Industries are currently experiencing several kinds of disruptive changes, including digital transformation and environmental and health emergencies. Despite intense discussion about disruptive changes in companies, the impact of such changes on workplace learning is still underexplored. In this study, we investigated the impact of disruptive changes on informal learning practices according to the perspectives of employers, employees and adult educators. Informal learning was operationalised along a continuum between organised informal learning and everyday informal learning. Fifty-five (...) companies’ representatives from three European countries and four industrial fields were interviewed. The interviews were further triangulated with questionnaires collected by employees from the same companies. Questionnaire data were used to collect detailed information on individual informal workplace learning strategies and digital technologies adopted in organised informal learning. The interview data were analysed using qualitative content analysis. A coding scheme was developed with five macro-categories organised into 23 sub-categories. Occurrence and co-occurrence analysis were performed to identify which individual and organisational factors and approaches support most learning, according to interviewees. Interviewees reported the possibility of interacting with colleagues and being autonomous as the main sources of everyday informal learning processes. Employees from the same companies reported model learning, vicarious feedback, and applying someone’s own ideas as the most frequent IWL strategies. Organised informal learning was mainly based on knowledge transfer, which reflects passive cognitive engagement by employees. Specifically, digital technologies in organised informal learning were poorly used for supporting reflection, constructive processes, and collaborative knowledge construction. The results suggest that participants believed that higher forms of cognitive engagement are possible only within face-to-face organised informal training or in everyday informal learning. Possible explanations of the results and practical implications are discussed. (shrink)

Despite revisions to curriculum in ethics education in business schools, there continues to be high profile examples of unethical decision making regularly spotlighted in the media. Rather than simply teaching about behaviors and how they might impact decision makers and stakeholders, we describe a suite of activities used to highlight various behaviors and biases that impact the decisions individuals might make. These activities are intertwined with course materials regarding ethics and corporate governance to remind and help students better understand how (...) decision making can be influenced and challenged by personal ethics. We provide lesson planning suggestions including adapting to remote delivery, and student handouts. This suite of activities can be incorporated into any undergraduate or graduate level course that has content dealing with ethical decision making. (shrink)

Researchers have evaluated how broad categories of emotion influence judgments of learning relative to neutral items. Specifically, JOLs are typically higher for emotional relative to neutral items. The novel goal of the present research was to evaluate JOLs for fine-grained categories of emotion. Participants studied faces with afraid, angry, sad, or neutral expressions and with afraid, angry, or sad expressions. Participants identified the expressed emotion, made a JOL for each, and completed a recognition test. JOLs were higher for the (...) emotional relative to neutral expressions. However, JOLs were insensitive to the categories of negative emotion. Using a survey design in Experiment 3, participants demonstrated idiosyncratic beliefs about emotion. Some people believed the fine-grained emotions were equally memorable, whereas others believed a specific emotion was most memorable. Thus, beliefs about emotion are nuanced, which has important implications for JOL theory. (shrink)

Philosophers of education have always been interested in epistemological issues. In their efforts to help inform educational theory and practice they have dealt extensively with concepts like knowledge, teaching, learning, thinking, understanding, belief, justification, theory, the disciplines, rationality and the like. Their inquiries have addressed issues about what kinds of knowledge are most important and worthwhile, and how knowledge and information might best be organised as curricular activity. They have also investigated the relationships between teaching and learning, belief (...) and opinion, knowledge and belief, and data and information. For some a key issue has been how students can become autonomous knowers. This issue has often been bound up with questions about what count as appropriate standards for reasonableness or rationality, and the conditions under which we can properly regard understanding as having occurred. During the past decade renewed interest has been shown in what is involved in becoming an authority, expert or competent performer in a given area of knowledge, as well as in how we evaluate and critique different or competing beliefs, theories, points of view or paradigms. (shrink)

The paper describes an innovative structured workshop methodology in garden-based-learning called “Nature in Your Face” aimed at provoking a change in citizens behavior and engagement as a consequence of the emotional activation in response to disruptive artistic messages. The methodology challenges the assumption that the change needed to meet the carbon targets can be reached with incremental, non-invasive behavior engineering techniques such as nudging or gamification. Instead, it explores the potential of disruptive communication to push citizens out of (...) their comfort zones and into creative modes of re-creating futures. This is done by confronting us with consequences of consumption by means of art and eco-visualizations. The aim being to achieve awareness, mental flexibility, and spurring debate. Thus, we invite them to react – and act upon these reactions by communicating their feelings or thoughts. This is used as an entrance point for broader and/or deeper engagement in a structured three-step methodology; Framing: A disruptive element is introduced into the local environment. This triggers an emotional reaction, which then is taken up in a process of framing the problem and working with solutions. Twisting: in a guided process, the initial energy from the emotional confrontation is twisted into a creative exploration of innovative solutions, from the perspective of the children. Using: The last stage is using the developed solutions in the local social system. The methodology is being applied in cooperation with a primary school, and is iteratively adjusted and evaluated in a formative, action-research based approach scenario. NiYF is to stimulate societal engagement through deliberately confronting stakeholders with unexpected and potentially upsetting appearances of nature, climate effects, or carbon-neutral lifestyle scenarios. We have verified the practical usefulness and potential of the methodology and found that NiYF triggers societal engagement and transition, negotiating responsibilities and unlocking action potentials. We also found that eco-anxiety, denial, self-efficacy and cognitive dissonance form children’s understanding of plastic. The project marks a paradigm shift from creating knowledge to using knowledge to create action, and a focus on learning from evaluating and adapting the approach in the field. (shrink)

Education is essential to life, and the epidemic affected everything. Parents want to get their kids the most important teaching. However, since COVID-19 has affected schools and other institutions, providing education has become the most significant issue. Online learning pedagogy uses technology to provide high-quality learning environments for student-centered learning. Further, this study explores the experiences and challenges faced by Filipino tertiary students regarding the lack of gadgets amidst online learning. Employing the Interpretative Phenomenological Analysis, the (...) findings of this study were: Some college students still have difficulty with online learning. Attending online classes is difficult, especially for students with limited resources. Smartphones, other gadgets, and internet connections play a significant role in online classrooms because they are the ones that students utilize while learning online, which is essential for successful participation in online higher education as well as for solving a variety of other difficulties in the new normal. Further, College students face similar health challenges. Having an online learning setup is not just about students' struggles with learning resources but also about their health issues. When our respondents used their smartphones for an extended period, they reported eye aches and blurred vision. They also said that some of their body parts, such as their legs and back, are aching, and feel pressured because they tend to overthink things in their surroundings, which causes them incredible difficulty in performing their best in attending online classes. Even though college students continue to suffer from a lack of learning resources during online sessions, they do their best to manage their needs and the scarcity of learning resources. Students have unique coping methods for dealing with difficulties in online classes. (shrink)

What are the values and policies which are driving the development of Further Education institutions? The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in (...) particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched. (shrink)

A realist approach to learning is what I propose here. This is based on a non-epistemic dimension whose presence is a necessary assumption for a concept of learning of a life-world as complementary to learning within a life-world. I develop my approach in opposition to Jürgen Habermas' pragmatic approach, which seems to lack of something from a realist point of view.

A realist approach to learning is what I propose here. This is based on a non-epistemic dimension whose presence is a necessary assumption for a concept of learning of a life-world as complementary to learning within a life-world. I develop my approach in opposition to Jürgen Habermas' pragmatic approach, which seems to lack of something from a realist point of view.

Due to the COVID-19 pandemic, preschool teachers must quickly adjust to online education. During COVID-19, teachers have been forced to embrace technology. This study investigates the lived experiences and challenges of preschool teachers. Employing the Interpretative Phenomenological Analysis, the findings of this study were: It was found that managing parent expectations and dealing with challenging parent behavior were among the sources of stress for preschool teachers. This fear of being judged or criticized by parents could influence their teaching practices and (...) interactions with students, leading to feelings of anxiety or insecurity. Further, preschool teachers faced challenges in implementing blended learning, including technological issues, a lack of support and resources, and difficulties creating engaging online content. However, as teachers gained more experience and knowledge about effectively using online tools and technologies for instruction, these challenges became more manageable. Also limited or unreliable internet connectivity was also a significant challenge faced by teachers and students in the transition to online learning. The digital divide and various technical, bandwidth, and security concerns exacerbated it. Internet connection was a major frustration for her during online classes as it affected her ability to communicate and teach her students effectively. Moreover, preschool teachers have had to adapt to the challenges of blended learning by implementing various strategies and making preparations to guide and support their students effectively. These strategies have included using games and other engaging activities to keep students motivated and engaged, developing online lesson plans, and using online teaching platforms and tools. However, the transition to blended learning has also been a source of stress for preschool teachers. They have had to manage additional workloads and responsibilities and deal with challenges such as supporting students with varying technology access and skills. (shrink)

A multimodal person representation contains information about what a person looks like and what a person sounds like. However, little is known about how children form these face-voice mappings. Here, we explored the possibility that two cognitive tools that guide word learning, a one-to-one mapping bias and fast mapping, also guide children’s learning about faces and voices. We taught 4- and 5-year-olds mappings between three individual faces and voices, then presented them with new faces and voices. In (...) Experiment 1, we found that children rapidly learned face-voice mappings from just a few exposures, and furthermore spontaneously mapped novel faces to novel voices using a one-to-one mapping bias (that each face can produce only one voice). In Experiment 2, we found that children’s face-voice representations are abstract, generalizing to novel tokens of a person. In Experiment 3, we found that children retained in memory the face-voice mappings that they had generated via inference (i.e., they showed evidence of fast mapping), and used these newly formed representations to generate further mappings between new faces and voices. These findings suggest that preschoolers’ rapid learning about faces and voices may be aided by biases that are similar to those that support word learning. (shrink)

This book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, (...) extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling. (shrink)

Developmental research typically relies on face-to-face testing at laboratories, childcare centers, museums or playgroups. Current social distancing measures have led to a halt in research. Although face-to-face interaction is considered essential for research involving young children, current technology provides viable alternatives. This paper introduces an accessible, replicable and easy to follow method to conduct online developmental research with young children employing a word-learning task as an exemplar, including a detailed workflow and step-by-step guide to using (...) easily accessible programs and platforms. Four-year-old children's performance on a word-learning task delivered online vs. face-to-face is provided as a method validation. Children's performance on the word-learning task was predominantly consistent across delivery modes, with only slight variation in performance between modes. The implications of these similar results across face-to-face and online methods are discussed alongside avenues for further research. Importantly, this paper presents an emerging methodological approach for the online administration of developmental science both within and beyond the COVID-19 pandemic, adding a new tool to current and future developmental scientist's toolkits. (shrink)

BackgroundAs the use of AI becomes more pervasive, and computerised systems are used in clinical decision-making, the role of trust in, and the trustworthiness of, AI tools will need to be addressed. Using the case of computational phenotyping to support the diagnosis of rare disease in dysmorphology, this paper explores under what conditions we could place trust in medical AI tools, which employ machine learning.MethodsSemi-structured qualitative interviews with stakeholders who design and/or work with computational phenotyping systems. The method of (...) constant comparison was used to analyse the interview data.ResultsInterviewees emphasized the importance of establishing trust in the use of CP technology in identifying rare diseases. Trust was formulated in two interrelated ways in these data. First, interviewees talked about the importance of using CP tools within the context of a trust relationship; arguing that patients will need to trust clinicians who use AI tools and that clinicians will need to trust AI developers, if they are to adopt this technology. Second, they described a need to establish trust in the technology itself, or in the knowledge it provides—epistemic trust. Interviewees suggested CP tools used for the diagnosis of rare diseases might be perceived as more trustworthy if the user is able to vouchsafe for the technology’s reliability and accuracy and the person using/developing them is trusted.ConclusionThis study suggests we need to take deliberate and meticulous steps to design reliable or confidence-worthy AI systems for use in healthcare. In addition, we need to devise reliable or confidence-worthy processes that would give rise to reliable systems; these could take the form of RCTs and/or systems of accountability transparency and responsibility that would signify the epistemic trustworthiness of these tools. words 294. (shrink)

An Irish Government directive to close colleges amid the Covid-19 pandemic resulted in a switch to emergency remote teaching. Many lecturers unused to practicing online began teaching students who were unfamiliar with online learning. Completion of the semester does not necessarily indicate that it is practicable for a more extended period. This paper queries four aspects of the sustainability of emergency remote teaching: its acceptance by stakeholders; its impact upon student motivation and faculty workload; and its effect upon (...) class='Hi'>learning outputs. Questionnaires administered to undergraduate design students and faculty captured their respective experiences of emergency remote teaching. Acceptance of an extended pivot to online learning is not guaranteed, but will surely form a central facet of academic continuity. Increased working hours associated with online teaching endangers the work-life balance of lecturers, yet the same staff must find ways to support student motivation. Faculty’s reduced expectations of student output places strain upon the sustainability of online education founded upon an unplanned pivot. The experience of emergency remote teaching has created an opportunity for all parties to leverage the affordances of online learning – the challenge will be to ensure that all aspects of any extended switch to online are sustainable. (shrink)

Research in face recognition has tended to focus on discriminating between individuals, or “telling people apart.” It has recently become clear that it is also necessary to understand how images of the same person can vary, or “telling people together.” Learning a new face, and tracking its representation as it changes from unfamiliar to familiar, involves an abstraction of the variability in different images of that person's face. Here, we present an application of principal components analysis (...) computed across different photos of the same person. We demonstrate that people vary in systematic ways, and that this variability is idiosyncratic—the dimensions of variability in one face do not generalize well to another. Learning a new face therefore entails learning how that face varies. We present evidence for this proposal and suggest that it provides an explanation for various effects in face recognition. We conclude by making a number of testable predictions derived from this framework. (shrink)

The mythical1 hungry ass, facing two identical bundles of hay equidistant from him, has engendered two related questions. Can he choose one of the bundles, there seemingly being nothing to incline him one way or the other? If he can, the second puzzle — pertaining to rational choice — arises. It seems the ass cannot rationally choose one of the bundles, because there is no sufficient reason for any choice.2In what follows, I will argue that choice is possible even when (...) there is no option which is better than the others (section II), and that it is perfectly reasonable to choose an option even when there is no sufficient reason for it (section III). I will then (section IV) point to another puzzling feature of the .. (shrink)

The purpose of this paper is to utilize virtue ethics as the appropriate paradigm by which to improve health care delivery to transgender individuals. Health disparities for transgender individuals occur external to the medical environment as well as internal to the medical profession. A commitment to virtue ethics should be undertaken to improve the care to transgender individuals.In this manuscript I call on virtue ethics to address the intersectionality of such environmental structures for the promotion of the good of the (...) patient as per the telos of medicine by Edmund Pellegrino, consistent with the eudaimonia of Aristotle’s Nicomachean Ethics. Virtue ethics is the appropriate paradigm for which bioethics can address the framework that poses barriers to access to health care and maintenance of health through a lack of competent, knowledgeable and compassionate providers for the transgender population.Further, I pose that ascribing to improving the care to the individual transgender patient involves a call to action to overcome social ecological spheres of influence that are affecting the health of the individual and thereby the population of the transgender individuals as a whole. Through virtue ethics, the virtuous physician improves the health of the transgender individual and the character of themselves and the profession of medicine. (shrink)

The purpose of this paper is to utilize virtue ethics as the appropriate paradigm by which to improve health care delivery to transgender individuals. Health disparities for transgender individuals occur external to the medical environment as well as internal to the medical profession. A commitment to virtue ethics should be undertaken to improve the care to transgender individuals. In this manuscript I call on virtue ethics to address the intersectionality of such environmental structures for the promotion of the good of (...) the patient as per the telos of medicine by Edmund Pellegrino, consistent with the eudaimonia of Aristotle’s Nicomachean Ethics. Virtue ethics is the appropriate paradigm for which bioethics can address the framework that poses barriers to access to health care and maintenance of health through a lack of competent, knowledgeable and compassionate providers for the transgender population. Further, I pose that ascribing to improving the care to the individual transgender patient involves a call to action to overcome social ecological spheres of influence that are affecting the health of the individual and thereby the population of the transgender individuals as a whole. Through virtue ethics, the virtuous physician improves the health of the transgender individual and the character of themselves and the profession of medicine. (shrink)

Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but (...) their solutions to how one advances the capacity for reflective judgment are similar. Central to this capacity is not merely devising efficient means to work towards pre-existing aims, but to reflect in practice on what one’s aim are and should be. This implies reflection on what future problems, as well as solutions to them, demand of us cognitively, socially and morally. (shrink)

The workshop “Machine Learning: Prediction Without Explanation?” brought together philosophers of science and scholars from various fields who study and employ Machine Learning (ML) techniques, in order to discuss the changing face of science in the light of ML's constantly growing use. One major focus of the workshop was on the impact of ML on the concept and value of scientific explanation. One may speculate whether ML’s increased use in science exemplifies a paradigmatic turn towards mere pattern (...) recognition and prediction and away from science’s traditional aim of explanation. In contrast, certain conceptions of explanation, such as statistical explanation, could turn out to fit well with the achievements of present-day ML and concede an explanatory value to these achievements after all. It is an open question how to explain ML successes themselves, and this question was in the focus of several talks in the workshop. Based on the topics raised, we will discuss the talks’ contents in more detail as organized into (i) practitioners’ perspectives, (ii) explanations from ML, (iii) explanations of ML, (iv) societal implications, and (v) global and historical perspectives. (shrink)

We argue why interpretability should have primacy alongside empiricism for several reasons: first, if machine learning models are beginning to render some of the high-risk healthcare decisions instead of clinicians, these models pose a novel medicolegal and ethical frontier that is incompletely addressed by current methods of appraising medical interventions like pharmacological therapies; second, a number of judicial precedents underpinning medical liability and negligence are compromised when ‘autonomous’ ML recommendations are considered to be en par with human instruction in (...) specific contexts; third, explainable algorithms may be more amenable to the ascertainment and minimisation of biases, with repercussions for racial equity as well as scientific reproducibility and generalisability. We conclude with some reasons for the ineludible importance of interpretability, such as the establishment of trust, in overcoming perhaps the most difficult challenge ML will face in a high-stakes environment like healthcare: professional and public acceptance. (shrink)

You can find countless books dedicated to student success and resilience. But what about the faculty? What do we do to help college faculty cultivate their professional and personal growth and resilience? During more than three decades as a teacher and workshop facilitator, Steve Piscitelli noticed that many educators can become isolated from their colleagues and their larger institutional culture. They become "islands" disconnected from the potential power of the teaching and learning community. That isolation can affect teaching efficacy (...) and resilience. To encourage educators to embrace the power of collaboration, Piscitelli outlines the "7Rs" for success: relationships, relevance, resources, rainbows, responsibility, reflection, and resilience. He created thirty-seven scenarios, based on real life issues. Each shows how to apply these seven themes to better adapt to professional and personal challenges educators face. The scenarios raise questions about the classroom, work-life integration, collaboration with coworkers, and interpersonal relationships with supervisors. Every teaching and learning situation-every one-gives us the opportunity to take stock of and strengthen our own resilience level. And we do not have to do it alone. That is the beauty of our calling! And that is the strength of this book. It recognizes the power of a collegial teaching and learning community. Piscitelli supplements the information and scenarios with links to brief thought-provoking videos (approximately sixty seconds each) that encapsulate major themes and discussion points. More information at www.stevepiscitelli.com. I think it's brilliant. I often feel like I'm on an island as a professor. -Ashli Archer, Professor I like how you let people know that even though you have developed a table of contents, they might want to skip around. The flexibility will be very appealing.-Erin Hoag, VP of Financial Services and Strategic Development, Innovative Educators This book will be a welcome resource! -Todd Stanislav, Director, Faculty Center for Teaching and Learning Wow, you are covering some controversial topics! This book is going to be different and invaluable!-Pam Ranallo, Co-Owner, Innovative Educators Your scenario addressing the issue of favoritism vs. jealousy demonstrates amazing insight and ability to address the "hard" topics. Bravo!-Karen Armstrong, Career Counselor I think this is a wonderful idea and have never seen anything along these lines before!-Mary Boone Treuting, Director of Center for Academic Success and the Center for Teaching Excellence. (shrink)

Human faces are one of the most prominent stimuli in the visual environment of young infants and convey critical information for the development of social cognition. During the COVID-19 pandemic, mask wearing has become a common practice outside the home environment. With masks covering nose and mouth regions, the facial cues available to the infant are impoverished. The impact of these changes on development is unknown but is critical to debates around mask mandates in early childhood settings. As infants grow, (...) they increasingly interact with a broader range of familiar and unfamiliar people outside the home; in these settings, mask wearing could possibly influence social development. In order to generate hypotheses about the effects of mask wearing on infant social development, in the present work, we systematically review N = 129 studies selected based on the most recent PRISMA guidelines providing a state-of-the-art framework of behavioral studies investigating face processing in early infancy. We focused on identifying sensitive periods during which being exposed to specific facial features or to the entire face configuration has been found to be important for the development of perceptive and socio-communicative skills. For perceptive skills, infants gradually learn to analyze the eyes or the gaze direction within the context of the entire face configuration. This contributes to identity recognition as well as emotional expression discrimination. For socio-communicative skills, direct gaze and emotional facial expressions are crucial for attention engagement while eye-gaze cuing is important for joint attention. Moreover, attention to the mouth is particularly relevant for speech learning. We discuss possible implications of the exposure to masked faces for developmental needs and functions. Providing groundwork for further research, we encourage the investigation of the consequences of mask wearing for infants’ perceptive and socio-communicative development, suggesting new directions within the research field. (shrink)

Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning”. Dewey was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and (...) careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning. (shrink)

Wittgenstein scholars have tended to interpret the acquisition of certainties, and by extension, of a world-picture, as the achievement of a state in which these certainties are assimilated in a seemingly unconscious way as one masters language-games. However, it has not been stressed that the attainment of this state often involves facing a series of challenges or difficulties which must be overcome for the development of the world-picture and therefore the socialization process to be achieved. After showing, on the one (...) hand, how a world-picture is usually developed, and on the other hand, why a child who seemingly found itself trapped in a precocious skepticism might have serious problems in assimilating certainties, in this paper, I describe some of the challenges children often meet as they acquire a world-picture. Since the overcoming of these challenges is often needed for children to develop a world-picture, I aim at raising the awareness of the necessity of ‘learning to believe’, that is, of developing a series of skills that allow children to undertake the challenges described in this paper. (shrink)