Authentic Learning
De Wiki de Ilan Chamovitz - Informatica, Administracao, Eng. Producao, Educacao, Tecnologia da Informacao
Technology for authentic learning in Marketing education
Date: 18 Jun 2014 Start Time: 10:00 am Location/venue: Lancashire Business School, University of Central Lancashire, Preston , PR1 2HE
http://www.heacademy.ac.uk/events/detail/2013/Seminars/Disciplines_SS/GEN802_uclan
Agent-Based Simulation for Authentic Learning in Marketing: Netlogo
== Presentation
http://api.adm.br/acesso/?page_id=420
http://app.emaze.com/488054/agent-based-simulation---netlogo
Ilan Chamovitz
Visiting Researcher at Manchester Business School, Marketing, Operations and Service Systems division. (Post doctorate research about asynchronous discussions assessment, usual in virtual focus groups and distance learning courses). System Analyst at Ministry of Health, Brazil (Datasus) 3 Main areas - Industrial Engineering (D.Sc), Informatics applied to Education (M.Sc.) and Business (MBA).
Today - Aims
1. Bring simulations insight in Marketing and possibilities within authentic learning. 2. Intoduce an Agent-Based approach to be used in authentic learning applied to Marketing 3. Introduce Netlogo and some examples
1. Bring simulations insight in Marketing and possibilities within authentic learning.
Simulations and authentic learning (see http://edutechwiki.unige.ch/en/Authentic_learning_and_simulations, by Emily M. Atkinson, Memorial University of Newfoundland, Canada. . "Authentic learning is a student-centered form of learning where students solve ambiguous problems with real-world significance (Lombardi, 2007; Maina, 2004; Rule, 2006). According to Herrington (2006), students participate in learning experiences, called authentic activities, which are close comparisons to the work of experts in real-life. Like the real-world, authentic activities involve collaboration on ambiguous problems which may have several acceptable solutions (Bennett, Harper, & Hedberg, 2002). Examples of authentic activities include role-playing, simulations, and case studies." . " Before knowledge can be gained, a student must consider the authentic learning environment to be a suitable substitute for real-life. This phenomenon is referred to as the ‘willing suspension of disbelief’, a term originally described in the 19th Century by poet, Samuel Taylor Coleridge (Herrington, 2006; Herrington, Oliver, & Reeves, 2003). "
For example, one build a simulation before applying. Further, you probably will be experienced (Pilot, call centre).
In Marketing: - Environment - furniture allocation testing (layout studies) - Business Modelling - Information flow - Others
Vantages of digital simulations?
- Resources (people, facilities, time) - Student Motivation (games - http://www.tomsguide.com/us/pictures-story/628-6-best-mobile-business-sim-games.html ) - Simulation can be recorded (repeated) - Simulations are often safer than real-life learning environments (Ferry et al., 2006)
Challenges?
- Time - Complexity - Reduction, limitation - Motivation
2. Introduce an Agent-Based approach to be used in authentic learning applied to Marketing
- AGENTS OBSERVE THROUGH SENSORS - ACT UPON AN ENVIRONMENT USING ACTUATORS
AN AGENT-BASED MODEL (ABM) IS A CLASS OF COMPUTATIONAL MODEL FOR SIMULATION ACTIONS AND INTERACTIONS OF AUTONOMOUS AGENTS.
SOME INSIGHTS:
- Very similar to Object Oriented Programming and Object Oriented Modelling.
- Objects are composed by other objects.
- Objects have 1. characteristics; 2. Methods
- Examples:
- A Form is composed by Title, labels, text-boxes. Title and labels have characteristics that assume a status
(for example, can be blue or red). They can have methods to change the status from one colour to other.
- A Marketing project comprises sections, phases. Sometimes customer makes a change in a specific section and
the analyst must modify other sections.
- A Call Centre Manager can change employees regular places or roles. He is an employee, too. Every employee has characteristics
3. Introduce Netlogo and some examples
Documentation at http://ccl.northwestern.edu/netlogo/docs/
- NetLogo is a programmable modelling environment for simulating natural and social phenomena. - It was authored by Uri Wilensky in 1999. - Continuous development at the Centre for Connected Learning and Computer-Based Modelling.
- simple enough for students and teachers - advanced enough to serve as a powerful tool for researchers - can be applied in many fields.
- HubNet is a technology that lets you use NetLogo to run participatory simulations in the classroom. - In a participatory simulation, a whole class takes part in enacting the behaviour of a system as ... - ...each student controls a part of the system by using an individual device, such as a networked computer or Texas Instruments graphing calculator.
Agents
The NetLogo world is made up of agents. Agents are beings that can follow instructions.
In NetLogo, there are four types of agents: turtles, patches, links, and the observer.
- Turtles are agents that move around in the world. - The world is two dimensional and is divided up into a grid of patches. - Each patch is a square piece of "ground" over which turtles can move. - Links are agents that connect two turtles. - The observer doesn't have a location -- you can imagine it as looking out over the world of turtles and patches.
The observer doesn't observe passively -- it gives instructions to the other agents.
- When NetLogo starts up, there are no turtles. The observer can make new turtles. Patches can make new turtles too. (Patches can't move, but otherwise they're just as "alive" as turtles.)
- Patches have coordinates. The patch at coordinates (0, 0) is called the origin and the coordinates of the other patches are the horizontal and vertical distances from this one. We call the patch's coordinates pxcor and pycor. Just like in the standard mathematical coordinate plane, pxcor increases as you move to the right and pycor increases as you move up. - Turtles have coordinates too: xcor and ycor. - Links do not have coordinates. Every link has two ends, and each end is a turtle. If either turtle dies, the link dies too. A link is represented visually as a line connecting the two turtles.
Procedures
- In NetLogo, commands and reporters tell agents what to do. - A command is an action for an agent to carry out, resulting in some effect. - Possible affects: after time and or based on inter agents space occupation (meeting or entering a space). - Typically, a command name begins with a verb, such as "create", "die", "jump", "inspect", or "clear".
Ticks
- Advances the tick counter by one and updates all plots.
Tutorials
Ralph Abraham http://www.youtube.com/playlist?list=PL8D7C9C2B47090E80
Gabriel Wurzer http://www.youtube.com/watch?v=nGEYV4BEzEM&feature=share&list=UU4u7zjoQmBiXJ1fAx2vFwbw&index=3
Examples
Many models are offered at http://modelingcommons.org/
Some interesting models (not tried) could be:
- Competing Technologies http://modelingcommons.org/browse/one_model/3789 - Simulated News Spreading on Social Network Sites_Final - - http://modelingcommons.org/browse/one_model/3785 - Innovation - http://modelingcommons.org/browse/one_model/1789 - Housing Market - http://modelingcommons.org/browse/one_model/3857 - Print Marketplace - http://modelingcommons.org/browse/one_model/400
Mass vs Word of Mouth Advertisement http://ccl.northwestern.edu/courses/mam-winter-03/student_projects/blokh/introduction.htm ---------------------- CREDITS AND REFERENCES ---------------------- Written by: Ilya Blokh Viktoria Wang . Primary source of research on word-of-mouth versus mass advertisements: Brooks, Farmer, Owens. The Power of Negative Messages: An Experimental Study of Word-of-Mouth and Print Campaign Communication. http://pro.harvard.edu/papers/049/049002FarmerRick.pdf . Billboard pricing info: http://www.highwaydisplays.com/size.html Thanks Azzari Caillier and Prof. Uri Wilenski for their guidance and helpful suggestions throughout the project.
Employees Evolution x Aging: Moving Beyond Youth Culture . http://www.havasww.de/fileadmin/user_upload/multimedia/strategie/prosumer_report_aging.pdf . Prosumer Report, Vol. 14. Aging: Moving Beyond Youth Culture . With governments perceived as falling short in terms of protecting and providing for the elderly, what is the optimal role for corporations and brands? Is there an obligation to help people prepare for their later years? What role can and should brands play in promoting the care, life satisfaction, and dignity of the aged and infirm? What are the implications of aging populations on communications? To what extent will digital technologies provide a pathway to the oldest consumer cohorts? Employees Evolution - Aging Chains
References
Bennett, S., Harper, B., & Hedberg, J. (2002). Designing real life cases to support authentic design activities. Australian Journal of Educational Technology, 18(1), 1-12. Retrieved February 4, 2010, from http://www.ascilite.org.au/ajet/ajet.html
Ferry, B., Kervin, L., Puglisi, S., Cambourne, B., Turbill, J., Jonassen, D., et al. (2006). Online classroom simulation: Using a virtual classroom to support pre-service teacher thinking. In A. Herrington and J. Herrington (Eds.), Authentic learning environments in higher education (pp. 135-161). Hershey, PA : Information Science Pub.
Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and High Education, 2006. Retrieved February 4, 2010, from http://ro.uow.edu.au/edupapers/29
Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71. Retrieved February 4, 2010, from http://www.ascilite.org.au/ajet/ajet.html
Lombardi, M.M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative. Retrieved February 4, 2010, from http://www.educause.edu/eli
Maina, F.Y. (2004). Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), 1-8. Retrieved February 4, 2010, from http://www.oswego.edu/academics/colleges_and_departments/education/jal/
Netlogo Models http://modelingcommons.org/account/login
Rule, A.C. (2006). The components of authentic learning. Journal of Authentic Learning. 3(1), 1-10. Retrieved February 4, 2010, from http://www.oswego.edu/academics/colleges_and_departments/education/jal/
PASSOS, G.F. CHAMOVITZ, I., THEODOULIDIS, B. Organizational Responsibility Model: Dealing with demand for services higher than installed capacity. Article accepted for presentation at the IEEE SMC 2013 Conference (SMC: Systems Science), October, 2013. Access http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6722506 .
Sterman JD. Business Dynamics: Systems Thinking and Modeling for a Complex World. Boston, MA: Irwin/ McGraw-Hill; 2000.
