Friday, 18 September 2015

Theme 3: Research and Theory



Journal: “The Internet and Higher Education”. Impact Factor: 2.463
It is a quarterly, peer-reviewed journal, dedicated to address nowadays issues and future developments on online learning, teaching and administration on the Internet in higher education studies. Also, it pays attention in Internet technology and the effects of Internet and Information Technology on instruction in several contexts in higher education. It is an international and interdisciplinary journal, so it contains papers for various academic disciplines across the world. It publishes theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary contributions.


Paper: “The influence of student characteristics on the use of adaptive e-learning material” published at the “Computers & Education” international journal with impact factor 2.556. 
This paper is about adaptive e-learning systems and how heterogeneous academic students differ in their learning method when they work on them. The study provides empirical evidence to support educators’ decisions in the use of adaptive e-learning systems. The main aim is to answer how individual variables may determine the learning paths students follow and the learning strategies they use when they work with web-based learning environments Also, they want to investigate the self-regulate learning (SRL) strategies that students adopt when using adaptive e-learning material.

The main background information is lots of studies about the benefits of adaptive e learning system and the self regulate learning, however there are not much empirical evidences.
In the experiments took part 94 students from bachelor and master programmes. The characteristics that were selected are prior knowledge, study level, gender and intrinsic motivation. There selection was based on the likelihood that they have an influence on learning paths and strategies. Learning path is all the actions a student do to achieve the learning goal. The variables we measured to determine the learning path of students are: average step size chosen, average number of tries needed to complete an exercise, number of exercises to complete and time needed to finish the module. There were two learning strategies. the students’ approach to do exercises and their use of information sources, and the degree to which they regulate their learning by varying the step sizes. The approach to do exercises comprises the steps students undertake to answer the questions asked in the exercises.
Students’ prior knowledge was meseaured with a pre test with one open question. After that, they used the adaptive learning material by doing the exercises that were presented to them. Students’ intrinsic motivation and demographic data were measured by a questionnaire after the intervention.
The adapted system was used in the study, called Proteus and was adapted to enable tracing of step size, average number of tries etc. Feedback also used in the exercises after each answer according to student characteristics.

Results shown that there is no difference between the choices of men and women. BSc students differed from MSc students in the intrinsic motivation they had and the learning paths and strategies they followed. To conclude adaptive e-learning material provides personalized instruction to heterogeneous groups of students.

 


Theory is a ​formal ​statement of the ​rules on which a ​subject of ​study is ​based or of ​ideas that are ​suggested to ​explain a ​fact or ​event or, more ​generally, an ​opinion or ​explanation. Theory is not the references, the data, the variables, the diagrams and the hypothesis. References help set the stage for new conceptual arguments. But there is no theory because no logic is represented to explain why. Data describes which empirical patterns where observed while theory explains why empirical patters were observed or are expected to be observed. Variables are part of the theory, but they do not constitute theory. A theory must also explains why variables or constructs came about or why they are connected. Diagrams can be a useful aid to building a theory. Hypothesis is concise statements about what is expected to occur, not why it is expected to occur. So we can see that the main cause of a theory is to explain “why”. 

The major theory of the theories in my papers is that adaptive e-learning systems are characterized based on what, where, why and how the systems can adapt (Knutov, De Bra, & Pechenizkiy, 2009). What, where, why and how not only characterize each system but it is also guidance during the built of it. It means that everything the system can adapt must be carefully investigated, so to be efficient, effective and relative to the user’s needs. The theory can be characterized as an analysis theory. The adaptive e-learning system of the paper, called Proteus, and it was built based on that theory. 

As I mentioned this theory helped to be built an effective e-learning adaptive system, a system that is based on what, where, why and how can we adapt. Following this theory a system failure is not so possible to happen. However, when you focus a lot one the theory, maybe you miss the opportunity to create an innovating system.


Monday, 14 September 2015

Theme 1: Reflections after the Lecture and the Seminar


When I first read Kant’s “Critique of Pure Reason”, it took me a long time, to understand some basic ideas. In contrast with Plato’s Theaetetus, that was easier to follow his thought, due to the answers and questions structure of the text. Although, after the lecture everything was clearer, there still were some blur parts that we discussed further in our seminar. The lecture and the seminar were very interesting and lead me to self reflection after I left the class. 

The Aristotelian world (cosmos) replaced by the
mechanical world. Everything in the mechanical world picture has primary and secondary qualities. The primary qualities are the qualities that an object has inherited, independent of us, like form, weight and motion. The secondary qualities are the qualities that we perceive, and are not the presentence of the world itself. For instance colour, taste, coldness are some secondary qualities.  Pre Kant scientists support that in order to have knowledge, we have to represent the world independent of our experience, to represent it as it is by itself. This is the ideal of objectivity. If we want to achieve this we have to eliminate the human subject (body, sex, culture, etc.) for the production of knowledge. Which means, to use a view of nowhere, a god’s point of view. After the critique of pure reason has been written, all epistemologists are characterized as post Kant epistemologists, and argue that we can no longer accept the world as it is by itself.

So, we have analytic and synthetic judgments. An
analytic judgment is knowledge we have a prior, a judgment that is verified before the experience. When you know a concept of something, you have a prior knowledge. For example, if you know the concept of the “class” you know that there are people in it. The concept of the class it will not exist if there are not people in it. But, you cannot know how many people are in a class, until you experience it. That is a synthetic judgment.
Metaphysics is something we can say without verified it. For example, that the world has an end or that God exists. Kant is wondering if we can answer these questions by pure reason. His main question is “how is it possible to make synthetic knowledge about the world a prior?”. 

The answer is in the explanation of this phrase
“Let us assume that our faculties of knowledge do not conform to objects, but the objects conform to our faculties of knowledge”.  Our faculties of knowledge consist of form of intuition and 12 categories. The forms of intuition are the space and the time. The physical world perceived only in space and time. The mind and our impressions are not enough to produce knowledge. So our impressions have to be organized into forms and categories to become knowledge. We know the world, we are using the forms, so we can have a prior synthetic knowledge.
Kant suggests thinking in terms of meaning and not in terms of facts. Like Plato who has a similar opinion to experience the world through our eyes and ears and not with our eyes and ears, meaning that we learn with our soul. 

At the seminar we had an interesting conversation about the case that a baby has never been taught anything of his parents. Is he going to perceive the world as we perceive it? Maybe not, but he still will create a world to him. Like Mowgli, from the Jungle Book movie did.


One can say that
“The meaning of world is depended on us. There is not such a world independent of us”.




Friday, 11 September 2015

Theme 2: Critical media studies


Adorno & Horkheimer’s “Dialectic of Enlightenment”

We can understand the enlightenment as the advance of our thoughts, as a way that helps human beings be free of fears and installing them as master of themselves and nature. Enlightenment says that human reason is capable of answering all the question and overturn myths of the past. 

Dialectic is a way to develop something- especially a human thought- through three steps that are called dialectic triad. The first step is the thesis, a new idea, thought or movement. After thesis has been expressed, we have antithesis, which is a though opposite to thesis, based on the weak spots that the thesis is possible to have. After the struggle between these two we have the synthesis, which is the satisfying solution. It is worth to mention that the point of dialectic is not to refuse or to eliminate the thesis, but to develop a higher level of theory that will contain the valuable elements of both thesis and antithesis. 

Nominalism is the doctrine that universals or general ideas are mere names without any corresponding reality. Only particular objects exist, and properties, numbers, and sets are merely features of the way of considering the things that exist. This may help people overturn the myths and explain everything using only their knowledge. 

People fear the unknown, so myths were a way of the authority to clarify things that cannot be explained. In the enlightenment age and after, myths are destroyed because all questions can be answered by using human knowledge and reason.

Walter Benjamin's essay “The Work of Art in the Age of Technical Reproductivity”


The concept of substructure contains the means, the forces and the relations of production with people. It is all the things that needed to produce, such as machines, factories, land. On the other hand, the superstructure contains all the other aspects of society, everything that is not part of the economic system and the production in society. Like culture, art, religion, institution, family, education.  Marx argued that human society consists of those two parts, and the relationship between them is not neutral, but each part influences the other. So, the point of analyzing cultural production, from a Marxist perspective, is that we can intervene to the production by making changes to other structures.

According to Benjamin, culture has revolutionary potentials. He sought the political transformation of the arts as a means to bring social change. In contrast, Adorno & Horkheimer, believe that society tends to sinks into a new kind of barbarism, and self-destruction.

As, also, Plato says, people perceive the world through the senses. In addition, Benjamin argues that “the manner in which human sense perception is organized is determined not only by nature but by historical circumstances as well”. Which mean that, human perception is influenced not only by nature but also by historical events that effect society and the people’s lives. An example that Benjamin states, is that, in the fifth century, the late Roman art industry and the Vienna Genesis, developed not only an art different from that of antiquity but also a new kind of perception influenced by the shifts of the population that took part that century.
 
Benjamin says that “aura” is a “strange web of space and time” or “a distance as close as it can be.”  The main idea is of something inaccessible and elusive, something highly valued but which is deceptive and out of reach.  Also, aura implies authenticity, presence and experience of nature. For example aura is a shadow of a branch that we perceived in a unique time. Although, art objects can perfectly represent a natural object, are missing the point of presence that gives it its aura.