Does epistemology matter for educational practice?

Lankshear, Peters & Knobel (2000) suggest that 'The digital age is throwing many of our educational practices and emphases and their underlying epistemological assumptions, beliefs, concepts and substantive theories into doubt'. In particular, because of new technology, educational philosophers must reconsider 'epistemological matters in relation to educational theory and practice' as a matter of 'very high priority'. Of course, philosophers need no excuse at all to reconsider anything; but since Lankshear, Peters & Knobel argue forcefully that 'key elements of the epistemological model that has underpinned education throughout the modern-industrial era' are brought into question by the fact of a 'digital age where more and more of our time, purposes and energies are invested in activities involving new communications and information technologies', it is perhaps worth asking whether the advent of new technology can, in itself, have profound implications for epistemology, and' more fundamentally – how exactly does epistemology 'underpin' or 'underlie' educational practice? In what follows, the main practical educational questions that I have chosen to consider with respect to issues of epistemology are: – What should be taught? – How should it be taught? – How can one tell what has been learned? This paper is in four parts. The first part outlines the case made by Lankshear, Peters & Knobel that traditional versions of epistemology must be replaced by a post-modern social epistemology because of changed social practices brought about by new technology; and that educational practice must consequently be reconsidered. The second part of the paper considers some of the claims made about the influences of technology on contemporary knowledge practices. The third part of the paper suggests that the argument offered by Lankshear, Peters & Knobel works as a whole if 'epistemology' is identified with 'accounts of knowledge practices'. The final part considers whether there may be more to epistemology than just social epistemology

Learning interactions with artificial intelligences: a fallibilist perspective

After many false starts, the potential advantages of artificial intelligence for education are starting to appear. It remains in question, though, whether current theoretical frameworks are adequate for understanding processes of learning with artificial intelligence. This paper re-examines a recent study of children telling stories in collaboration with a virtual conversational agent, in which it was found that children who played with the agent told stories with more linguistically advanced characteristics than the stories of children who played with a friend. Conventional explanations in terms of 'scaffolding' or that portray the agent as a 'tool' seem to have limited predictive potential. It is argued that a fallibilist philosophy offers the potential of new insights and testable hypotheses in relation to such learning interactions with virtual peers

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Theoretical models of the role of visualisation in learning formal reasoning

Although there is empirical evidence that visualisation tools can help students to learn formal subjects such as logic, and although particular strategies and conceptual difficulties have been identified, it has so far proved difficult to provide a general model of learning in this context that accounts for these findings in a systematic way. In this paper, four attempts at explaining the relative difficulty of formal concepts and the role of visualisation in this learning process are presented. These explanations draw on several existing theories, including Vygotsky's Zone of Proximal Development, Green's Cognitive Dimensions, the Popper-Campbell model of conjectural learning, and cognitive complexity. The paper concludes with a comparison of the utility and applicability of the different models. It is also accompanied by a reflexive commentary[0] (linked to this paper as a hypertext) that examines the ways in which theory has been used within these arguments, and which attempts to relate these uses to the wider context of learning technology research

The effects of technology on making conjectures: linking multiple representations in learning iterations

Numerous studies have suggested that different technologies have different effects on students' learning of mathematics, particularly in facilitating students' graphing skills and preferences for representations. For example, there are claims that students who prefer algebraic representations can experience discomfort in learning mathematics concepts using computers (Weigand and Weller, 2001; Villarreal, 2000) whilst students using calculators preferred graphical representation (Keller and Hirsch, 1994). Although, arguably, the teaching of mathematics has traditionally centred more on procedural skills, it is possible that students' understandings, preferences and difficulties in relating different representations might be explained by analysing students' thought processes in terms of the making of conjectures. Within the topic of iteration, this study investigated how using graphical calculators, and PC-based graphing software changed A-level mathematics students' conjectures in relation to: 1) students' understanding of the concepts of iteration, and their discovery of the properties of particular iterations; 2) students' preferences for representations; and 3) the way the students express their conjectures. Students were observed tackling iteration questions using graphical calculators, and, later, graphing software. The students' written inferences were collected using two parallel worksheets and were subsequently analysed using a coding scheme developed based on previous studies in the literature, and focusing on students' conjectures as a unit of analysis. The investigation found similar results to those of previous studies in terms of graphing difficulty, linking different representations and preferences for representations. However, the results also hinted that the computer positively influences students' understanding of iteration and their movement between representations more than the graphical calculator; and this possibility requires further research

Linking multiple representations in exploring iterations: does change in technology change students' conjectures?

This study investigates changes in conjectures of four typical students when they are using different kinds of technologies, particularly in relation to their preferences for representations and the way they express their conjectures in understanding the concept and properties of iteration. The first stage of the research was conducted using pen and paper (PP) with graphical calculator (GC) in a classroom while the second stage used PP with graphical software (GS) in a laboratory. The findings suggest, with important caveats, that different technologies significantly influence the students' preferences for representations. Also, this study shows that students' conjectures can be an effective unit of analysis in researching students' understanding of iteration and preferences for representations

Modelling the impact of university ICT strategies on learning

This research explores the potential of certain Future Studies techniques (Barbieri Masini, 1994) to provide insight into the question of how developing countries might best exploit Information and Communication Technology (ICT) for higher education. First, three case studies were examined: the African Virtual University (AVU), the Arab Open University (AOU) and the Syrian Virtual University (SVU). From these accounts, key variables related to the research question were identified, the selection of variables validated by comparison with D–Antoni (2003). Globalisation is seen as a key change driver. Secondly, a model of 'ICT Strategy' was developed, elaborating the well-known concept of distance education 'generations', building on the work of Nipper (1989) and subsequent authors. A model of 'Student Learning' was also developed, drawing on Conole et al. (2004). These models were then coordinated to generate possible scenarios for how ICT strategy might influence student learning, making assumptions about 'typical' usage. There is no presumption of deriving ineluctable scenarios from unproblematic antecedent models; the aim rather was to explore the limitations of the best models currently available as generators of broad-brush scenarios, to try to understand the ways in which such models could be improved. One interpretation is that if institutions, under pressure for globalisation, adopted 2nd generation technologies alone, the impact on Student Learning would be neglect of Social aspects. Meanwhile, although a mix of generations could in principle provide coverage of the whole Individual-Social dimension, if institutions adopted 3rd technologies alone, the impact on Student Learning would be neglect of Individual aspects. This provides support for the warning by Clegg et al (2003) that uncritical acceptance of pressures to adopt new ICT for education, under the rhetoric of 'student-centred learning', can in fact turn out to have negative consequences for students. Moreover, it should not be assumed that a move to using 5th and 6th generation technologies exclusively necessarily represents a progression. If the AVU chose this strategy without high bandwidth for online video conferencing, the analysis suggests that its students would miss out on Social aspects. Nevertheless, it is also possible that a move straight to the fourth and subsequent generations could, in principle, provide coverage of the Individual-Social dimension, without the need for face-to-face tutorials or unreliable postal systems that feature in earlier generations. Four scenarios are discerned, distinguished by the balance between presentation of information and direct experience on the one hand, and the level of student autonomy on the other. None of the case study universities is yet clearly positioned in a single scenario. Examination of the strength of the analysis suggests that although some testable hypotheses have been generated in relation to diverse pedagogical scenarios, a richer selection of variables, more sophisticated models, and more detailed institutional data would be of value. References Barbieri Masini, E. (1994) Why Futures Studies, Grey Seal, London. Conole, G., Dyke, M., Oliver, M. & Seale, J.(2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43, 17-33. D–Antoni, S. (Ed.) (2003) The Virtual University: Models and Messages, Lessons from Case Studies, UNESCO International Institute for Educational Planning Nipper, S. (1989) 'Third generation distance learning and computer conferencing' in Mason, R. and Kaye, A. (Eds.) Mindweave: Communication, Computers and Distance Education, Oxford: Pergamon

Conditioning an additive functional of a markov chain to stay nonnegative. II, Hitting a high level

Let (X-t)(t >= 0) be a continuous-time irreducible Markov chain on a finite state space E, let v: E -> R \ {0}, and let (phi(t))(t >= 0) be defined by phi(t) = integral(0)(t) v(X-s) ds. We consider the case in which the process (phi(t))(t >= 0) is oscillating and that in which (phi(t))(t >= 0) has a negative drift. In each of these cases, we condition the process (X-t, phi(t))(t >= 0) on the event that (phi(t))(t >= 0) hits level y before hitting 0 and prove weak convergence of the conditioned process as y -> infinity. In addition, we show the relationship between the conditioning of the process (phi(t))(t >= 0) with a negative drift to oscillate and the conditioning of it to stay nonnegative for a long time, and the relationship between the conditioning of (phi(t))(t >= 0) with a negative drift to drift to infinity and the conditioning of it to hit large levels before hitting 0

Sketch-Based Interfaces to Support Collaborative Conceptual Design Learning

In order to gain a better understanding of online collaborative conceptual design processes this paper investigates how student designers make use of Lyceum, a shared virtual synchronous environment when engaged in conceptual design. The software enables users to talk to each other and share sketches when they are remotely located. The paper describes a novel methodology for observing and analysing collaborative design processes by adapting the concepts of grounded theory. Rather than concentrating on narrow aspects of the final artefacts, emerging 'themes' are generated that provide a broader picture of collaborative design process and context descriptions. Findings on the themes of 'grounding – mutual understanding' and 'support creativity' complement findings from other research, while important themes associated with 'near-synchrony' have not been emphasised in other research. From the study, a series of design recommendations are made for the development of tools to support online computer-supported collaborative work in design using a shared virtual environment

'There's more than meets the eye': analysing verbal protocols, gazes and sketches on external mathematical representations

When learners are asked to verbalise their thoughts about multiple mathematical representations, some researchers are left to analyse utterances based on video records of activity which may have ambiguous signifiers. They are also faced with post hoc analysis of paper-based worksheets, in which temporal order has to be guessed. In this paper, attempts to minimise such methodological problems by means of recent technologies such as eye-tracking, tablet PC screen capture, digital video cameras and the latest video analysis tools are illustrated in the context of a study of the effect of varying representational instantiations on learners' problem-solving strategies