Chapter 12. Interactive Task Design: Metachat and the Whole Learner

Author(s):  
Marie-Noëlle Lamy
Keyword(s):  
2001 ◽  
Author(s):  
Richard P. Fahey ◽  
Anna L. Rowe ◽  
Kendra L. Dunlap ◽  
Dan O. deBoom

2021 ◽  
pp. 025609092110154
Author(s):  
Sundar Balakrishna ◽  
Vineet Virmani

Executive Summary This study presents evidence on time discount rate of forest-dependent communities (FDCs) in the backdrop of the joint forest management program launched by the Government of India in 1990. The study uses data from two regions of the Indian state of Andhra Pradesh—Rayalaseema (a relatively dry forest region with low income) and the coastal region (relatively fertile forest and with higher income). We also identify socio-economic determinants of their patience levels and factors which distinguish the two regions. To elicit individual discount rates of FDCs members and their determinants, we use the choice task design methodology. Members from both regions were found to be highly impatient using the standard choice task design with the revealed time discount rate averaging 800% per annum. Members of FDCs from Rayalaseema were more impatient than their counterparts from the coastal region, although the statistical evidence is weak. We find no association between the income of members of FDCs and their time discount rate for both regions. Membership to caste categories showed a different response in both the regions, with members from the Scheduled Caste category and Other Backward Classes found to have a lower discount rate than those from the Scheduled Tribes category of Rayalaseema region and vice versa for the coastal region. For the coastal region, those with larger family size and heads of households were found to have a lower discount rate.


2021 ◽  
pp. 002224292199708
Author(s):  
Raji Srinivasan ◽  
Gülen Sarial-Abi

Algorithms increasingly used by brands sometimes fail to perform as expected or even worse, cause harm, causing brand harm crises. Unfortunately, algorithm failures are increasing in frequency. Yet, we know little about consumers’ responses to brands following such brand harm crises. Extending developments in the theory of mind perception, we hypothesize that following a brand harm crisis caused by an algorithm error (vs. human error), consumers will respond less negatively to the brand. We further hypothesize that consumers’ lower mind perception of agency of the algorithm (vs. human) for the error that lowers their perceptions of the algorithm’s responsibility for the harm caused by the error will mediate this relationship. We also hypothesize four moderators of this relationship: two algorithm characteristics, anthropomorphized algorithm and machine learning algorithm and two task characteristics where the algorithm is deployed, subjective (vs. objective) task and interactive (vs. non-interactive) task. We find support for the hypotheses in eight experimental studies including two incentive-compatible studies. We examine the effects of two managerial interventions to manage the aftermath of brand harm crises caused by algorithm errors. The research’s findings advance the literature on brand harm crises, algorithm usage, and algorithmic marketing and generate managerial guidelines to address the aftermath of such brand harm crises.


Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 557
Author(s):  
Morten Elkjær ◽  
Uffe Thomas Jankvist

Despite almost half a century of research into students’ difficulties with solving linear equations, these difficulties persist in everyday mathematics classes around the world. Furthermore, the difficulties reported decades ago are the same ones that persist today. With the immense number of dynamic online environments for mathematics teaching and learning that are emerging today, we are presented with a perhaps unique opportunity to do something about this. This study sets out to apply the research on lower secondary school students’ difficulties with equation solving, in order to eventually inform students’ personalised learning through a specific task design in a particular dynamic online environment (matematikfessor.dk). In doing so, task design theory is applied, particularly variation theory. The final design we present consists of eleven general equation types—ten types of arithmetical equations and one type of algebraic equation—and a broad range of variations of these, embedded in a potential learning-trajectory-tree structure. Besides establishing this tree structure, the main theoretical contribution of the study and the task design we present is the detailed treatment of the category of arithmetical equations, which also involves a new distinction between simplified and non-simplified arithmetical equations.


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