title: Teachers’ views about technical education: implications for reforms towards a broad based technology curriculum in Malawi

authors: Chikasanda, Vanwyk Khobidi Mbubzi

subjects: skills development

abstract: Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.

text: Teachers’ views about technical education: implications for reforms towards a broad based technology curriculum in Malawi Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.

year: 2011

title: Hitting the target: Stopping active learning at the cost-based optimum

authors: Pullar-Strecker, Zac

subjects: computer science

abstract: Active learning allows machine learning models to be trained using fewer labels while retaining similar performance to traditional supervised learning. An active learner selects the most informative data points, requests their labels, and retrains itself. While this approach is promising, it raises the question of how to determine when the model is ‘good enough’ without the additional labels required for traditional evaluation. Previously, different stopping criteria have been proposed aiming to identify the optimal stopping point. Yet, optimality can only be expressed as a domain-dependent trade-off between accuracy and the number of labels, and no criterion is superior in all applications. As a further complication, a comparison of criteria for a particular real-world application would require practitioners to collect additional labelled data they are aiming to avoid by using active learning in the first place. This work enables practitioners to employ active learning by providing actionable recommendations for which stopping criteria are best for a given real-world scenario. We contribute the first large-scale comparison of stopping criteria for pool-based active learning, using a cost measure to quantify the accuracy/label trade-off, public implementations of all stopping criteria we evaluate, and an open-source framework for evaluating stopping criteria. Our research enables practitioners to substantially reduce labelling costs by utilizing the stopping criterion which best suits their domain.

text: Hitting the target: Stopping active learning at the cost-based optimum Active learning allows machine learning models to be trained using fewer labels while retaining similar performance to traditional supervised learning. An active learner selects the most informative data points, requests their labels, and retrains itself. While this approach is promising, it raises the question of how to determine when the model is ‘good enough’ without the additional labels required for traditional evaluation. Previously, different stopping criteria have been proposed aiming to identify the optimal stopping point. Yet, optimality can only be expressed as a domain-dependent trade-off between accuracy and the number of labels, and no criterion is superior in all applications. As a further complication, a comparison of criteria for a particular real-world application would require practitioners to collect additional labelled data they are aiming to avoid by using active learning in the first place. This work enables practitioners to employ active learning by providing actionable recommendations for which stopping criteria are best for a given real-world scenario. We contribute the first large-scale comparison of stopping criteria for pool-based active learning, using a cost measure to quantify the accuracy/label trade-off, public implementations of all stopping criteria we evaluate, and an open-source framework for evaluating stopping criteria. Our research enables practitioners to substantially reduce labelling costs by utilizing the stopping criterion which best suits their domain.

year: 2022

title: Lake weed and the Rotorua Te Arawa Lakes then and now

authors: Burton, Tracy

abstract: This afternoon we will be looking beneath the surface of the Rotorua
Te Arawa lakes at the submerged aquatic plants that grow within them – the good the bad and the ugly. We will have a look at the special native aquatic plants that occur naturally in the lakes, familiarise ourselves with the weed species that have invaded them and look at how these weeds have (and are) changed the natural condition of the lakes. We will also look at how submerged plants are being used to report on the condition of our lakes and what these plant communities can tell us about the state of the lakes yesterday and today.

text: Lake weed and the Rotorua Te Arawa Lakes then and now This afternoon we will be looking beneath the surface of the Rotorua
Te Arawa lakes at the submerged aquatic plants that grow within them – the good the bad and the ugly. We will have a look at the special native aquatic plants that occur naturally in the lakes, familiarise ourselves with the weed species that have invaded them and look at how these weeds have (and are) changed the natural condition of the lakes. We will also look at how submerged plants are being used to report on the condition of our lakes and what these plant communities can tell us about the state of the lakes yesterday and today.

year: 2017