Emergent management learning in dynamic learning networks

2009 ◽  
pp. 151-168
Author(s):  
Walter Baets
Keyword(s):  
Learning Networks ◽  
Dynamic Learning ◽  
Management Learning

scholarly journals Weaving a Personal Web: Using online technologies to create customized, connected, and dynamic learning environments

2010 ◽  
Vol 35 (2) ◽  
Author(s):  
Jessica McElvaney ◽  
Zane Berge
Keyword(s):  
Learning Environments ◽  
Personal Development ◽  
Learning Networks ◽  
Dynamic Learning ◽  
Social Bookmarking ◽  
Personal Learning ◽  
Web Technologies ◽  
Online Technologies ◽  
Learning Principles ◽  
The Relationship

This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development. Résumé : Cet article explore les diverses façons dont les technologies Web personnelles peuvent être utilisées par les apprenants, ainsi que la relation entre ces technologies et les principes d’apprentissage connectivistes. Y sont également présentées les descriptions et les applications de plusieurs technologies, y compris les outils sociaux de mise en signet, les plateformes de publication personnelles et les agrégateurs. Ainsi outillées, les personnes peuvent créer et gérer des environnements d’apprentissage personnels (EAP) et des réseaux d’apprentissage personnels (RAP) qui recèlent le potentiel de devenir de puissantes ressources de perfectionnement sur les plans universitaire, professionnel et personnel.

scholarly journals Developing a Functional Food Systems Literacy for Interdisciplinary Dynamic Learning Networks

2021 ◽  
Vol 5 ◽  
Author(s):  
Harley Pope ◽  
Annabel de Frece ◽  
Rebecca Wells ◽  
Rosina Borrelli ◽  
Raquel Ajates ◽  
...  
Keyword(s):  
Functional Food ◽  
Food Systems ◽  
Teaching And Learning ◽  
Food System ◽  
Learning System ◽  
Learning Networks ◽  
Dynamic Learning ◽  
Systems Perspective ◽  
Social Learning System ◽  
The Impact

The impact of human activity on the planet cannot be understated. Food systems are at the centre of a tangled web of interactions affecting all life. They are a complex nexus that directly and indirectly affects, and is affected by, a diverse set of social, environmental and technological phenomena. The complexity and often intractability of these interactions have created a variety of food-related problems that people seek to address in a collaborative and interdisciplinary manner through the adoption of a holistic food systems perspective. However, operationalising a systemic approach to address food system challenges is not a guarantee of success or positive outcomes. This is largely due to the partiality inherent in taking a systems perspective, and the difficulty in communicating these different perspectives among stakeholders. A functional food systems literacy is therefore required to aid people in communicating and collaborating on food system problems within dynamic learning networks. The Interdisciplinary Food Systems Teaching and Learning (IFSTAL) programme has been operating since 2015 as a social learning system to develop a food systems pedagogy with a range of multi-sectoral partners. The findings in this paper arise out of iterative reflexive practice into our teaching approach and delivery methods by former and current staff. In order to foster integrative engagement on food system challenges, we propose and define a functional food systems literacy—a theoretical minimum that can aid diverse stakeholders to explore and intervene in food systems through more effective communication and collaboration. Derived from a reflective analysis of instruments and methods in delivering the IFSTAL programme, we provide a framework that disaggregates functional food systems literacy according to four knowledge types, and includes examples of skills and activities utilised in the IFSTAL programme to support learning in these different domains. We argue that claims to comprehensive food systems knowledge are unrealistic and therefore propose that a functional food systems literacy should focus on providing a means of navigating partial claims to knowledge and uncertainty as well as fostering effective collaboration. We believe that this will enhance the capabilities of stakeholders to work effectively within dynamic learning networks.

Dynamic Learning Groups

ASHA Leader ◽  
2009 ◽  
Vol 14 (5) ◽  
pp. 2-2
Author(s):  
Larry Boles ◽  
Amy J. Hadley ◽  
Jeanne M. Johnson ◽  
Joan A. Luckhurst ◽  
Christine Krkovich
Keyword(s):  
Dynamic Learning ◽  
Learning Groups

Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

2020 ◽  
Author(s):  
Amy K. Clark ◽  
Meagan Karvonen
Keyword(s):  
Data Collection ◽  
Assessment System ◽  
Alternate Assessment ◽  
Theory Of Action ◽  
Validity Evidence ◽  
Dynamic Learning ◽  
Alternate Assessments ◽  
Overall Evaluation ◽  
Computer Based ◽  
Achievement Standards

Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts.

Breast Cancer Image Classification: A Review

2020 ◽  
Vol 16 ◽  
Author(s):  
Pooja Pathak ◽  
Anand Singh Jalal ◽  
Ritu Rai
Keyword(s):  
Breast Cancer ◽  
Early Detection ◽  
Treatment Options ◽  
Breast Cancer Diagnosis ◽  
Conventional Approach ◽  
Learning Networks ◽  
Cad System ◽  
Ultrasound Computed Tomography ◽  
Core Concepts ◽  
Magnetic Resonance Imaging Mri

Background: Breast cancer represents uncontrolled breast cell growth. Breast cancer is the most diagnosed cancer in women worldwide. Early detection of breast cancer improves the chances of survival and increases treatment options. There are various methods for screening breast cancer such as mammogram, ultrasound, computed tomography, Magnetic Resonance Imaging (MRI). MRI is gaining prominence as an alternative screening tool for early detection and breast cancer diagnosis. Nevertheless, MRI can hardly be examined without the use of a Computer-Aided Diagnosis (CAD) framework, due to the vast amount of data. Objective: This paper aims to cover the approaches used in CAD system for the detection of breast cancer. Method: In this paper, the methods used in CAD systems are categories in two classes: the conventional approach and artificial intelligence (AI) approach. The conventional approach covers the basic steps of image processing such as preprocessing, segmentation, feature extraction and classification. The AI approach covers the various convolutional and deep learning networks used for diagnosis. Conclusion: This review discusses some of the core concepts used in breast cancer and presents a comprehensive review of efforts in the past to address this problem.

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