ORCID Profile
0000-0003-2243-2667
Current Organisations
Universidade Estadual Paulista Júlio de Mesquita Filho Câmpus de Araraquara Faculdade de Ciências Farmacêuticas
,
University of Wollongong
,
University of South Australia
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Publisher: Informa UK Limited
Date: 05-06-2023
Publisher: SAGE Publications
Date: 11-03-2013
Abstract: Informal learning has become an important driver for professional development and workplace learning. Yet, however powerful informal learning may be, there is a problem when it comes to making it a real asset within organizations: Informal learning activities are spontaneous and mostly invisible to others. The aim of this study is to develop a method that helps raise awareness about these activities using a learning analytics approach. This method concentrates on detecting and visualizing informal professional social networks and finding ways in which their presence and accessibility can be improved. This study shows that the presented methodology is a promising research-driven intervention. With this methodology we can detect multiple (isolated) networks in organizations, connect ideas, and facilitate value creation. Using this approach, organizations can link with existing informal networks of practice and unlock their potential for organizational learning by giving them a voice and making their results more explicit within the organization.
Publisher: Springer Science and Business Media LLC
Date: 25-03-2021
Publisher: Springer International Publishing
Date: 2020
Publisher: University of South Australia Library
Date: 2023
DOI: 10.59453//KHZW9006
Abstract: Ongoing digital transformation in the education sector has led to an increased focus on learning analytics (LA). LA collects and uses students’ data to gain insights about students’ learning and to guide interventions and feedback. Although LA holds tremendous promise for enhancing teaching and learning, there are persistent concerns about the privacy and ethical ramifications of collecting and using student data. One potential solution is the use of Synthetic Data Generators (SDGs) which can learn from real data to generate synthetic data that closely resembles real data. This paper examines the performance of existing SDGs with student data, as well as their capabilities for serving LA. A comparative study was conducted by applying different SDGs in Synthetic Data Vault to real-world student data. We report the efficiencies of different generators and the statistical similarities between synthetic and real data. We test how well SDGs imitate the real student data by fitting generated synthetic data into commonly-used LA models. We evaluate the utility of synthetic data by the alignment of LA outputs trained using synthetic data to the ground truth of student learning outcomes recorded in real data, as well as with outputs of LA models trained by real data.
Publisher: CLIMA 2022 conference
Date: 2022
Publisher: IEEE
Date: 12-2019
Publisher: Informa UK Limited
Date: 29-05-2019
DOI: 10.1080/14786419.2019.1619725
Abstract: Fractionation of extracts from the culture broth of the marine-derived fungus,
Publisher: Springer Science and Business Media LLC
Date: 04-07-2008
DOI: 10.1007/S00431-008-0770-6
Abstract: The provision of specialist postgraduate training is increasingly challenging for the acute medical specialties. There are often small numbers of trainees and tutors in any one centre, and service commitments may limit attendance at educational activities. Online learning can provide high-quality education to trainees from large geographical areas. We report the outcomes of an experimental educational project which provided an online postgraduate programme in neonatology. Ninety trainees from 14 countries, primarily European, participated. Six educational modules in neonatal topics were delivered over a 1-year period, within a "Virtual Learning Environment". Trainees were ided into multi-national groups two online tutors supported each group. Analysis of online activity demonstrated that active participation was high initially (100%) but gradually declined to 46% in the final module tutor participation followed a similar pattern. Eighty-six trainees were contactable at the end of the programme, and 67 (78%) completed an evaluation questionnaire. Of these, 92% reported that participation had "added value" to their training, attributable to the high-quality curriculum, the educational resources, collaborative networking and the sharing of best practice. Eleven (79%) tutors completed the questionnaire, with all reporting that participation was of educational value. The main limiting factor for trainees and tutors was insufficient time. This project confirms that multi-national online education in neonatology is feasible and transferable, but for this approach to be viable formal accreditation and protected time for both trainees and tutors are required.
Publisher: Springer Science and Business Media LLC
Date: 2003
Publisher: Elsevier BV
Date: 09-2019
Publisher: Informa UK Limited
Date: 07-2006
Publisher: University of South Australia Library
Date: 2023
DOI: 10.59453/KHZW9006
Publisher: Springer Science and Business Media LLC
Date: 10-06-2021
Publisher: Springer Singapore
Date: 2015
Publisher: Informa UK Limited
Date: 31-07-2016
Publisher: MDPI AG
Date: 06-12-2019
Abstract: In this article we want to understand in more detail how learning networks emerge in online networked learning environments. An adage in Networked Learning theory is that networked learning cannot be designed it can only be designed for. This adage implicitly carries the idea that networked learning is seen as learning in which information and communication technology is used to promote (emergent) connections between learners and their peers, learners and tutors and learners and learning resources. Emergence entails a self-organizing component. However, there is no comprehensive understanding of how self-organizing network effects occur in networked learning environments, how they influence possible learning outcomes and how these network effects can be enhanced or frustrated by the design elements of different networked learning environments. By means of a review we investigate how the three most known self-organizing network effects occur in networked learning environments, namely preferential attachment, reciprocity and transitivity. Results show that in most studies self-organizing network effects are significantly present. Moreover we found important (design) elements related to the people, the physical environments and the tasks of the learning networks that could influence these self-organizing network effects. Studies that looked at learning outcomes are limited. Based on the review study future research directions for the field of Networked Learning are addressed.
Publisher: Springer Netherlands
Date: 2004
Publisher: Routledge
Date: 02-07-2010
Publisher: Informa UK Limited
Date: 09-2006
Publisher: Elsevier BV
Date: 08-2014
Publisher: IEEE
Date: 2014
Publisher: IEEE
Date: 2013
Publisher: Springer International Publishing
Date: 2019
Publisher: ACM
Date: 08-04-2013
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer International Publishing
Date: 2020
Publisher: Wiley
Date: 06-2004
Publisher: Springer Science and Business Media LLC
Date: 03-2007
Publisher: Springer Science and Business Media LLC
Date: 19-02-2019
Publisher: Springer Science and Business Media LLC
Date: 02-2005
Publisher: IEEE
Date: 12-2018
Publisher: Informa UK Limited
Date: 03-04-2019
Publisher: Elsevier BV
Date: 02-2008
Publisher: Springer Nature Switzerland
Date: 2023
Publisher: Routledge
Date: 22-11-2006
Publisher: Springer International Publishing
Date: 2018
Publisher: Proceedings of the National Academy of Sciences
Date: 02-08-2018
Abstract: Decades of research have fostered the now-prevalent assumption that noncrop habitat facilitates better pest suppression by providing shelter and food resources to the predators and parasitoids of crop pests. Based on our analysis of the largest pest-control database of its kind, noncrop habitat surrounding farm fields does affect multiple dimensions of pest control, but the actual responses of pests and enemies are highly variable across geographies and cropping systems. Because noncrop habitat often does not enhance biological control, more information about local farming contexts is needed before habitat conservation can be recommended as a viable pest-suppression strategy. Consequently, when pest control does not benefit from noncrop vegetation, farms will need to be carefully comanaged for competing conservation and production objectives.
Publisher: Springer International Publishing
Date: 2016
Publisher: Elsevier BV
Date: 2006
Publisher: IEEE
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 25-10-2006
Publisher: Springer Science and Business Media LLC
Date: 22-07-2020
Publisher: ACM
Date: 08-04-2013
Publisher: Emerald
Date: 03-04-2019
Abstract: This paper aims to investigate the extent professionals from the vocational sector are networked in iduals. The authors explore how professionals use their personal networks to engage in a wide variety of learning activities and examine what social mechanisms influence professionals’ agency to form personal informal learning networks. This study applied a mixed-method approach to data collection. Social network data were gathered among school professionals working in the vocational sector. Ego-network analysis was performed. A total of 24 in-depth, semi-structured, qualitative interviews were analyzed. This study found that networked in idualism is not represented to its full potential in the vocational sector. However, it is important to form informal learning ties with different stakeholders because all types of informal learning ties serve different learning purposes. The extent to which social mechanisms (i.e. proximity, trust, level of expertise and homophily) influence professionals’ agency to form informal learning ties differs depending on the stakeholder with whom the informal learning ties are formed. This study excludes the investigation of social mechanisms that shape learning through more impersonal virtual learning resources, such as social media or expert forums. Moreover, the authors only included in idual- and dyadic-level social mechanisms. By investigating the social mechanisms that shape informal learning ties, this study provides insights how professionals can be stimulated to build rich personal learning networks in the vocational sector. The authors extend earlier research with in-depth information on the different types of learning activities professionals engage in in their personal learning networks with different stakeholders. The ego-network perspective reveals how different social mechanisms influence professionals’ agency to shape informal learning networks with different stakeholders.
Publisher: Elsevier BV
Date: 2022
Publisher: Emerald
Date: 07-2006
DOI: 10.1108/13665620610674971
Abstract: The purpose of this research is to get a clear view on how can we judge groups in relation to the characteristics of a community of practice (CoP), and the presence of collective learning in these groups. A review of literature on collective learning and CoPs led to the development of a conceptual model, which was tested through case study research against empirical data from three groups in organizations. The groups differed concerning group characteristics, but also concerning the collective learning processes and learning outcomes present. The group that can be characterized as a CoP learns a lot, but the (learning) processes in the group are not always in favour of the organizational learning process. The conceptual framework was helpful to evaluate the characteristics of CoPs in relation to collective learning. These findings suggest that it will be interesting to expand the model, for ex le with consideration to the way CoPs experience the need to change. The developed framework might help managers to judge if groups in an organization have characteristics of a CoP, if they are in balance and what might be needed to develop towards an ideal CoP with a great learning potential. A first attempt is made to build a framework for judging CoPs for several aspects of their functioning. The research also shows that CoPs are not always stimulating forces for organizational learning.
Publisher: IEEE
Date: 2015
Publisher: Wiley
Date: 19-05-2021
DOI: 10.1111/BJET.13123
Abstract: Due to the ongoing digitalisation of workplaces and educational settings, human activity underpinning learning and work is increasingly mediated by technology. The advancement of artificial intelligence (AI) and its integration into everyday technologies influences how people are exposed to information, interact, learn and make decisions. We argue that technology, data and evolving AI applications affect how humans enact and experience life and work, changing the context for learning. Hence, as this paper argues, the current notion of lifelong learning needs a revisit to embrace technology at its foundation. To bring freely chosen goals and ownership in one's learning to the fore, in the context of the coming AI age, we argue for the telos of learning to shift from human capital to human development, with the spotlight on capabilities. The paper draws on the capability approach to inform in iduals and organisations of how they can support human development throughout lifelong learning. We then move to provide ex les of how technologies underpinning workplace practices can be seen with the focus on capabilities as in iduals learn to create value. What is known about the topic? The primary notion of lifelong learning refers to adult learning processes. The policy perspective that dominates organisation of lifelong learning opportunities focuses on human capital development. Technologies mediate learning and work. What this paper adds Technology is not explicitly addressed in meanings associated with lifelong learning. AI‐based technologies dynamically interact with human cognitive and social practices. The paper argues for a stronger focus on human development instead of human capital in the telos of lifelong learning opportunities. Capability approach is a viable alternative to human capital perspective on LLL. Data used to support learning can focus on learner agency and systemic factors that enable and constrain lifelong learning. Implications for practice and/or policy LLL interventions should promote systemic support for learner agency and ownership. LLL interventions should focus on negotiated value creation. Workplaces should embrace human‐machine integration but in ways that support capability and human development, not human capital.
Publisher: Elsevier BV
Date: 2023
Publisher: Informa UK Limited
Date: 13-12-2017
Publisher: Informa UK Limited
Date: 27-04-2018
Publisher: IGI Global
Date: 2006
DOI: 10.4018/978-1-59140-971-7.CH009
Abstract: This chapter examines the theoretical and conceptual issues involved in gathering evidence to build a database for the design of virtual higher education (computer supported collaborative learning — CSCL — and networked learning — NL). After briefly surveying the current state of CSCL/NL research and its lack of theoretical synthesis, we propose three high-level research questions as a way of focusing our efforts on finding answers. We then offer two vignettes of empirical case studies from our own research. These studies are used to illustrate the challenges to be faced, and possible approaches to be used, in addressing the questions. In particular, we look at the way theory and praxis (theory-informed practice) might be more effectively engaged through “theory-praxis conversations,” in order to make effective use of empirical data in building the evidence base that will be needed to design and build virtual higher education over the next 10 years.
Publisher: Springer Nature Switzerland
Date: 2023
Publisher: Informa UK Limited
Date: 06-2011
Publisher: SAGE Publications
Date: 10-09-2013
Abstract: This introduction to the special issue on learning analytics provides an overview of the area, acknowledging the research traditions it emerges from, such as computer-supported collaborative learning, academic analytics, and educational data mining, and the way the field aims to bridge from technological innovation to learning purposes. The introduction provides ex les of areas and educational stakeholders who are served by and can benefit from learning analytics initiatives, referring throughout to the articles in this special issue.
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 10-2022
Publisher: Informa UK Limited
Date: 11-01-2019
Publisher: Elsevier BV
Date: 07-2010
Publisher: Springer Singapore
Date: 2019
Publisher: Routledge
Date: 13-06-2018
Publisher: Inderscience Publishers
Date: 2016
Publisher: IEEE
Date: 2012
Publisher: Springer International Publishing
Date: 2020
Publisher: Kluwer Academic Publishers
Date: 2006
Publisher: Elsevier BV
Date: 2022
Publisher: Informa UK Limited
Date: 02-01-2018
Publisher: ACM
Date: 29-04-2012
Publisher: Springer International Publishing
Date: 2021
Publisher: MDPI AG
Date: 18-02-2023
Abstract: The energy management systems industry in the built environment is currently an important topic. Buildings use about 40% of the total global energy worldwide. Therefore, the energy management system’s sector is one of the most influential sectors to realize changes and transformation of energy use. New data science technologies used in building energy management systems might not only bring many technical challenges, but also they raise significant educational challenges for professionals who work in the field of energy management systems. Learning and educational issues are mainly due to the transformation of professional practices and networks, emerging technologies, and a big shift in how people work, communicate, and share their knowledge across the professional and academic sectors. In this study, we have investigated three different companies active in the building services sector to identify the main motivation and barriers to knowledge adoption, transfer, and exchange between different professionals in the energy management sector and explore the technologies that have been used in this field using the boundary-crossing framework. The results of our study show the importance of understanding professional learning networks in the building services sector. Additionally, the role of learning culture, incentive structure, and technologies behind the educational system of each organization are explained. Boundary-crossing helps to analyze the barriers and challenges in the educational setting and how new educational technologies can be embedded. Based on our results, future studies with a bigger s le and deeper analysis of technologies are needed to have a better understanding of current educational problems.
Publisher: Elsevier BV
Date: 2022
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Springer International Publishing
Date: 24-12-2013
Publisher: Informa UK Limited
Date: 02-04-2016
Publisher: Springer International Publishing
Date: 2018
Location: Brazil
No related grants have been discovered for Maarten de Laat.