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Register a new userTeachers Without Borders
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Added by
Elochukwu Ukwandu Dr
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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An educator who is also known as a lecturer in the university system has three main areas of focus, which include learning that is helping students to acquire knowledge, competence and virtue, research, implying developing new knowledge, breaking new grounds and community service, by focusing on applying the knowledge to real life situations to improve life and living conditions of the society. As the worlds geographical boundaries keep getting redefined in the context of a global village, the constituency of teachers keeps getting redefined as well. This essay aims to address issues about modern constituent and platform of teachers in Nigeria for service delivery in the context of a globalised world. It also focuses on how to reach out to these new set of communities brought about by globalisation to remain relevant, effective and efficient alongside their perceived challenges and possible solutions in Nigerian context.
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Iterative machine teaching is a method for selecting an optimal teaching example that enables a student to efficiently learn a target concept at each iteration. Existing studies on iterative machine teaching are based on supervised machine learning and assume that there are teachers who know the true answers of all teaching examples. In this study, we consider an unsupervised case where such teachers do not exist; that is, we cannot access the true answer of any teaching example. Students are given a teaching example at each iteration, but there is no guarantee if the corresponding label is correct. Recent studies on crowdsourcing have developed methods for estimating the true answers from crowdsourcing responses. In this study, we apply these to iterative machine teaching for estimating the true labels of teaching examples along with student models that are used for teaching. Our method supports the collaborative learning of students without teachers. The experimental results show that the teaching performance of our method is particularly effective for low-level students in particular.
TalkMoves is an innovative application designed to support K-12 mathematics teachers to reflect on, and continuously improve their instructional practices. This application combines state-of-the-art natural language processing capabilities with automated speech recognition to automatically analyze classroom recordings and provide teachers with personalized feedback on their use of specific types of discourse aimed at broadening and deepening classroom conversations about mathematics. These specific discourse strategies are referred to as talk moves within the mathematics education community and prior research has documented the ways in which systematic use of these discourse strategies can positively impact student engagement and learning. In this article, we describe the TalkMoves applications cloud-based infrastructure for managing and processing classroom recordings, and its interface for providing teachers with feedback on their use of talk moves during individual teaching episodes. We present the series of model architectures we developed, and the studies we conducted, to develop our best-performing, transformer-based model (F1 = 79.3%). We also discuss several technical challenges that need to be addressed when working with real-world speech and language data from noisy K-12 classrooms.
The Internet has been ascribed a prominent role in collective action, particularly with widespread use of social media. But most mobilisations fail. We investigate the characteristics of those few mobilisations that succeed and hypothesise that the presence of starters with low thresholds for joining will determine whether a mobilisation achieves success, as suggested by threshold models. We use experimental data from public good games to identify personality types associated with willingness to start in collective action. We find a significant association between both extraversion and internal locus of control, and willingness to start, while agreeableness is associated with a tendency to follow. Rounds without at least a minimum level of extraversion among the participants are unlikely to be funded, providing some support for the hypothesis.
We investigate the impact of borders on the topology of spatially embedded networks. Indeed territorial subdivisions and geographical borders significantly hamper the geographical span of networks thus playing a key role in the formation of network communities. This is especially important in scientific and technological policy-making, highlighting the interplay between pressure for the internationalization to lead towards a global innovation system and the administrative borders imposed by the national and regional institutions. In this study we introduce an outreach index to quantify the impact of borders on the community structure and apply it to the case of the European and US patent co-inventors networks. We find that (a) the US connectivity decays as a power of distance, whereas we observe a faster exponential decay for Europe; (b) European network communities essentially correspond to nations and contiguous regions while US communities span multiple states across the whole country without any characteristic geographic scale. We confirm our findings by means of a set of simulations aimed at exploring the relationship between different patterns of cross-border community structures and the outreach index.
In ordinary distillation, student networks are trained with soft labels (SLs) given by pretrained teacher networks, and students are expected to improve upon teachers since SLs are stronger supervision than the original hard labels. However, when considering adversarial robustness, teachers may become unreliable and adversarial distillation may not work: teachers are pretrained on their own adversarial data, and it is too demanding to require that teachers are also good at every adversarial data queried by students. Therefore, in this paper, we propose reliable introspective adversarial distillation (IAD) where students partially instead of fully trust their teachers. Specifically, IAD distinguishes between three cases given a query of a natural data (ND) and the corresponding adversarial data (AD): (a) if a teacher is good at AD, its SL is fully trusted; (b) if a teacher is good at ND but not AD, its SL is partially trusted and the student also takes its own SL into account; (c) otherwise, the student only relies on its own SL. Experiments demonstrate the effectiveness of IAD for improving upon teachers in terms of adversarial robustness.
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