The advancement of e-learning technologies has made it viable for developments in education and technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal learning approaches and emerging technologies to support the delivery of learning skills, materials, collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide rang...

This paper presents a new computational model for studying the origins and evolution of compositional languages grounded through the interaction between agents and their environment. The model is based on previous work on adaptive grounding of lexicons and the iterated learning model. Although the model is still in a developmental phase, the first results show that a compositional language can ...

Information technology in the learning process is one major success factor for innovative learning scenarios. A necessary pre-condition is the faithful appropriation of technology-mediated learning (TML) to ensure learning outcomes. However, research still lacks insights concerning determinants and consequences of a faithful TML appropriation. Therefore, this research-in-progress paper presents...

The implementation of innovative pedagogical/educational practices is a response to the social needs for educational change. Such needs emerge from the massive request and access to post-secondary education, the necessity to increase competitiveness mainly through the increase of the human potential and the need to take into account new approaches to learning in a world highly mediated by techn...

Based on action research of the Information Processing (IP) course at the bachelor programme HA/DØK at Copenhagen Business School, we investigate which barriers students experience when learning holistic systems development and why. HA/DØK has been developed to educate students who can facilitate between users and programmers and navigate within and between the application (i.e. the users’) and...

Corporate environments treat work activity related to processing information and the one of learning & professional training (L&T) separately, by keeping L&T on a low priority scale, and perceiving little dependency between both activities. Yet, our preliminary analysis of an organisation has revealed that both activities mutually affect each other. Wholes or parts of corporate information and ...

Traditional mechanisms used to rank learning objects are not longer viable thanks to the current abundance of resources. This work proposes the construction of an improved relevance ranking function based on contextualized attention data extracted from the interaction between the users and the objects. A multidimensional approach to relevance is followed. Beside the Algorithmic relevance, curre...

The aim of this paper is to learn driving behaviour by associating the actions recorded from a human driver with pre-attentive visual input, implemented using holistic image features (GIST). All images are labelled according to a number of driving–relevant contextual classes (eg, road type, junction) and the driver’s actions (eg, braking, accelerating, steering) are recorded. The association be...

The specialness of faces is seen in the face inversion effect, which disrupts the configural, but not the analytic, processing of faces. Mooney faces, which are processed holistically, allowed us to determine the contribution of holistic processing to the face inversion effect. As inverted Mooney faces are difficult to recognize as faces, we also included an intermediary training period for Moo...