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Background: Traditionally, direct medical competences are taught in medical studies, whereas leadership and quality management competences are hardly taught, although graduates are already confronted with management tasks at the beginning of their clinical work. With the upcoming amendment of the Medical Licensing Regulations, this topic area will probably be addressed and must be adequately taught by the faculties. The learning objectives in the area of quality management listed in the current working version of the German National Catalogue of Learning Objectives in Medicine (NKLM) 2.0 have so far been formulated in rather general terms and need to be concretized. Aim: To develop a competence-based learning objectives catalog for the topic area of quality management in medical studies as a structured framework recommendation for the design of faculty teaching-learning programs and as a suggestion for further development of the NKLM. Methods: The competence-based learning objectives catalog was developed by an eight-member working group "Quality Management in Education, Training and Continuing Education" of the Gesellschaft für Qualitätsmanagement in der Gesundheitsversorgung e.V. (GQMG) within the framework of a critical synthesis of central publications. The members of the project group have many years of project experience in quality management in health care as well as in university didactics. Results: Six basic competence goals as well as 10 specific competence goals could be formulated and consented upon. These are each flanked by a list of essential basic concepts and examples. These focus on quality improvements, including patient safety and treatment success against the background of a physician leadership role in an interprofessional context. Discussion: A competency-based set of learning objectives has been compiled that encompasses the necessary concepts and basic knowledge of quality management required for those entering the profession to understand and actively participate in quality management after completing medical school. To the authors' knowledge, no comparable learning objectives catalog is currently available for medical studies, even internationally. [ABSTRACT FROM AUTHOR]

Prospective authors are requested to submit new, unpublished manuscripts for inclusion in the upcoming event described in this call for papers. [ABSTRACT FROM AUTHOR]

Concept formation requires animals to learn and use abstract rules that transcend the characteristics of specific stimuli. Abstract concepts are often associated with high levels of cognitive sophistication, so there has been much interest in which species can form and use concepts. A key abstract concept is that of sameness and difference, where stimuli are classified as either the same as or different than an original stimulus. Here, we used a simultaneous two-item same-different task to test whether paper wasps (Polistes fuscatus) can learn and apply a same-different concept. We trained wasps by simultaneously presenting pairs of same or different stimuli (e.g. colours). Then, we tested whether wasps could apply the concept to new stimuli of the same type (e.g. new colours) and to new stimulus types (e.g. odours). We show that wasps learned a general concept of sameness or difference and applied it to new samples and types of stimuli. Notably, wasps were able to transfer the learned rules to new stimuli in a different sensory modality. Therefore, P. fuscatus can classify stimuli based on their relationships and apply abstract concepts to novel stimulus types. These results indicate that abstract concept learning may be more widespread than previously thought. [ABSTRACT FROM AUTHOR]

In South Africa, paper-based geographic information system (PBGIS) was introduced as a strategy to resolve the hindrances in schools without computers in implementing GIS. This study explores the geography teachers' perceptions of implementing PBGIS in a rural learning ecology. In this context, PBGIS is defined as teaching and learning of GIS utilising topographic and orthographic maps, while rural learning ecology refers to a school in a rural environment consistent with how learners learn in a particular context. The unified theory of acceptance and use of technology (UTAUT) constituted the theoretical framework used to understand the geography teachers' perceptions in this inquiry. Qualitative research methods, and semi-structured interviews were used to generate data to answer the research question. Two geography teachers from a rural learning ecology were purposively selected to participate in this study. The data generated from the field was then analysed thematically utilising a deductive and inductive approach. The findings showed the following: inadequate teacher training; teachers are unsure about the resources required for PBGIS; lack of teaching time; and the complexity of PBGIS concepts, and improper PBGIS examination setting. This study proposes that the Department of Basic Education (DBE), in association with universities, train teachers and provide resources; support teachers by reviewing the time allocated in the Annual Teaching Plan (ATP) for teaching PBGIS; engage teachers about ways to simplify PBGIS concepts when teaching; and guide teachers on the approaches that must be used when teaching PBGIS. [ABSTRACT FROM AUTHOR]

How can philosophers incorporate the Digital Humanities into their classrooms? And why should they? In this paper, I explore answers to these questions as I detail what I have dubbed "The Monuments Project" and describe how this project engages with Digital Humanities and teaches students to connect theoretical philosophical concepts with their lives. Briefly, the Monuments Project asks students to apply concepts discussed in our philosophy class (in my case, a Global Aesthetics class) with a monument in their environment. Instead of a traditional paper, students upload MP3s of their observations, pictures and/or drawings of the monument, and text-based responses. The goal of the Monument Project is twofold: to get students to connect what they have learned to a sense of place=the place where they live, and to introduce them to the Digital Humanities. [ABSTRACT FROM AUTHOR]

Scholarly practitioners are broadly defined as healthcare professionals that address critical practice problems using theory, scientific evidence, and practice-based knowledge. Though scholarly practice is included in most competency frameworks, it is unclear what scholarly practice is, how it develops and how it is operationalized in clinical practice. The aim of this review was to determine what is known about scholarly practice in healthcare professionals. We conducted a scoping review and searched MEDLINE, EMBASE, CINAHL from inception to May 2020. We included papers that explored, described, or defined scholarly practice, scholar or scholarly practitioner, and/or related concepts in healthcare professionals. We included a total of 90 papers. Thirty percent of papers contained an explicit definition of scholarly practice. Conceptualizations of scholarly practice were organized into three themes: the interdependent relationship between scholarship and practice; advancing the profession's field; and core to being a healthcare practitioner. Attributes of scholarly practitioners clustered around five themes: commitment to excellence in practice; collaborative nature; presence of virtuous characteristics; effective communication skills; and adaptive change ethos. No single unified definition of scholarly practice exists within the literature. The variability in terms used to describe scholarly practice suggests that it is an overarching concept rather than a definable entity. There are similarities between scholarly practitioners and knowledge brokers regarding attributes and how scholarly practice is operationalized. Individuals engaged in the teaching, research and/or assessment of scholarly practice should make explicit their definitions and expectations for healthcare professionals. [ABSTRACT FROM AUTHOR]

Dementia is a debilitating neurodegenerative disorder affecting millions worldwide. Early detection is very crucial for effective management. Magnetic resonance imaging (MRI) offers a noninvasive means to assess structural brain changes associated with dementia. In this study, we propose an empirical evaluation for binary classification of dementia using MRI images, utilizing transfer learning techniques applied to a diverse array of pretrained deep learning models. This paper presents a systematic comparison of the performance of various transfer learning approaches, including feature extraction and fine-tuning, across a spectrum of popular pretrained models, such as visual geometry group (VGG), Inception, ResNet, EfficientNet, and DenseNet. This paper also investigates the effects of the transfer learning approach on classification accuracy. Experimental results show that transfer learning is effective in improving classification performance, and they are validated on a large dataset of MRI scans from subjects with and without dementia. Furthermore, the relative benefits and drawbacks of various transfer learning techniques and pretrained models for dementia classification are revealed by the comparative analysis. The results of this investigation enhance the development of automated diagnostic instruments for dementia, thereby promoting prompt intervention and enhanced patient results. [ABSTRACT FROM AUTHOR]

The rise of Massive Open Online Courses (MOOCs) has increased the large audience for higher education. Different learners face different learning difficulties in the process of online learning. In order to ensure the quality of teaching, online learning resource recommendation services should be more personalised and have more choices. In this paper, we propose a joint recommendation algorithm for knowledge concepts and learning partners based on improved MMoE (Multi-gate Mixture-of-Experts). Firstly, the heterogeneous information network (HIN) is constructed based on the MOOC platform and appropriate meta-paths are selected in order to extract the human–computer interaction information and student–student interaction information generated during the learners' online learning processes more completely. Secondly, the temporal behavioural characteristics of students are obtained based on their learning paths as well as their knowledge of conceptual characteristics, and LSTM (Long Short-Term Memory) is used to mine students' current learning interests. Finally, the gating network in MMoE is changed into an attention mechanism network, and for different tasks, multiple attention mechanism networks are used to fuse the learner's human–computer interaction information, student–student interaction information, and interest characteristics to generate learner representations that are more in line with the respective task and to complete the tasks of knowledge conception and learning partner recommendation. Experiments on publicly available MOOC datasets show that the method proposed in this paper provides more accurate and varied personalization services to online learners compared to the latest proposed methods. [ABSTRACT FROM AUTHOR]

The article offers information on the effectiveness of the paper plane investigation method in teaching students the concepts of forces, motion, and interaction. Topics include the Next Generation Science Standard (NGSS) 3-PS2 Motion and Stability: Forces and Interaction, the benefits of the 5E instructional model, and the importance of bridging Common Core State Standards (CCSS) for Literacy and Mathematical Practices and science concepts.

This paper presents the third study of research trends in science education. In this review, a total of 990 papers published in theInternational Journal of Science Education, theJournal of Research in Science Teaching, andScience Educationfrom 2008 to 2012 were analyzed. The results indicate that in the recent five years (2008–2012), the top three research topics in the published papers were those regarding the context of students' learning, science teaching, and students' conceptual learning. The changes in the most popular research topics in the past 15 years also evidentially indicate shifts in the journals' preferences and researchers' interest. For example, in 2003–2007, context of students' learning replaced students' conceptual learning, which was the most published research topic from 1998 to 2002. The research topic of students' learning contexts continued to rank the first in 2008–2012. Moreover, there was an increasing trend of research papers regarding science teaching from 1998 to 2012. The analysis of highly cited papers revealed that research topics such as argumentation, inquiry-based learning, and scientific modeling were recently highlighted by science educators. In recent 15 years, productive researchers' publications also focused on the topics about context of students' learning, science teaching, and students' conceptual learning. [ABSTRACT FROM PUBLISHER]

Purpose: Considering personality as changeable through a bottom-up process of altering states, habits and traits, constitutes a shift in the predominant paradigm within personality psychology. The purpose of this paper is to reconsider Bateson's theory of learning and organizational triple-loop learning in light of this recent empirical evidence. Design/methodology/approach: This paper uses a multi-disciplinary conceptual approach. Based on an integrative analysis of literature from recent work in personality psychology, four dimensions (process, content, time and context) are identified that allow linking personality change and triple-loop learning. Findings: Identifying a bottom-up process of changing states, habits and traits as being central to change personality, allows for reconsidering Bateson's theory of learning as a theory of personality development (Learning II) and personality change (Learning III). Functionally equivalent, organizational triple-loop learning is conceptualized as a change in an organization's identity over time that may be facilitated through a change in responding to events and a change in the organization's routines. Practical implications: Interventions that change how organizations respond to events and that change the routines within an organization may be suitable to facilitate triple-loop learning in terms of changing organizational identity over time. Originality/value: This paper contributes to the discussion on Bateson's theory of learning and organizational triple-loop learning. As interest in personality change grows in organization studies, this paper aims to transfer these findings to organizational learning. [ABSTRACT FROM AUTHOR]

This paper presents important findings that were observed as interconnected key elements of high-quality co-teaching of a physics course for pre-service science teachers while the collaborating faculty experienced a pedagogical convergence. This pedagogical convergence is akin to the conceptual convergence that Roschelle (1992) has described as being a central mechanism in conceptual change learning. Four elements of that pedagogical convergence are identified and discussed: two found within Roschelle's framework and two recognized by the faculty members through their reflection on the course. This pedagogical convergence had a significant positive influence on the design and, more importantly, the implementation of the co-taught physics course, resulting in a productive and impactful collaboration between the two faculty members. The paper includes perspectives from both faculty members on each element of the pedagogical convergence and students as well as on the teaching context and critical aspects of practice. The ideas in the paper should provide college faculty members meaningful directions as to how co-teaching could be implemented across a range of science disciplines and the framework can serve as a foundation for creating a co-taught college science course. [ABSTRACT FROM AUTHOR]

The learning landscape concept reflects shifts in the methods of learning and conducting research in universities. Public spaces within university campuses should constitute an essential component of the learning landscape as arenas of planned and serendipitous encounters, which may foster creativity and trans-disciplinary networking. However, their spatial configurations remain an under-researched topic. This paper assesses the quality of public spaces on campus based on the results of a crowdsensing survey. The Third Campus of Jagiellonian University in Krakow was selected as a case study; this is one of the largest projects of this kind carried out in Poland since the political and economic transformation of 1989. The behaviour of users provides evidence of the generally low quality of the public spaces despite the advantages of the urban layout of the campus. The paper proposes recommendations that may bring the spatial organisation of the campus closer to a fully fledged learning landscape. [ABSTRACT FROM AUTHOR]

The article focuses on a physical model designed for beginning students to help them understand the classification system for matter. The model is constructed using two large reclosable plastic bags for each student. Each large plastic bag contains eight smaller reclosable bags. Each small bag contains an assortment of colored vinyl-coated paper clips, some of which are attached to each other in specific ways as described. The larger bags can be labeled as set I and set II, with the smaller bags being labeled A through H. It is easier for the students to organize their work if the two sets of bags are labeled using different colors. The model helps students to build accurate conceptual pictures of what constitutes molecules, compounds, mixtures, and pure substances.

This paper provides a critical examination of the domain of artificial intelligence (AI) in education, with a focus on the expectations and practical implications accompanying its integration into teaching. The expectations have been propelled by two interconnected concepts: (1) the potential for AI to automate pedagogical processes, replacing teachers in certain scenarios; and (2) the notion that teachers’ insights can be augmented through AI-based analysis. Drawing on two ethnographic studies in Swedish primary and secondary schools, this paper explores the enactments of pupils, teachers and two AI-based educational technologies. The aim is to demonstrate how automation and augmentation can emerge in teachers’ practice. Utilizing inspiration from a relational epistemological problematisation of socio-technical phenomena, the paper demonstrates how rather than automation and augmentation, AI in education is an act of symmation in which automation and augmentation is co-produced by the technology and teachers’ different hidden work, in this paper conceptualised as adaptations, experimentations, compensations and confirmations. The paper suggests that the study of symmation in relation to the teaching profession can be productive in further exploring the yet limited understanding of AI in educational practice. [ABSTRACT FROM AUTHOR]

Over the past few decades, with a growing emphasis on learner-centric methodologies, the Outcome-Based Education (OBE) framework has become prominent, with the aim of bridging the gap between academic learning experiences and industry requirements. Outcome Based Education (OBE) has been proving its prominence to ensure intended outcomes and quality. Efforts in designing and development of outcome-based curriculum help to create an effective learning environment. Outcome Based Curriculum Development (OBCD) ensures not only the domain knowledge but also centennial mastery over the knowledge, skills and attitudes needed for Industry 4.0 and above. To fill the gap between academic learning and industry requirements, Studio Pedagogy is gaining prominence, particularly for a few hard core courses that require more activity-based learning rather than traditional teaching-learning, i.e. Studio-Based Learning (SBL). This paper discusses OBCD for such an engineering course, Data Mining that needs theoretical concepts to learn by doing, being taught to 5th semester students as a case study. The end survey and assessment performance demonstrated the effectiveness of designing and implementing curriculum for this course as a Studio course with Studio Based Learning. [ABSTRACT FROM AUTHOR]

This paper exponents the concept of virtual learning as an alternative mode of learning within the context of Nigerian University System (NUS). The paper extrapolates the beginning of higher education in Nigeria with a view to situating the developments that have taken place from the post-independence to date. The suitability or otherwise of the in-person mode in the context of the current reality (virtual learning) is critically examined with a view to identifying the challenges. The paper, while making use of some secondary data, clinically hazards the challenges militating against the thriving of Electronic Learning in the NUS arising from the challenge of corona virus in the year 2020. Gleaning from lack of Information and Communication Technology (ICT), poor attitude and policy deficit challenges, the paper paper makes some recommendations which could impact on policy development in the NUS. The paper, therefore, strongly advocates the need to make NUS at par with what obtains in global virtual conclave. [ABSTRACT FROM AUTHOR]

For an academic field to remain vital, it is necessary to reflect upon its conceptual foundations and learn from adjacent disciplines. On that note, aesthetics can provide significant insights into advertising. While aesthetic elements have received attention in advertising research, no systematic attempts have been made to provide a comprehensive overview of this literature. The purpose of this conceptual article is to bring different branches of aesthetic theory into advertising studies. Marketers have historically focused on product functionality and often appeal to consumers through explicit messages. This article fills an important gap by delineating and advocating the conceptual foundation of advertising aesthetics as a research area worthy of further attention. In short, we understand advertising aesthetics as the artlike properties of and sensory responses to ads. A review of 309 papers provides the thematic outline of the study. Seven key themes are identified: (1) the nature of advertising aesthetics, (2) advertising creativity, (3) textuality, (4) social aesthetics, (5) cross-cultural differences, (6) the role of media in creating aesthetic opportunities, and (7) aesthetic categories beyond the beautiful and sublime. These themes offer a novel way of exploring contemporary issues in advertising. The article concludes with suggestions for future research. [ABSTRACT FROM AUTHOR]

Human knowledge learning is a natural acquisition process of contextualization and dynamic adaptation, and classroom teaching is neither the only nor the best way to learn. The current rapid development of "cloud" resource technology and the concept of ubiquitous learning, which is characterized by personalization anytime and anywhere, has challenged the absolute teaching function of teachers and the neat and uniform teaching methods of textbooks and classrooms. Ubiquitous learning is a historical return to human learning, and teachers need to transform their roles in this change, to improve their adaptability and to become the organic driving force to realize the contemporary information aggregation structure. Based on this understanding, this paper begins with an analysis of the intelligent form of current "cloud" resources and explores the conceptual understanding and transformation pathways of the ecological context of ubiquitous learning and the corresponding role of teachers. In this paper, we design a system consisting of a teacher, a student, and an administrator, which can publish English test papers, create and manage a personal library of test papers, monitor students' practice status, and review students' performance. Storage management can be automated and intelligent, and all storage resources are integrated together, and customers see a single storage space. It improves storage efficiency, solves the waste of storage space through virtualization technology, can automatically redistribute data, and improves the utilization of storage space, while having load balancing and fault redundancy functions. Cloud storage can achieve scale effect and elastic expansion, reduce operating costs, and avoid wasting resources. Through the cloud platform, teachers can answer questions and assign homework for students online. [ABSTRACT FROM AUTHOR]

Starting from the influence of Chinese traditional reading culture on contemporary Chinese family education, this paper analyzes the reasons for the formation of the “involution” of Chinese family education. The involution means to have fierce competition but no good feedbacks. This study found that the objective reasons include China's national education policy, and the subjective reasons come from the current family education; there are problems such as incomplete awareness of parents' education, lack of educational ability, education comparison and so on. It is proposed that the correct values and competition views should be cultivated among family members so that parents can take the initiative to break the barriers of education and promote the all around development and healthy growth of children. This article focuses on the role of family education and the educational methods to prevent “involution”, which may provide another way for China's family education. [ABSTRACT FROM AUTHOR]

In many applications, artificial neural networks are best trained for a task by following a curriculum, in which simpler concepts are learned before more complex ones. This curriculum can be hand-crafted by the engineer or optimised like other hyperparameters, by evaluating many curricula. However, this is computationally intensive and the hyperparameters are unlikely to generalise to new datasets. An attractive alternative, demonstrated in influential prior works, is that the network could choose its own curriculum by monitoring its learning. This would be particularly beneficial for continual learning, in which the network must learn from an environment that is changing over time, relevant both to practical applications and in the modelling of human development. In this paper we test the generality of this approach using a proof-of-principle model, training a network on two sequential tasks under static and continual conditions, and investigating both the benefits of a curriculum and the handicap induced by continuous learning. Additionally, we test a variety of prior task-switching metrics, and find that in some cases even in this simple scenario the a network is often unable to choose the optimal curriculum, as the benefits are sometimes only apparent with hindsight, at the end of training. We discuss the implications of the results for network engineering and models of human development. [ABSTRACT FROM AUTHOR]

Youth co-design has the possibility to reframe learning and participation, repositioning and remediating youth roles. However, youth co-design processes can also unintentionally reproduce normative forms of power and learning. This paper describes how co-design processes can position youth as having full agency for the design of a digital badge system, yet their participation and design are still guided by existing normative concepts of learning. We asked: How do youth roles, positioning, activity structures, and materials shape youth agentic participation in co-design and the disruption of traditional hierarchical design processes? This paper documents the youth co-design of a digital badge system that represented participation in a program at an aquarium where youth volunteers interpret exhibits for aquarium patrons. In coordination with faculty at a local university, the badge system culminated in college credit for qualifying high school youth. During the co-design process, youth initially imported school-based frames of learning and participation that constrained definitions of the who, what, and how of learning. However, with the support of new physical and conceptual resources, the design team expanded how they framed learning and participation, while still maintaining some school-based products and processes. This paper contributes to literature on including youth in design processes, indicating the importance of scaffolding for agency and participation. [ABSTRACT FROM AUTHOR]

The paper analyzes Senge's (1990) philosophy of learning organization from the aspect of learning disciplines with the aim of establishing that it is impossible to apply the original concept without considering and applying the missing link – spirituality or spiritual practice. Based on the literature review, the complementarity of spiritual practice with the learning organization disciplines is demonstrated with the aim of providing guidelines for applying the original concept of the learning organization based on the synergistic efforts of individuals dedicated to learning and spirituality. This paper also answers the question of authors such as Solomon (1994) and Hammond and Wille (1994) as to whether the learning organization is just a myth, as well as Pedler and Burgoyne (2017) who question whether the learning organization is still alive. It also refutes Pava's (2003) thesis that spiritual practice causes passivity; on the contrary, it supports the transcendental aspirations of learning individuals and learning organizations. [ABSTRACT FROM AUTHOR]

This study examined the influence of information and communication technology (ICT) on the pedagogy and acquisition of mathematical knowledge in colleges of education in Ghana. The analysis of how information and communication technology (ICT) is employed in the instruction and acquisition of mathematical concepts is conducted through the utilisation of the Technological Pedagogical Content Knowledge (TPACK) framework. The study employed a desktop study review methodology to review empirical review literature. The study emphasises the significance of educators having proficiency in the three domains of Technological Pedagogical Content Knowledge (TPACK) to successfully integrate technology into their teaching practises. The paper additionally examines the strategies implemented by the Ghanaian government to promote the incorporation of information and communication technology (ICT) within educational establishments. The present study suggests that it is imperative to provide fundamental information and communication technology (ICT) resources, such as computers, laptops, and infrastructure, in order to facilitate the successful incorporation of ICT into the educational process within Colleges of Education in Ghana schools. [ABSTRACT FROM AUTHOR]

This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff. [ABSTRACT FROM AUTHOR]

The pursuit of effective motion rehabilitation devices has been a prominent focus of research in recent decades. However, the efficacy of such devices relies heavily on their ability to induce motor learning. Thus, understanding the neuroscientific principles underlying motor learning is crucial. This paper highlights a significant number of studies investigating the roles of various brain regions such as the basal ganglia, cerebellum, and motor cortex in motor learning, either individually or in interactive processes. However, due to the theoretical nature of many proposed ideas, definitive conclusions about acceptable brain interactive mechanisms facilitating motor learning are challenging. Addressing the lack of a comprehensive review paper to scrutinize and compare these hypotheses, identify weaknesses, and offer new directions for researchers, this study provides a theoretical perspective review. Excluding works solely focused on neurophysiological connections or computational models, it categorizes selected papers into topics related to the contributions of basal ganglia, cerebellum, motor/sensory cortex, and super-learning mechanisms in motor learning. The analysis suggests that concepts emphasizing super-learning hypotheses and information transmission mechanisms offer valuable insights into the processes underlying motor learning, warranting greater attention for designing rehabilitation interventions. Nonetheless, further experimental evidence is necessary to validate these hypotheses. [ABSTRACT FROM AUTHOR]

This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, students' anxieties and self-doubt, and institutional protocols emerged during our conversations. We analyse our narratives in light of literature on supervision pedagogy, duoethnography, and some theoretical notions drawn from critical multiculturalism and the work of Foucault and Bourdieu. In the current context of neoliberal incursions into university modalities, it is our intention that our dialogue might promote a refocusing on the need for critical socially-just supervision pedagogies, and we invite you to join us in this critical dialogic inquiry. [ABSTRACT FROM AUTHOR]

In many schools across the world, students experience mathematical concepts as ideas empty of wisdom and possibility. In this paper the authors analyze a philosophical conversation in which fifth-grade students were caught up in the animacy of the concept of space. Challenging the common view of mathematics as dealing with absolute truths and certainty, these students, the materials, and the concept itself formed dynamic assemblages that, through movement and the senses reanimated philosophical considerations regarding the concept of space. Over the course of an hour, students emerged as young philosophers whose ideas about space converged with those of philosophers from diverse fields, including physics, indigenous education, feminist theory, and dance. Using a philosophical analysis, the paper focuses on the vibrancy of a space filled with forces—images, movement, ideas, and materials—that shaped students' relationships with mathematics and language. Based on this analysis, the paper provides insights for reimagining the teaching and learning of mathematical concepts as philosophical topics that can support a renewed understanding of the relationship between learner, language, and mathematics. [ABSTRACT FROM AUTHOR]

This paper presents a novel exploration into the realm of online piano teaching, specifically through the integration of microbial systems, drawing upon cross-disciplinary insights from economics, biotechnology, and technology management. Our objective is to revolutionize the traditional piano teaching model by constructing an online teaching platform underpinned by micro service architecture. This platform leverages the evolutionary learning principles of bacterial communication, modelled on meta cellular automata, to simulate intricate user interactions and engagements on the platform, thereby fostering an innovative approach to piano education. This study's core involves applying microbial communication systems to enhance the online piano teaching platform's interactive and adaptive learning environment. This approach represents a groundbreaking step in educational technology and illustrates the potential of biotechnological concepts in reshaping online learning experiences. The platform's development and operational efficiency are critically analyzed from an economic and technology management perspective. Performance testing indicates robust functionality under high user loads, with an exception rate of 0% and an average response time of approximately 4 seconds even with 300 concurrent threads. This demonstrates the platform's scalability and reliability, key economic viability and management factors. Furthermore, this interdisciplinary approach offers a fresh perspective on utilizing biotechnological insights in digital education platforms. The successful integration and performance of the platform underscore its potential as a pioneering model in online music education, opening new avenues for pedagogical innovation and exploration. It signifies a step forward in blending advanced biotechnological concepts with digital teaching tools, providing valuable directions for future research and development in piano teaching methodologies. [ABSTRACT FROM AUTHOR]

This concise opinion/reflective piece presents a framework and its development that examines teacher wellbeing through a holistic lens. The key areas of focus in this paper include an exploration of the concept of teacher wellbeing, the different dimensions and factors that influence it, and a proposed theoretical framework for teacher wellbeing. In the initial stages of investigation, it became evident that teacher wellbeing is a highly complex and vague concept, particularly concerning its dimensions and aspects; therefore a new model was conceptualised. This model has three distinct ways of conceptualising teacher wellbeing: conceptualisation of teacher wellbeing as professionalism, conceptualisation of teacher wellbeing as positivity/ flourishing, and conceptualisation of teacher wellbeing as negativity/ deficiency. This paper aims to introduce the development of the framework and its potential to enhance our understanding. Furthermore, it provides an illustrative example from a systematic literature review on teacher wellbeing to demonstrate its application. [ABSTRACT FROM AUTHOR]

This paper introduces a collection of papers drawn from a session sponsored by the Geographies of Children, Youth and Families Research Group at the Annual International Conference of the RGS‐IBG in Cardiff (2018). This subsequent dossier seeks to advance our understanding of the 'absent presence' of marginalised children and young people in the public realm. The idea of an absent presence has permeated many fields of geographical scholarship and generally refers to the influence that is exerted by something that is not physically present (anymore); this can be an idea, object or person. The empty playground visualises such an absent presence in children's geographies. The three papers in this dossier discuss children and young people in public spaces in respectively the Netherlands, New Zealand and the US. The dossier closes with a commentary that reviews the theoretical, conceptual and substantive learning that has emerged across the papers. [ABSTRACT FROM AUTHOR]

Broad-XAI moves away from interpreting individual decisions based on a single datum and aims to provide integrated explanations from multiple machine learning algorithms into a coherent explanation of an agent's behaviour that is aligned to the communication needs of the explainee. Reinforcement Learning (RL) methods, we propose, provide a potential backbone for the cognitive model required for the development of Broad-XAI. RL represents a suite of approaches that have had increasing success in solving a range of sequential decision-making problems. However, these algorithms operate as black-box problem solvers, where they obfuscate their decision-making policy through a complex array of values and functions. EXplainable RL (XRL) aims to develop techniques to extract concepts from the agent's: perception of the environment; intrinsic/extrinsic motivations/beliefs; Q-values, goals and objectives. This paper aims to introduce the Causal XRL Framework (CXF), that unifies the current XRL research and uses RL as a backbone to the development of Broad-XAI. CXF is designed to incorporate many standard RL extensions and integrated with external ontologies and communication facilities so that the agent can answer questions that explain outcomes its decisions. This paper aims to: establish XRL as a distinct branch of XAI; introduce a conceptual framework for XRL; review existing approaches explaining agent behaviour; and identify opportunities for future research. Finally, this paper discusses how additional information can be extracted and ultimately integrated into models of communication, facilitating the development of Broad-XAI. [ABSTRACT FROM AUTHOR]

Consistent, sensitive caregiving across home and childcare contexts supports optimal development. In this paper, we share the story of the development of Hearts and Minds on Babies (HMB) for Early Head Start (EHS) administrators, teachers, and parents. HMB was designed to support caregiver reflective functioning and sensitivity and reduce caregiver stress. This paper describes a series of Plan-Do-Study-Act cycles used to adapt an existing parenting intervention into the HMB programming for EHS. Throughout the paper, we present HMB concepts and learning objectives and share teachers' and parents' feedback and adaptations to content and delivery options that support implementation by EHS programs. Feedback from the final cycle suggests that HMB supports EHS administrators, teachers, and parents in their roles and improves relationships. The paper highlights the importance of research-practice partnerships in developing programming that meets the needs of EHS. [ABSTRACT FROM AUTHOR]

A challenge to many real-world data streams is imbalance with concept drift, which is one of the most critical tasks in anomaly detection. Learning nonstationary data streams for anomaly detection has been well studied in recent years. However, most of the researches assume that the class of data streams is relatively balanced. Only a few approaches tackle the joint issue of imbalance and concept drift. To overcome this joint issue, we propose an ensemble learning method with generative adversarial network-based sampling and consistency check (EGSCC) in this paper. First, we design a comprehensive anomaly detection framework that includes an oversampling module by generative adversarial network, an ensemble classifier, and a consistency check module. Next, we introduce double encoders into GAN to better capture the distribution characteristics of imbalanced data for oversampling. Then, we apply the stacking ensemble learning to deal with concept drift. Four base classifiers of SVM, KNN, DT and RF are used in the first layer, and LR is used as meta classifier in second layer. Last but not least, we take consistency check of the incremental instance and check set to determine whether it is anormal by statistical learning, instead of threshold-based method. And the validation set is dynamic updated according to the consistency check result. Finally, three artificial data sets obtained from Massive Online Analysis platform and two real data sets are used to verify the performance of the proposed method from four aspects: detection performance, parameter sensitivity, algorithm cost and anti-noise ability. Experimental results show that the proposed method has significant advantages in anomaly detection of imbalanced data streams with concept drift. [ABSTRACT FROM AUTHOR]

External program review is often considered the "gold standard" approach to evaluating academic programs in higher education. Despite the importance of program review, skepticism persists regarding its ability to meaningfully engage faculty and have sustaining impact on program improvement. This paper builds on the academic Program Review Learning Community conceptual model and presents a process for applying a project management facilitation technique that leverages a course structure. The Program Review Course allows for multiple programs to be reviewed concurrently as part of an interdisciplinary cohort. Within the cohort, faculty teams gain access to templates, information sessions, workshops, and discussion forums, with opportunities for engagement both within and across multiple disciplines. Using learning modules, this approach is designed to create efficiency and collaboration in delivering program review tools and customized supports. Utilizing a course structure for program review fits well with a new way to think about program review because successful learning communities are often embedded within institutional structures. Use of this approach is expected to increase clarity and consistency, improve administrative feasibility, provide guidance for those new to program review, promote collegiality within and across programs, and involve team members in the creation of action planning. The authors propose that a course-based approach for conducting program review, with teams of disciplinary faculty joining an interdisciplinary cohort and supported by quality assurance practitioners and educational developers is a novel way to provide structure and academic development while meeting legislative requirements. [ABSTRACT FROM AUTHOR]

The most famous equation in physics, E = mc2, is rarely introduced in middle school physics curricula. Recent research has shown that teaching Einsteinian concepts at the middle school level is feasible and beneficial. This paper analyses an Einsteinian energy teaching module for Year 8 students (13–14 years old), which encompasses the two fundamental energy formulas in modern physics, E = mc2 and E = hf. In the context of activity-based learning, the Einsteinian energy module relates to all the forms of energy in traditional school curricula. This study uses a design-based research approach within the Model of Educational Reconstruction framework. Modern experiments, historical events, and educational research helped us identify relevant Einsteinian energy concepts, activities, and assessments. The study included 22 students who participated in nine in-class Einsteinian energy lessons. Analysing results in the post-test showed a 31% mean increase from the pre-test, a clear and significant positive change in students' conceptual understanding. The results demonstrated students' ability to deal with very large and small constants of proportionality and physical concepts involved in the module. [ABSTRACT FROM AUTHOR]

Intelligent technologies permeate all aspects of contemporary society and urban life. It is essential to educate the workforce of smart cities in order to effectively meet emerging technological demands. In this paper, we present an e-course that focuses on discrete competencies associated with different smart city roles. Initially, we present the conceptual learning framework for the development of the competency-based learning course and we define the objectives of the research. The paper continues with a discussion of the model's application steps and an examination of the course's skills, competencies, and roles. The acquired knowledge was measured using pre- and post-course tests, and questionnaires were used to investigate the relevance and quality of the learning material and the learning acquisition of the participants. Evaluation results showed that the course was relevant to the concept of smart cities, useful for their work duties, while participation in the course resulted in increased overall competency in all three smart city job profiles. [ABSTRACT FROM AUTHOR]

This paper explores the concept of an empowering learning environment in higher education, drawing inspiration from the capability approach of Nobel Prize laureate Amartya Sen. The empowering environment prioritizes students, valuing their emotions, needs, expectations, and fulfillment, while aiming to reconcile individual freedom with available resources. This research is based on an experience conducted with Master's degree students in Education at the University of Upper Alsace in France, demonstrating how to model and establish an empowering environment that considers individual differences and ergonomic factors to overcome learning obstacles and difficulties. The research endeavors model this experience, providing insights into the levers that can be employed to foster an empowering environment. Methodologically and epistemologically aligned with the sociological and philosophical traditions of the Chicago School (John Dewey, Robert E. Park, and Ernest W. Burgess), this study adopts a qualitative, inductive research methodology grounded in practical experience. The findings shed light on the mechanisms necessary for creating conducive conditions for learning and empowering learners to flourish. Consequently, an approach known as IREM (Individual, Resources, Environment, Mindset) has been modelized to illustrate the experience and highlight four crucial levers for building an empowering environment. Overall, this research contributes to the discourse on empowering learning environments in higher education, offering practical insights and theoretical foundations to support educators and institutions in enhancing the educational experience for students. By embracing the IREM approach, educators can proactively address the diverse needs of learners and foster an environment conducive to their growth and development. [ABSTRACT FROM AUTHOR]

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined. Practitioner notes What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. [ABSTRACT FROM AUTHOR]

Introduction: Brain computer interfaces (BCI), which establish a direct interaction between the brain and the external device bypassing peripheral nerves, is one of the hot research areas. How to effectively convert brain intentions into instructions for controlling external devices in real-time remains a key issue that needs to be addressed in brain computer interfaces. The Riemannian geometry-based methods have achieved competitive results in decoding EEG signals. However, current Riemannian classifiers tend to overlook changes in data distribution, resulting in degenerated classification performance in cross-session and/or cross subject scenarios. Methods: This paper proposes a brain signal decoding method based on Riemannian transfer learning, fully considering the drift of the data distribution. Two Riemannian transfer learning methods based log-Euclidean metric are developed, such that historical data (source domain) can be used to aid the training of the Riemannian decoder for the current task, or data from other subjects can be used to boost the training of the decoder for the target subject. Results: The proposed methods were verified on BCI competition III, IIIa, and IV 2a datasets. Compared with the baseline that without transfer learning, the proposed algorithm demonstrates superior classification performance. In contrast to the Riemann transfer learning method based on the affine invariant Riemannian metric, the proposed method obtained comparable classification performance, but is much more computationally efficient. Discussion: With the help of proposed transfer learningmethod, the Riemannian classifier obtained competitive performance to existingmethods in the literature. More importantly, the transfer learning process is unsupervised and time-efficient, possessing potential for online learning scenarios. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Monitoring tool wear is key for the optimization of manufacturing processes. To achieve this, machine learning (ML) has provided mechanisms that work adequately on setups that measure the cutting force of a tool through the use of force sensors. However, given the increased focus on sustainability, i.e., in the context of reducing complexity, time and energy consumption required to train ML algorithms on large datasets dictate the use of smaller samples for training. Herein, the concepts of active learning (AL) and transfer learning (TL) are simultaneously studied concerning their ability to meet the aforementioned objective. A method is presented which utilizes AL for training ML models with less data and then it utilizes TL to further reduce the need for training data when ML models are transferred from one industrial case to another. The method is tested and verified upon an industrially relevant scenario to estimate the tool wear during the turning process of two manufacturing companies. The results indicated that through the application of the AL and TL methodologies, in both companies, it was possible to achieve high accuracy during the training of the final model (1 and 0.93 for manufacturing companies B and A, respectively). Additionally, reproducibility of the results has been tested to strengthen the outcomes of this study, resulting in a small standard deviation of 0.031 in the performance metrics used to evaluate the models. Thus, the novelty presented in this paper is the presentation of a straightforward approach to apply AL and TL in the context of tool wear classification to reduce the dependency on large amounts of high-quality data. The results show that the synergetic combination of AL with TL can reduce the need for data required for training ML models for tool wear prediction. [ABSTRACT FROM AUTHOR]

In general, tags are used to interpret the content of music, while the music itself expresses emotion. The emotional information conveyed by the same music is described by a large number of emotion tags in various ways. This paper proposes and establishes an algorithm for music retrieval based on emotional tags. By modelling user emotional tags and music, a bipartite graph with emotional tags and music as nodes is first created. The tags and semantic similarity between the music are then calculated using the T_SimRank algorithm, and the popularity of the music is calculated using the T_PageRank algorithm. Finally, the two methods are combined using the concept of ranking learning to produce the final ranking of the music. Experiments demonstrate that the method suggested in this paper can better satisfy user retrieval needs than conventional cosine similarity and tag co-occurrence-based similarity methods and that the fusion of multiple methods is preferable to a single method. [ABSTRACT FROM AUTHOR]

Following a series of reviews every 5 years since 1998, this fourth study presents the research trends in science education based on 1,088 research articles published in Science Education, Journal of Research in Science Teaching, and International Journal of Science Education from 2013 to 2017. The top three research topics, that is, the context of students' learning, science teaching, and students' conceptual learning were still emphasized by researchers in the period of 2013-2017. It is also evident that researchers have undoubtedly changed their preferences of research topics in the three journals within the 2 decades. For example, the topic concerning conceptual understanding, alternative conceptions, and conceptual change (Learning-Conceptions) was in continuous decline from 2003 to 2017, although it ranked as the top topic in the 1998-2002 period. The research topic of Teaching continuously ranked second in the 2008-2012 as well as in the 2013-2017 periods. Yet, the declining trend of Goals, Policy, and Curriculum reported in the last review was not observed in the latest period. The analysis of the top 10 most-cited papers unveiled that the issues such as inequality in science education, STEM education, and undergraduate research experiences were gradually highlighted. [ABSTRACT FROM AUTHOR]

This paper provides introductory statistics instructors with the capacity to use engaging National Basketball Association (NBA) data within a web application to either strengthen students' understanding or introduce the concept of variance and one‐way analysis of variance. Using engaging data within the classroom provides context to data that students deem applicable to their lives. This paper not only provides a lesson plan for teaching these concepts but also provides a web application and the engaging NBA dataset if the instructor decides to use the app or the data in another context. The NBA data selected to focus on the debate "Who is the greatest NBA player of all time?". By using context students are familiar with and interested in, we can get them interested in and further engaged in statistics. [ABSTRACT FROM AUTHOR]