Learning Society Research Articles

Ethical And Societal Implications of AI and Machine Learning

The research paper "Ethical and societal implications of AI and machine learning" examines the ethical and societal implications of the increasing use of artificial intelligence (AI) and machine learning. The paper explores various ethical concerns such as bias, transparency, accountability and privacy, which arise in the development and deployment of these technologies. Additionally, the paper also analyses the societal impacts of AI and machine learning, including the implications for employment, economic inequality, and social cohesion. The paper also discusses the need for regulation and governance to ensure the responsible development and use of these technologies. In summary, the paper highlights the importance of considering ethical and societal implications in the development and deployment of AI and machine learning, and the need for responsible governance to mitigate negative impacts and promote positive outcomes. Keywords: AI ethics, Machine learning ethics, AI societal impact, Machine learning societal impact, AI and society, Machine learning and society, AI governance

Creating value networks through a learning society for Indigenous women tourism entrepreneurs

PurposeThis study aims to integrate social embeddedness with learning society philosophy to explore how grassroots associations of Indigenous women tourism entrepreneurs can leverage their social network to co-create value.Design/methodology/approachA critical feminist perspective considers the intersectional experiences of Indigenous women tourism entrepreneurs from the rural Manasalu region of Nepal. Twenty-one semi-structured interviews with local tourism stakeholders were carried out. Hermeneutics in tandem with Indigenous methods of analysis ensured consideration of Indigenous ontologies and social locations beyond being merely theoretically driven.FindingsA paradox of Indigenous women’s empowerment emerged where several efforts for empowerment presented themselves as a double-edged sword. Individuals’ social capital and social support for the sustenance and stability of grassroots associations ensure collective and continuous learning through a value-creation framework.Research limitations/implicationsCollective self-reflection and self-determination for knowledge creation and sharing amongst social ties shed new light on the role of an Indigenous standpoint on value creation.Originality/valueTo the best of the authors’ knowledge, this is the first study that captures how the intersectionality of Indigenous women entrepreneurs in grassroots associations use their social capital through contesting, leveraging and learning to transform their social network into a value network.

BUILDING STANDARDS OF READING SKILLS FOR 5-6 YEARS OLD IN SOME KINDERGARTEN SCHOOLS IN THE NORTHERN MOUNTAINOUS REGION OF VIETNAM

The development of children at preschool age is a very important stage for the development of a human being. Therefore, seeding a "reading culture" for preschool children is the right and practical direction to lay the foundation for everyone's reading culture, and at the same time, towards a learning society in the context of digital transformation. In this article, we develop a standard of book familiarization skills based on identifying the components of reading ability. The performance of the departmental competencies is evaluated based on components, behavioral indicators and quality criteria. Those are indicators to measure, control and evaluate preschool children's book familiarization skills according to current capacity development orientations.

MOTIVES THAT DRIVE LEARNING OF NATURE AND SOCIETY IN LOWER PRIMARY GRADES

Teaching science is successful when students are active participants who are motivated and understand the importance of what they are learning. The organization of Nature and society classes in lower primary grades, where students are motivated to learn, is a very challenging task for a teacher and involves connecting and encouraging internal and external motivations. In order to motivate students to learn as much as possible, teachers are expected to apply modern learning strategies in which the student is an active participant, and which are adapted to each individual as much as possible. In this regard, for the purpose of research within the subject Nature and Society / My Environment, a five-point Likert-type questionnaire was created in which the statements are structured into three groups of internal and external motives according to teaching factors ‒ characteristics of the teaching subject (teaching content), way of managing teaching content (teacher’s work), and other external and internal motives for learning the content (student). The goal of the research is to examine whether any of the groups of motives stand out and are ahead of the other group. Total of 343 students from second to fifth grade participated in the research. When analyzing the results, descriptive statistics, ANOVA and Spearman’s correlation coefficient were used. The results show that teacher’s work as a group of motives stands out to a certain extent in relation to other isolated groups. It was also observed that students in the second and third grades have a greater motivation for learning Nature and society content, and that motivation weakens in the older grades. In subsequent research, the same questionnaire could be used to examine the motives that drive the learning of Nature and society in students with “goodˮ, “sufficientˮ and “insufficientˮ grades in order to complete the results of this research.

Research on the Practice of Art Education in Colleges for the Elderly under the Background of Aging Society

With the development of society, China is now showing the characteristics of an aging population. As a link to adult education, senior citizen education is the later stage of the development of lifelong education. Therefore, elderly education is an essential educational link for China to build a learning society and strengthen the cultivation of the ideological and cultural quality of the whole people. The continuous improvement of the elderly education work is of great significance to enrich the ideological and cultural life of the elderly and to realize the construction of a learning-oriented society. With the rapid development of the senior colleges in various regions of China, when they optimize and reform the senior education curriculum, they should strengthen art education in old teaching. Through the study of art, the elderly can not only experience a colorful life but also help to enrich their spiritual world, cultivate their sentiments, and be conducive to the development of physical and mental health. This paper takes the current social aging as the research background and explores the problems in the art education work of elderly universities. In addition, through continuous optimization of the teaching system and in-depth education reform, the feasibility of art education in colleges and universities for the elderly has been strengthened.

Women's Scholarship in Islam And Their Contribution To The Teaching Knowledge

The scholarly world is a divine devotion. It needs time and effort to be consistent and persistent in improving the understanding of society. The more literate society, the more hope for a better environment. Today's world needs more scholarly work not just to amaze the concept but also can impact society. Women's roles in education are tremendous to take learning environment from an early age. The references about women scholars are so limited that we will assume there is the little impact made. This paper shows how women's intellectual influence has made a massive contribution since the prophet Muhammad (PBUH) period. The shift in women's roles is contextual and depends on the understanding of society and the development progress of the education ecosystem itself. We hope the tremendous past work can inspire us to build an advanced learning society to improve the education process today.

Correlation Between Self-learning Readiness and Self-study Activities in Higher Education

The dynamics of learning in higher education today, right down to the stage of producing graduates that oriented are towards sustainable learning needs (long life learning), and meeting the needs of a specific market need. This has resulted in universities implementing self-learning, which is characterized by the interaction of lecturers and students in organizing learning, giving a greater share to students. The readiness of universities in carrying self-learning, in this study emphasizes the interactions found of lecturers and students in accommodating forms of self-learning activities consisting of Apprenticeship, Urban Development, Student exchange/ interscience, Research Collaboration, Entrepreuneurial, Independent Project, Community Engagement, and Learning Society. The result on lecturer respondents using a linear regression approach, shows that the factors of Apprenticeship and Research Collaboration activities, have little effect on the readiness of universities in carrying out Self-Learning activities, which shows that lecturers have to provide the widest possible opportunity for students to engage directly, in Apprenticeship and research activities.
 Keywords: Self Learning, Self Study, Higher Education

Using natural language processing to determine factors associated with high-quality feedback

PurposeFeedback is a cornerstone of medical education. However, not all feedback that residents receive is high-quality. Natural language processing (NLP) can be used to efficiently examine the quality of large amounts of feedback. We used a validated NLP model to examine factors associated with the quality of feedback that general surgery trainees received on 24,531 workplace-based assessments of operative performance.MethodsWe analyzed transcribed, dictated feedback from the Society for Improving Medical Professional Learning’s (SIMPL) smartphone-based app. We first applied a validated NLP model to all SIMPL evaluations that had dictated feedback, which resulted in a predicted probability that an instance of feedback was “relevant”, “specific”, and/or “corrective.” Higher predicted probabilities signaled an increased likelihood that feedback was high quality. We then used linear mixed-effects models to examine variation in predictive probabilities across programs, attending surgeons, trainees, procedures, autonomy granted, operative performance level, case complexity, and a trainee’s level of clinical training.ResultsLinear mixed-effects modeling demonstrated that predicted probabilities, i.e., a proxy for quality, were lower as operative autonomy increased (“Passive Help” B = − 1.29, p < .001; “Supervision Only” B = − 5.53, p < 0.001). Similarly, trainees who demonstrated “Exceptional Performance” received lower quality feedback (B = − 12.50, p < 0.001). The specific procedure or trainee did not have a large effect on quality, nor did the complexity of the case or the PGY level of a trainee. The individual faculty member providing the feedback, however, had a demonstrable impact on quality with approximately 36% of the variation in quality attributable to attending surgeons.ConclusionsWe were able to identify actionable items affecting resident feedback quality using an NLP model. Attending surgeons are the most influential factor in whether feedback is high quality. Faculty should be directly engaged in efforts to improve the overall quality of feedback that residents receive.

Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?

AbstractThis article draws on an empirical research project in which we explore the roles and understandings of knowledge in Religious Education (RE). Plural understandings of knowledge in schools (and society) lead us to concerns about the relationships between knowledge and social justice. We define epistemic literacy as the capability to recognise, and critically use, different types of knowledge. We also clarify that one’s own relationship with knowledge(s) is significant and is, therefore, important for students and teachers to develop to respond to the epistemically plural RE curriculum and classroom. Drawing on literacy frameworks to identify the need for non-hierarchical conceptualisations of knowledge that include the expert and everyday (Hannam et al., 2020; Shaw, 2019, Vernon 2020), we acknowledge the need for a particular disposition when approaching knowledge about religion and worldviews. Building on the analysis of our empirical study and subsequent developments of epistemic literacy, we revisit the notion of epistemic justice (Fricker, 2007) and present a theoretical justification for the experiential preparation of teachers that draws on Biesta’s (2002) reformed Bildung of encounter and Rawls’ “veil of ignorance” (Rawls, 2005). What emerges from these reflections on the future of Bildung is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility. (Biesta, 2002, p. 350)

Impact of gamification techniques on surgical trainee engagement with workplace-based assessment

Engaging surgical residents and faculty with workplace-based assessment (WBA) are challenging. Gamification has helped engage trainees with simulation and online curricula but has not been used to encourage engagement with assessment. We explore the impact of gamification on engagement with WBA using the Society for Improving Medical Professional Learning (SIMPL) app. General surgery residency programs were divided into two intervention cohorts and a control cohort. The first intervention group received a weekly leaderboard of the most active residents and faculty engaged with SIMPL, while the second intervention group received leaderboards every other week. The control group did not undergo an intervention. For each cohort, resident and faculty engagement with SIMPL was measured, defined as the average number of evaluations submitted per day. Negative binomial mixed models were used to explore the mean number of evaluations completed by residents and faculty in each cohort while adjusting for program-specific factors. Nine programs were included in the weekly intervention, nine programs in the biweekly intervention, and nineteen programs in the control group. Programs receiving a weekly leaderboard increased their average daily evaluations from 5.8 to 8.0 over the course of the intervention (p < 0.01). Average daily evaluations failed to increase for the biweekly intervention (8.2 to 7.3/day, p = 0.14) and control groups (2.7 to 2.5/day, p = 0.48). Sending a weekly leaderboard of resident and faculty activity in SIMPL had a positive impact on engagement with WBA compared to biweekly or no leaderboard interventions. Strategically applying gamification may improve engagement with WBA tools.

Trends in policy development for reading culture in the context of the fourth industrial revolution and digital transformation in Vietnam

The Fourth Industrial Revolution and the trend of digital transformation have created many changes, brought many values, and also posed many challenges in formulating and perfecting policies on culture in general and policies to develop reading culture in particular. Through the analysis of secondary data, especially current policies on the development of reading culture, analytical research assesses the compatibility between current policies and the requirements of cultural development, people orient creating a learning society in the context of the fourth industrial revolution and the trend of digital transformation; Research to identify and analyze 03 trends in developing policies to develop reading culture in Vietnam, assess the content and inadequacies in current policies, thereby, propose approaches and solutions to policy implications to promote a reading culture to develop towards creating a learning society in the context of the Fourth Industrial Revolution and the trend of digital transformation.

Opportunities to Increase Workplace Feedback: A Multi-institutional Examination

While feedback is an essential component of resident education, there are few large-scale studies examining when and under what conditions formative feedback is provided. Workplace-based assessment systems offer an opportunity to identify factors influencing when faculty provides feedback to trainees. Influential factors affecting feedback may provide targets for increasing and improving feedback in resident education. Data on whether dictated feedback was provided were obtained from the Society for Improving Medical Professional Learning (SIMPL) mobile application. We used generalized linear mixed effects models to identify the degree to which faculty members, procedures, surgical case characteristics, and trainee performance were associated with whether narrative feedback was provided using SIMPL. This study was conducted using data from members of the SIMPL collaborative. 67,434 evaluations from 70 general surgery programs were included from 2015 to 2021. Of these, 25,355 evaluations included dictated feedback. Approximately 61% of the variation in whether dictated feedback was provided was attributable to the individual faculty member. Compared to residents who achieved autonomy ratings of "Active Help," residents who achieved ratings of "Supervision Only" (odds ratio (OR) = 0.80, 95% confidence interval (CI) = 0.72, 0.88) had a lower likelihood of receiving dictated feedback. Residents who achieved ratings of "Intermediate" (OR = 0.81, CI = 0.74, 0.89), "Practice-Ready" (OR = 0.50, CI = 0.45, 0.57), or "Exceptional (OR = 0.64, CI = 0.54, 0.76) showed a lower likelihood of receiving dictated feedback compared to those rated as "Inexperienced." Cases rated as "High" in terms of complexity were associated with an increased likelihood of having dictation (OR = 1.35, CI = 1.26, 1.44). The largest contributing factor for whether dictated feedback is included in a SIMPL evaluation are factors specific to the attending surgeon. Resident performance, resident autonomy, and case complexity had only modest associations with feedback decisions. Efforts to improve the amount of formative feedback for trainees should be directed towards reducing the variation in which attending surgeons elect to provide feedback.

The Faure report, Sylvia Wynter and the undoing of the Man of lifelong learning.

It is rare in contemporary times to encounter international education policy reports that inspire hope and excitement for the future, such as we are offered in the 1972 report of the International Commission on the Development of Education set up by UNESCO in 1971 and chaired by Edgar Faure. Learning to be: The world of education today and tomorrow, also known as the Faure report, is both philosophical and"of a practical nature", aiming "to lead to action". Faure and his collaborators offered governments, scholars and educational actors evocative concepts for a society-to-come, such as lifelong education (and later, lifelong learning), the learning society, international solidarity and personalised learning. Animating the report and its imaginary of lifelong learning is "the ideal of the complete man", a modernist project to realise Man's destiny at thecentre of the universe. The Faure report and the ideal of lifelong learning continue to inspire education policy today. But in the context of climate crisis and deeper global inequality, what kind of enabling future is possible under the guidance of the exclusionary story of Man-as-human? To what extent can the Faure report continue to inspire? This article brings the Faure report's utopia of Man into conversation with Black feminist theorist Sylvia Wynter, exploring the idea central to Wynter's work that if learning is the way out of perpetual crises, of socio-biological collapse, a force for equity, democracy and justice that the authors of the Faure report envisioned it to be, then it must be de-coupled from the overrepresented, biocentric, 'referent-we' of Man-as-human. Wynter proposes a different future for humanness. The article concludes by speculating what this future might suggest for the material grounding of scholarly practices in adult education and beyond.

Identifikasi Nilai Budaya Masyarakat Sungai Jelai Basirih Selatan Sebagai Sumber Belajar IPS

Meaningful social studies learning needs to be explored through the culture surrounding students. The Sungai Jelai Basirih Selatan community has cultural values that are important as a source of social studies learning. The purpose of this article is to identify the cultural values that exist in the Sungai Jelai Basirih Selatan community and the contribution of these cultural values as a source of social studies learning. The method used was a qualitative approach. To collect the data, this research used observations, interviews, and documentation. To analyze the data, this research used the Miles and Huberman model, namely data reduction, data presentation, and data verification, while the validity of the data used triangulation. The results showed that identifying cultural values in the Sungai Jelai Basirih Selatan community was related to the pattern of daily community relations that had positive values. These values consist of religious values, hard work values, and mutual cooperation values. The various values obtained are integrated into teaching materials as social studies learning resources. Keywords: Society, values, and sources of social studies learning.

Perspectives in Formulating Policies to Promote Lifelong Learning in the System of Cultural Institutions Towards Building A Learning Society to Meet the Requirements of Digital Transformation in Vietnam

Lifelong learning towards creating a learning society is one of the contemporary issues in the policy and management of culture and education. This is considered as an important key for citizens of each country to survive and develop in a constantly changing world. As a result of this pressing need, each country must develop policies to promote lifelong learning through different models and methods, one of which is lifelong learning in the cultural institutional system. This special model has a dual effect: promoting the building of culture and people while also promoting education towards sustainable development.&#x0D; By analyzing, synthesizing and generalizing the current state of Vietnam's policies as researched in the context of digital transformation, the study points out new trends in policies to promote lifelong learning activities in Vietnam. The system of cultural institutions aims to build a learning society in the contemporary trend based on the philosophy: to create an open, unified, synchronous, connected system of cultural institutions on a digital transformation platform.&#x0D; Keywords: Lifelong learning, cultural institutions, digital transformation cultural and educational policy.&#x0D; &#x0D;

E-Learning Communities and Professional development of teachers in the Coronavirus Pandemic (COVID-19) - Experiences and Visions

The coronavirus pandemic or "COVID-19" crisis has caused concern about the future of education and the need to rethink educational practices and develop training methods and professional development for teachers, reflecting on the quality of educational outputs, requiring teachers to have the skills and skills needed to work in emergencies. The present paper addresses professional learning societies, the foundations of which are built, their objectives, philosophy and upbringing, the requirements for transforming schools from traditional to electronic professional learning societies: the role of professional learning societies in improving teachers' professional performance in emergencies, The paper also reviews the concept of e-professional learning societies, the advantages of e-professional learning societies, digital transformation and its impact on professional learning societies, the strengths and weaknesses associated with transforming schools into professional learning societies, and the experiences of some countries such as (Singapore, USA) in the applications of learning communities as an entry point for professional development and ways to make use of them to improve the professional performance of teachers in our Egyptian schools. The paper came up with a series of recommendations, including finding An effective system for implementing the idea of professional learning societies, the need to support school leadership of the idea of professional learning societies, encouraging teachers to join their own e-learning communities with a major role in the development of their professional performance, and the implementation of partnership projects between the Ministry of Education and university colleges of education to build e-learning communities in schools to improve and develop outstanding practices.

PROBLEM SOLVING FOR FIFTH GRADE IN QUADRILATERAL LEARNING USING VAN HIELE THEORY AND CONTEXTUAL APPROACH

This research is a literature study with a qualitative approach. This research is motivated by the importance of students' understanding of the material properties of quadrilaterals. The purpose of this study is that researchers want to find out whether Van Hiele's theory and contextual approaches are effective in increasing the understanding of fifth grade elementary school students about the material properties of quadrilaterals. Van Hiele's theory is a theory that is specifically used in the field of geometry which has 5 stages of learning, namely the information stage, the directed orientation stage, the explicitization stage, the free orientation stage, and the integration stage. While the contextual approach emphasizes on 7 contextual components, namely: (1) Constructivism, (2) Asking, (3) Finding, (4) Learning Society, (5) Modeling, (6) Reflection, (7) Actual assessment. So that learning is obtained through knowledge and experience or the real world, improving students' higher order thinking processes, student-centered, active students, critical, creative, problem solving, students learn in a fun, exciting, not boring, and use various learning resources. The results of this study indicate that there is an increase in students' understanding of the material properties of quadrilaterals by using Van Hiele's learning theory and contextual approach.

Reskilling and Upskilling the Future-ready Workforce for Industry 4.0 and Beyond.

Industry 4.0 is revolutionizing manufacturing processes and has a powerful impact on globalization by changing the workforce and increasing access to new skills and knowledge. World Economic Forum estimates that, by 2025, 50% of all employees will need reskilling due to adopting new technology. Five years from now, over two-thirds of skills considered important in today’s job requirements will change. A third of the essential skills in 2025 will consist of technology competencies not yet regarded as crucial to today's job requirements. In this study, we focus our discussion on the reskilling and upskilling of the future-ready workforce in the era of Industry 4.0 and beyond. We have delineated top skills sought by the industry to realize Industry 4.0 and presented a blueprint as a reference for people to learn and acquire new skills and knowledge. The findings of the study suggest that life-long learning should be part of an organization’s strategic goals. Both individuals and companies need to commit to reskilling and upskilling and make career development an essential phase of the future workforce. Great efforts should be taken to make these learning opportunities, such as reskilling and upskilling, accessible, available, and affordable to the workforce. This paper provides a unique perspective regarding a future-ready learning society as an essential integral of the vision of Industry 4.0.

Challenge-Based Learning in Higher Education

Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.

Learning Technology and Society in The Social Sciences

The development of technology is very rapid. The institution of education cannot be separated from the use of technology. The use of technological applications in learning systems has become commonplace in this digital era. However, the use of technology in learning must be more selective which can have a positive impact on students. Learning is a process to obtain changes that are carried out consciously, actively, dynamically, systematically, continuously, integrative, and have clear goals. Learning is an activity in which there is a process of teaching, guiding, training, and giving an example. The research objectives of this research are; a) to find out learning using technology, b) to find out the community applies social science, and c) to know the community uses technology and social science. The research method used in research is library research. In this study, researchers used sources in the form of books, journals, articles, or reviews related to technological literacy. The results showed that institutions of education have accepted and many use technology as a support for the learning process. Then the second is that people who apply social science can develop an emotional, intellectual, and social culture that can teach students to have a way of thinking critically and behavior responsibility in a social society. In the end, science and technology have positive and negative impacts. The user of technology, society, or students must be more selective in the use of technology