New paradigm of learning
14858966
From Teaching to Learning A New Paradigm For Undergraduate Education
Now, however, we are beginning to recognize that our dominant paradigm mistakes a means for an end. It takes the means or method called "instruction" or "teaching" and makes it the college's end or purpose. To say that the purpose of colleges is to provide instruction is like saying that General Motors' business is to operate assembly lines or that the purpose of medical care is to fill hospital beds. We now see that our mission is not instruction but rather that of producing learning with every student by whatever means work best.
Robert B Barr John R Tagg
59041088
The New Mobilities Paradigm
It seems that a new paradigm is being formed within the social sciences, the 'new mobilities' paradigm. Some recent contributions to forming and stabilising this new paradigm include work from anthropology, cultural studies, geography, migration studies, science and technology studies, tourism and transport studies, and sociology. In this paper we draw out some characteristics, properties, and implications of this emergent paradigm, especially documenting some novel mobile theories and methods. We reflect on how far this paradigm has developed and thereby to extend and develop the 'mobility turn' within the social sciences.
Mimi Sheller John R Urry
12342641
A new learning paradigm: Learning using privileged information
In the Afterword to the second edition of the book "Estimation of Dependences Based on Empirical Data" by V. Vapnik, an advanced learning paradigm called Learning Using Hidden Information (LUHI) was introduced. This Afterword also suggested an extension of the SVM method (the so called SVM(gamma) method) to implement algorithms which address the LUHI paradigm (Vapnik, 1982 2006, Sections 2.4.2 and 2.5.3 of the Afterword) See also (Vapnik, Vashist, Pavlovitch, 2008, 2009) for further development of the algorithms. In contrast to the existing machine learning paradigm where a teacher does not play an important role, the advanced learning paradigm considers some elements of human teaching. In the new paradigm along with examples, a teacher can provide students with hidden information that exists in explanations, comments, comparisons, and so on. This paper discusses details of the new paradigm and corresponding algorithms, introduces some new algorithms, considers several specific forms of privileged information, demonstrates superiority of the new learning paradigm over the classical learning paradigm when solving practical problems, and discusses general questions related to the new ideas.
Neural Networks
Vladimir Naumovich Vapnik Akshay Vashist
145330368
Contemporary Paradigms of Learning
The Western rational tradition, a set of assumptions upon which our major concepts of reality, learning, and education is based, constitutes an objectivist paradigm of learning. These assumptions are currently challenged by an interpretive paradigm of learning. The Transformation Theory of adult learning is based upon an emancipatory paradigm, and constitutes a dialectical synthesis of objectivist and interpretive paradigms. Transformational Theory grounds its claims pertaining to learning in the distinction between instrumental and communicative learning, particularly the roles of critical reflection and discourse in human communication, and in the transformative potential of our interpretive frames of reference. The assumptions and rationale upon which Transformation Theory seeks to develop a universal, abstract, idealized model of adult learning are presented.
Jack D Mezirow
15613567
Nanonetworks: A new communication paradigm
Nanotechnologies promise new solutions for several applications in biomedical, industrial and military fields. At nano scale, a nano machine can be considered as the most basic functional unit. Nano machines are tiny components consisting of an arranged set of molecules, which are able to perform very simple tasks. Nanonetworks. i.e. the interconnection of nano machines are expected to expand the capabilities of single nano machines by allowing them to cooperate and share information. Traditional communication technologies are not suitable for nanonetworks mainly due to the size and power consumption of transceivers, receivers and other components. The use of molecules, instead of electromagnetic or acoustic waves, to encode and transmit the information represents a new communication paradigm that demands novel solutions such as molecular transceivers, channel models or protocols for nanonetworks. In this paper, first the state of the art in nano machines, including architectural aspects, expected features of future nano machines, and current developments are presented for a better understanding of nanonetwork scenarios. Moreover, nanonetworks features and components are explained and compared with traditional communication networks. Also some interesting and important applications for nanonetworks are highlighted to motivate the communication needs between the nano machines. Furthermore, nanonetworks for short range communication based on calcium signaling and molecular motors as well as for long range communication based on pheromones are explained in detail. Finally, open research challenges, such as the development of network components, molecular communication theory, and the development of new architectures and protocols, are presented which need to be solved in order to pave the way for the development and deployment of nanonetworks within the next couple of decades.
Comput. Networks
Ian F Akyildiz Fernando Brunetti Cristina Blazquez
61148571
Shift happens: online education as a new paradigm in learning
This article addresses that paradigmatic shift. It begins by presenting an overview of the history of online education as a context and framework for understanding the state of the art today, especially the use of network technologies for collaborative learning in post secondary education. Beginning with the innovations of early pioneers as contributing to the paradigmatic shift, it provides a framework for understanding this new field. The article then focuses on the Virtual U, a Web based environment especially customized to support advanced educational practices. The Virtual U research team hosts the largest field trials in post secondary education in the world with empirical results and insights generated from over 439 courses taught by 250 faculty to 15,000 students, attesting to what works in online education. This article concludes by discussing the signposts to future advances that these data suggest.
Internet High. Educ.
Linda Harasim
166466531
Open innovation researching a new paradigm
1. Open Innovation: A New Paradigm for Understanding Industrial Innovation SECTION I: FIRMS IMPLEMENTING OPEN INNOVATION 2. New Puzzles and New Findings 3. Whither Core Competency for the Large Corporation in an Open Innovation World? 4. Open, Radical Innovation: Toward an Integrated Model in Large Established Firms 5. Patterns of Open Innovation in Open Source Software SECTION II: INSTITUTIONS GOVERNING OPEN INNOVATION 6. Does Appropriability Enable or Retard Open Innovation? 7. The Use of University Research in Firm Innovation 8. Open Standards and Intellectual Property Rights 9. The Use of Intellectual Property in Software: Implications for Open Innovation SECTION III: NETWORKS SHAPING OPEN INNOVATION 10. The Inter organizational Context of Open Innovation 11. Knowledge Networks and the Geographic Locus of Innovation 12. Open Innovation in Systemic Innovation Contexts 13. Open Innovation in Value Networks SECTION IV: CONCLUSIONS 14. Open Innovation: A Research Agenda
Henry W Chesbrough Wim Vanhaverbeke Joel West
85358263
Spatial Autocorrelation: Trouble or New Paradigm?
ilbstract. Autocorrelation is a very general statistical property of ecological variables observed across geographic space; its most common forms are patches and gradients. Spatial autocorrelation. which comes either from the physical forcing of environmental variables or from community processes, presents a problem for statistical testing because autocorrelated data violate the assumption of independence of most standard statistical procedures. The paper discusses first how autocorrelation in ecological variables can be described and measured. with emphasis on mapping techniques. Then. proper statistical testing in the presence of autocorrelation is briefly discussed. Finally. ways are presented of explicitly introducing spatial structures into ecological models. Two approaches are proposed: in the raw data approach, the spatial structure takes the form of a polynomial of the x and .v geographic coordinates of the sampling stations; in the matrix approach. the spatial structure is introduced in the form of a geographic distance matrix among locations. These two approaches are compared in the concluding section. A table provides a list of computer programs available for spatial analysis.
Pierre Legendre
53412771
Objectivism versus constructivism: Do we need a new philosophical paradigm?
Many scholars in the instructional systems field have addressed the paradigm shift in the field of learning psychology and its implications for instructional systems technology (IST) This article analyzes the philosophical assumptions underlying IST and its behavioral and cognitive foundations, each of which is primarily objectivistic, which means that knowing and learning are processes for representing and mirroring reality. The philosophical assumptions of objectivism are then contrasted with constructivism, which holds that knowing is a process of actively interpreting and constructing individual knowledge representations. The implications of constructivism for IST provide a context for asking the reader to consider to what extent our field should consider this philosophical paradigm shift.
David H Jonassen
154748713
Networks a new paradigm of rural development?
Abstract The network concept has become widely utilised in socioeconomic studies of economic life. Following the debates around exogenous and endogenous development, networks may also have particular utility in understanding diverse forms of rural development. This paper assesses whether networks provide a new paradigm of rural development. It seeks to capture a series of differing perspectives on economic networks including political economy, actor network theory and theories of innovation and learning and attempts to show how these perspectives might be applied to different types of rural areas. The paper demarcates two main "bundles" of networks: "vertical" networks that is, networks that link rural spaces into the agro food sector and "horizontal" networks that is, distributed network forms that link rural spaces into more general and non agricultural processes of economic change. It is argued that rural development strategies must take heed of network forms in both domains and that rural policy should be recast in network terms.
Jonathan Murdoch