Avatars, Pedagogical Agents, And Virtual Environments: Social Learning Systems Online

2009 ◽  
Vol 5 (4) ◽  
pp. 1-13 ◽  
Author(s):  
Lynna J. Ausburn ◽  
◽  
Jon Martens ◽  
Gary Dotterer ◽  
Pat Calhoun ◽  
...  
Keyword(s):  
Social Learning ◽  
Virtual Environments ◽  
Learning Systems ◽  
Pedagogical Agents

Understanding and developing communities of practice through diagramming

2017 ◽  
Author(s):  
Chris Blackmore ◽  
Natalie Foster ◽  
Kevin Collins ◽  
Ray Ison
Keyword(s):  
Climate Change ◽  
Social Learning ◽  
Communities Of Practice ◽  
Water Governance ◽  
Learning Systems ◽  
Developing Communities

This chapter draws on the authors' experiences over many years of research into social learning systems. The authors particularly focus on their work on communities of practice as social learning systems and reflect on their experiences of using diagramming to map and share understandings and develop knowledge, in the context of water governance and climate change. They build on a range of systemic and participatory traditions to design their research processes. Some of the authors have also taught these techniques and have developed an understanding of how skills in diagramming can be developed both for exploration and for communication. The authors therefore reflect on the effectiveness of diagramming processes for different purposes, reviewing a range of the techniques' strengths and limitations from their use in different contexts.

Towards Disability-Aware Social Media-Enriched Virtual Learning Environments

2021 ◽  
pp. 922-936
Author(s):  
Julius T. Nganji
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Systems ◽  
Virtual Learning Environments ◽  
Educational Institutions ◽  
The United Kingdom ◽  
Use Of Social Media

The increasing use of social media brings about the need to consider learners with disability when designing learning environments incorporating social learning. Additionally, there is need for educational institutions to consider social media-enriched learning environments. By default, designers and developers of virtual learning environments tend to design for learners without disabilities. The consequences for learners with disabilities are enormous. This chapter aims to propose a disability-aware approach to designing social learning environments that advocates that stakeholders consider the needs of learners with disabilities throughout development. The challenges that learners with disabilities face when interacting with learning systems are reviewed, and a disability-aware approach to designing social learning environments is presented, examining how this could be practically implemented. The opinions and recommendations of 48 students with disabilities from two universities in the United Kingdom and Canada are presented.

scholarly journals Social Learning and Adoption of New Behavior in a Virtual Agent Society

2013 ◽  
Vol 22 (2) ◽  
pp. 110-140 ◽  
Author(s):  
Benjamin D. Nye ◽  
Barry G. Silverman
Keyword(s):  
Social Learning ◽  
Virtual Environments ◽  
Employment Status ◽  
Cognitive Model ◽  
Cross Cultural ◽  
Cognitive Factors ◽  
Virtual Agent ◽  
Cultural Training ◽  
Immersive Virtual Environments ◽  
Cross Cultural Training

Social learning and adoption of new behavior govern the rise of a variety of behaviors: from actions as mundane as dance steps to those as dangerous as new ways to make IED detonators. However, agents in immersive virtual environments lack the ability to realistically simulate the spread of new behavior. To address this gap, a cognitive model was designed that represents the well-known socio-cognitive factors of attention, social influence, and motivation that influence learning and the adoption of a new behavior. To explore the effectiveness of this model, simulations modeled the spread of two competing memes in Hamariyah, an archetypal Iraqi village developed for cross-cultural training. Diffusion and clustering analyses were used to examine adoption patterns in these simulations. Agents produced well-defined clusters of early versus late adoption based on their social influences, personality, and contextual factors, such as employment status. These findings indicate that the spread of behavior can be simulated plausibly in a virtual agent society and has the potential to increase the realism of immersive virtual environments.

At the Interface: Multimodal Sensing and Intelligent Learning Systems

2020 ◽  
pp. 299-320
Author(s):  
Bill Seaman
Keyword(s):  
Virtual Environments ◽  
Digital Media ◽  
Relational Databases ◽  
Physical Nature ◽  
Learning Systems ◽  
Future Research ◽  
Media Archaeology ◽  
Cultural Understanding ◽  
Multimodal Sensing ◽  
Over Time

The contemporary city is quickly changing in line with the quixotic nature of today’s array of computational media. As a result, we need to begin to create new technological methodologies to aid in the study of the cityscape over time. This chapter presents some interesting ideas, given that the physical nature of buildings and material infrastructures change at a different rate from that of contemporary digital media. In terms of the cityscape, the digital media and their presence in differing forms are evermore ubiquitous. The author’s approach is to combine two areas of study—cyber-archaeology and media archaeology—in the service of future research. The notion is to create intelligent new systems for the archiving and perusal of multimodal media. He proposes new computationally intelligent approaches to generative virtual environments and relational databases. Also, he points to the nature of context and the limits of current computing in terms of discerning that context. And he asks: As humans we can quickly size up situations, shifting conceptual contexts without a problem; can we build new polysensing systems to help augment the machinic understanding of context and define a vast compendium of relationalities, as well as develop new multimodal search methodologies? This would help us create contemplative media contexts that lend insights into our ongoing learning in terms of research and cultural understanding of the present, enfolding multiple chosen perspectives.

scholarly journals Autonomous development and learning in artificial intelligence and robotics: Scaling up deep learning to human-like learning

2017 ◽  
Vol 40 ◽  
Author(s):  
Pierre-Yves Oudeyer
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Social Learning ◽  
Intrinsic Motivation ◽  
Scaling Up ◽  
Learning Systems ◽  
Natural Interaction ◽  
Autonomous Choice ◽  
Autonomous Development ◽  
And Robotics

AbstractAutonomous lifelong development and learning are fundamental capabilities of humans, differentiating them from current deep learning systems. However, other branches of artificial intelligence have designed crucial ingredients towards autonomous learning: curiosity and intrinsic motivation, social learning and natural interaction with peers, and embodiment. These mechanisms guide exploration and autonomous choice of goals, and integrating them with deep learning opens stimulating perspectives.

Building ‘learning catchments’ for integrated catchment managing: designing learning systems based on experiences in the UK and South Africa

2009 ◽  
Vol 59 (4) ◽  
pp. 687-693 ◽  
Author(s):  
Kevin Collins ◽  
John Colvin ◽  
Ray Ison
Keyword(s):  
South Africa ◽  
Social Learning ◽  
Social Relations ◽  
Research Question ◽  
Learning Systems ◽  
Governance Mechanism ◽  
European Water ◽  
Challenges And Opportunities ◽  
The Uk ◽  
Mutual Action

We examine challenges and opportunities for developing ‘learning systems’ for integrated catchment managing (ICMg) drawing on our experiences in two contexts: UK and South Africa (SA). Our research question is: what is it that we would have to experience to claim that a catchment was a learning catchment? We suggest that any valid answer to this question will arise in social relations in context-determined ways. From this perspective ICMg is an emergent ‘performance’ of stakeholders engaged in mutual action, or social learning (SL), in which understandings and practices are transformed in situation improving ways. These questions are relevant given recent reviews suggesting that implementation of the European Water Framework Directive (WFD) is not nurturing adaptive management. Our European and SA experiences demonstrate that it is possible to invest in social learning as a governance mechanism for water managing, but key constraints exist. Our SA work based on (i) appreciating the situation, especially the history, and (ii) contextual appreciation and design of learning systems (as a result of (i)) is described in response to these constraints. We conclude that more attention on developing an effective praxis for ICMg is required.

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