient feedback to newcomers.Master of Science
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Stefanic, Nicholas Michael. "Creativity-Based Music Learning: Modeling the Process and Learning Outcomes in a Massive Open Online Course". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5315.
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While developing creativity is an important goal of many educational endeavors, creating music, from a music education perspective, is a powerful pedagogical tool. Beyond comparing the relative creativity of individuals' musical creative products (e.g., melodies, songs, lyrics, beats, etc.), research in musical creativity must consider how engaging in the creative process can be an effective teaching tool, what I have termed creativity-based music learning. If music teachers are to develop students' abilities “to experience music as meaningful, informed by sensitive discernments and broad understandings, in each particular musical role engagement in which one becomes involved” (Reimer, 2003, p.214), then we must gain a better understanding of how different aspects of the person and context interact during the creative process.
Based on the available literature, Webster (1987a, 2002) conceived the Model of Creative Thinking in Music as a conceptual model for understanding the importance of various components that are at work in the musical creative process. Since, generally speaking, learning results from thinking of some sort, Webster's model represents a reasonable starting point from which to examine how musical creative thinking leads to musical learning. There is much research in music education and the general creativity literature that has investigated how these various component parts (e.g., music aptitude, personality, motivation, previous experience, context) relate to creativity, but there has yet to be any substantive attempt to understand how all of these various elements simultaneously interrelate during a given musical creative process. More importantly, there is limited research on how creativity-based music learning contributes to important learning outcomes such as students' perceptions of learning from the process, students' self-evaluations of creative products (e.g., songs they have written), the development of conceptual understandings, and the development of musical creative self-efficacy.
The initial primary purpose of this study was to develop and identify a statistical model that best represents the nature of the various interrelationships of components of the musical creative process, as identified in Webster's (2002) model, and as they relate to learning outcomes. Understanding how all of these components relate and ultimately impact various learning outcomes has important implications for how we educate our music students.
Data were collected from students taking a Massive Open Online Course entitled “What is Music?: Finding Your Song,” which was designed, developed, and taught by the researcher, and offered in January 2014 through the Canvas Network. In the course, the question “what is music?” was approached from several perspectives, including Music as Human Activity, Music as Emotion, Music as Physics, and Music as Form. While learning about each perspective, students were encouraged to engage with and complete various musical creative projects (e.g., creating a representative playlist, writing lyrics, writing a melody, writing a song). Such an educational context in which creativity is used as a pedagogical tool provided an opportunity for studying the educational outcomes of such an approach. Embedded within the course were measures of several predictors of learning (based on Webster's model), including past experience in music, personality, music aptitude, contextual support, musical creative self-efficacy, motivation, and situational engagement.
Initial analysis plans included the use of structural equation modeling to (1) compare and contrast the statistical fit of competing models; and (2) examine how each of these constructs not only relate to each other, but also how they each contribute (uniquely and in combination) to various learning outcomes, including perceptions of learning, self-evaluations of creative products, and musical creative self-efficacy. However, a sufficient number of students did not engage in and complete the creative projects, nor did a sufficient number of students complete all of the research items, in order to examine the full structural model. When it became apparent that sufficient data would not be available, the study was re-envisioned to examine questions about why students chose to participate or not participate in the creative music-making projects.
Data were collected from 281 students, and although missing data was quite extreme for variables measured late in the course (e.g., motivation), large amounts of data were available regarding students' past experience in music, their expectations regarding participation as MOOC learners, and demographic information (e.g., age, gender, education, language, geographic region). The available data were used in an exploratory manner to derive a model for predicting creative project participation in the course.
The sole important predictor of project participation was whether students identified themselves as an "active participant" at the beginning of the course, although this variable explained only a small amount of variability in project participation. Follow-up analyses for group differences in Active Participant (individuals who identified themselves as "active participants" versus all other Types of Learners) found that “active participants” had significantly higher levels of Musical Creative Self-Efficacy, greater perceptions of the learning context as challenge-supportive, and higher scores on the Openness personality factor. Notably, students' Past Experience in Music appeared to be unrelated to both whether they intended to participate in the creative music-making projects and whether they actually participated in the projects.
In addition to the primary MOOC study, the development and initial validation procedures and results for two new research instruments utilized in the MOOC study, the Past Experience in Music Inventory (PEMI) and the Musical Creative Self-Efficacy Scale (MCSES), are described in detail. The latent class measurement model utilized for measuring Past Experience in Music is a unique and potentially valuable approach for measuring this important variable in music research of all kinds.
Finally, an exploratory analysis of all zero-order rank-order intercorrelations of all non-nominal variables indicated some initial support for the General Specified Model of Creativity-Based Learning. It was not possible to take the next step with the model: to prune it, alter it, or reject it altogether, but when viewed as a very large-scale pilot study, this study did provide enough evidence to warrant investing the considerable amount of resources necessary to take that next step.
Implications for creativity-based music learning and the significance of MOOCs and MOOC research are discussed. In particular, music MOOCs represent an opportunity to fill in some much needed space for lifelong learning. However, if we are to promote lifelong musical engagement, then the pedagogy within a MOOC should also promote engagement. As such, questions and further research regarding such engagement, especially within a creativity-based learning framework, are central to better understanding how to promote and facilitate lifelong musical engagement and musical learning.
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Phadke, Amit Ashok. "Predicting open-source software quality using statistical and machine learning techniques". Master's thesis, Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11092004-105801.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Kim, Jinhan. "J-model : an open and social ensemble learning architecture for classification". Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7672.
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Ensemble learning is a promising direction of research in machine learning, in which an ensemble classifier gives better predictive and more robust performance for classification problems by combining other learners. Meanwhile agent-based systems provide frameworks to share knowledge from multiple agents in an open context. This thesis combines multi-agent knowledge sharing with ensemble methods to produce a new style of learning system for open environments. We now are surrounded by many smart objects such as wireless sensors, ambient communication devices, mobile medical devices and even information supplied via other humans. When we coordinate smart objects properly, we can produce a form of collective intelligence from their collaboration. Traditional ensemble methods and agent-based systems have complementary advantages and disadvantages in this context. Traditional ensemble methods show better classification performance, while agent-based systems might not guarantee their performance for classification. Traditional ensemble methods work as closed and centralised systems (so they cannot handle classifiers in an open context), while agent-based systems are natural vehicles for classifiers in an open context. We designed an open and social ensemble learning architecture, named J-model, to merge the conflicting benefits of the two research domains. The J-model architecture is based on a service choreography approach for coordinating classifiers. Coordination protocols are defined by interaction models that describe how classifiers will interact with one another in a peer-to-peer manner. The peer ranking algorithm recommends more appropriate classifiers to participate in an interaction model to boost the success rate of results of their interactions. Coordinated participant classifiers who are recommended by the peer ranking algorithm become an ensemble classifier within J-model. We evaluated J-model’s classification performance with 13 UCI machine learning benchmark data sets and a virtual screening problem as a realistic classification problem. J-model showed better performance of accuracy, for 9 benchmark sets out of 13 data sets, than 8 other representative traditional ensemble methods. J-model gave better results of specificity for 7 benchmark sets. In the virtual screening problem, J-model gave better results for 12 out of 16 bioassays than already published results. We defined different interaction models for each specific classification task and the peer ranking algorithm was used across all the interaction models. Our research contributions to knowledge are as follows. First, we showed that service choreography can be an effective ensemble coordination method for classifiers in an open context. Second, we used interaction models that implement task specific coordinations of classifiers to solve a variety of representative classification problems. Third, we designed the peer ranking algorithm which is generally and independently applicable to the task of recommending appropriate member classifiers from a classifier pool based on an open pool of interaction models and classifiers.
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Xavier, Clarissa [Verfasser]. "Learning Non-Verbal Relations Under Open Information Extraction Paradigm / Clarissa Xavier". Munich : GRIN Verlag, 2015. http://d-nb.info/1097578720/34.
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Kulthanavit, Pisut. "Essays on adaptive learning and monetary policy in an open economy /". Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7472.
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Dhamotharan, Mogana. "Open learning systems for the continuing education of professionals in Malaysia". Thesis, Connect to e-thesis, 1988. http://theses.gla.ac.uk/665/.
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