title: Graph-RAT: Combining data sources in music recommendation systems

authors: McEnnis, Daniel

subjects: computer science

abstract: The complexity of music recommendation systems has increased rapidly in recent years, drawing upon different sources of information: content analysis, web-mining, social tagging, etc. Unfortunately, the tools to scientifically evaluate such integrated systems are not readily available; nor are the base algorithms available. This article describes Graph-RAT (Graph-based Relational Analysis Toolkit), an open source toolkit that provides a framework for developing and evaluating novel hybrid systems. While this toolkit is designed for music recommendation, it has applications outside its discipline as well. An experiment—indicative of the sort of procedure that can be configured using the toolkit—is provided to illustrate its usefulness.

text: Graph-RAT: Combining data sources in music recommendation systems The complexity of music recommendation systems has increased rapidly in recent years, drawing upon different sources of information: content analysis, web-mining, social tagging, etc. Unfortunately, the tools to scientifically evaluate such integrated systems are not readily available; nor are the base algorithms available. This article describes Graph-RAT (Graph-based Relational Analysis Toolkit), an open source toolkit that provides a framework for developing and evaluating novel hybrid systems. While this toolkit is designed for music recommendation, it has applications outside its discipline as well. An experiment—indicative of the sort of procedure that can be configured using the toolkit—is provided to illustrate its usefulness.

year: 2008-07-28

title: Oral corrective feedback in a blended learning environment:  Challenges and contradictions faced by teachers in a Vietnamese university

authors: Nguyen, Thi Huong

subjects: delayed feedback

abstract: Although much research has investigated oral correction feedback (OCF), little has addressed EFL teachers’ cognition and practices about OCF provision in blended learning environments. This qualitative case study aims to occupy this gap. This study explores four issues: teachers’ beliefs about giving OCF; their practices; convergences and divergences between their beliefs and practices; and the key factors influencing these relationships. 
Data were collected from six teachers teaching in a blended learning programme in a Vietnamese university. The data collection process began with semi-structured interviews, classroom observations followed by stimulated recall sessions, then focus group discussions, and narrative frames. All data were subjected to a process of grounded analysis.
A key issue that the findings revealed was the appropriate balance between providing immediate feedback and delaying the feedback. Much research has focussed on the former (e.g., Brown, 2016; Li, 2010; Lyster & Saito, 2010; Lyster, Saito, & Sato, 2013; Mackey & Goo, 2007; Russell & Spada, 2006), and much less attention has been paid to delaying feedback (e.g., Li, 2018; Quin, 2014; Rolin-Ianziti, 2010).
On the whole, there were more convergences than divergences between the teachers’ beliefs and practices. The teachers rarely provided immediate correction while students were performing in pairs or groups: much more often, they delayed their error treatment until the students had finished their performances in front of the whole class. This was because they believed that doing so would promote the students’ confidence and fluency and avoid demotivating them. Furthermore, it was found that they mainly corrected the errors in the whole-class setting as they believed that other students could learn from hearing the teachers and peers correct the other student’s error and then avoid committing the same mistakes. Although they would like the students to correct the errors, they could not transfer this into their practice. Such approaches to error correction perhaps led to limited improvement in the students’ fluency. 
The teachers’ cognition and practices were also viewed through the lens of principles of scaffolding and the framework of Cultural Historical Activity Theory (Engeström, 1987). Findings indicated the teachers did not fully apply van Lier’s (1996) six principles of successful scaffolding; therefore, impeding the students’ learning. In addition, findings revealed different levels of contradictions (Engeström, 1987). Primary contradictions occurred between teachers’ cognitions, emotions and practices due to cognitive and emotional dissonance. Secondary level contradictions took place between teachers’ cognitions, emotions, practices and learning outcome mainly due to: (1) the absence of expert knowledge within the academic community; (2) students’ low proficiency level, motivation and autonomy; (3) institutional constraints, such as large size class, time limits, and ineffective regulatory guidelines; and (4) a teacher-led convention. Quaternary contradictions emerged between the central activity (OCF) and its concurrent activity (online learning) because of little cross-referencing between face-to-face and online tasks and lack of online tools for teachers to facilitate students’ online learning.    
To improve students’ learning outcome, the study suggests expansive learning including a transformative change in the activity of OCF and the provision of conditions for boundary crossing to take place, such as relevant teacher professional development/learning.

text: Oral corrective feedback in a blended learning environment:  Challenges and contradictions faced by teachers in a Vietnamese university Although much research has investigated oral correction feedback (OCF), little has addressed EFL teachers’ cognition and practices about OCF provision in blended learning environments. This qualitative case study aims to occupy this gap. This study explores four issues: teachers’ beliefs about giving OCF; their practices; convergences and divergences between their beliefs and practices; and the key factors influencing these relationships. 
Data were collected from six teachers teaching in a blended learning programme in a Vietnamese university. The data collection process began with semi-structured interviews, classroom observations followed by stimulated recall sessions, then focus group discussions, and narrative frames. All data were subjected to a process of grounded analysis.
A key issue that the findings revealed was the appropriate balance between providing immediate feedback and delaying the feedback. Much research has focussed on the former (e.g., Brown, 2016; Li, 2010; Lyster & Saito, 2010; Lyster, Saito, & Sato, 2013; Mackey & Goo, 2007; Russell & Spada, 2006), and much less attention has been paid to delaying feedback (e.g., Li, 2018; Quin, 2014; Rolin-Ianziti, 2010).
On the whole, there were more convergences than divergences between the teachers’ beliefs and practices. The teachers rarely provided immediate correction while students were performing in pairs or groups: much more often, they delayed their error treatment until the students had finished their performances in front of the whole class. This was because they believed that doing so would promote the students’ confidence and fluency and avoid demotivating them. Furthermore, it was found that they mainly corrected the errors in the whole-class setting as they believed that other students could learn from hearing the teachers and peers correct the other student’s error and then avoid committing the same mistakes. Although they would like the students to correct the errors, they could not transfer this into their practice. Such approaches to error correction perhaps led to limited improvement in the students’ fluency. 
The teachers’ cognition and practices were also viewed through the lens of principles of scaffolding and the framework of Cultural Historical Activity Theory (Engeström, 1987). Findings indicated the teachers did not fully apply van Lier’s (1996) six principles of successful scaffolding; therefore, impeding the students’ learning. In addition, findings revealed different levels of contradictions (Engeström, 1987). Primary contradictions occurred between teachers’ cognitions, emotions and practices due to cognitive and emotional dissonance. Secondary level contradictions took place between teachers’ cognitions, emotions, practices and learning outcome mainly due to: (1) the absence of expert knowledge within the academic community; (2) students’ low proficiency level, motivation and autonomy; (3) institutional constraints, such as large size class, time limits, and ineffective regulatory guidelines; and (4) a teacher-led convention. Quaternary contradictions emerged between the central activity (OCF) and its concurrent activity (online learning) because of little cross-referencing between face-to-face and online tasks and lack of online tools for teachers to facilitate students’ online learning.    
To improve students’ learning outcome, the study suggests expansive learning including a transformative change in the activity of OCF and the provision of conditions for boundary crossing to take place, such as relevant teacher professional development/learning.

year: 2019

title: Keeping Chooks at Home in the Waikato:  Exploring Postcolonial, Feminist and  Kaupapa M ori Perspectives

authors: Burnett, Zavier

subjects: Chooks

abstract: This thesis considers the narratives of eight M ori chook keepers from the Waikato rohe, Aotearoa. The Waikato rohe has been selected due to its significant history of M ori horticultural and agricultural practises, including chook keeping. 

I build on the growing corpus of m tauranga about indigenous studies. Using a postcolonial, feminist and Kaupapa M ori theoretical framework, I undertook five semi-structured interviews and one focus r p  with M ori kaum tua. This thesis does not attempt to represent all M ori. There may be considerable difference between wh nau, hap  and iwi practices. However, the rangahau provides insights into the views of eight individuals and their experiences with chooks. I have also utilised Country Calendar (1970; 1977a; 1977b and 1980) episodes and children's pukapuka such as Nanny Mihi's Garden (Drewery 2002) for the purposes of discourse analysis. 

By listening to these stories, kaupapa including race, class and ethnicity emerge that affect the participants' everyday lives as chook keepers. The participants view chooks in a variety of ways. First, as a means of food production. By integrating chooks into their communities, the participants are able to provide a nutritious and low-cost kai source for themselves and their wh nau. This attempts to at least in part address their poverty problems. Second, as a hybridised P keh  and M ori kararehe. Third, as hysterical, comical, silly and helpless. I explore these issues within the broader context of colonial, neocolonial and anticolonial practices.

text: Keeping Chooks at Home in the Waikato:  Exploring Postcolonial, Feminist and  Kaupapa M ori Perspectives This thesis considers the narratives of eight M ori chook keepers from the Waikato rohe, Aotearoa. The Waikato rohe has been selected due to its significant history of M ori horticultural and agricultural practises, including chook keeping. 

I build on the growing corpus of m tauranga about indigenous studies. Using a postcolonial, feminist and Kaupapa M ori theoretical framework, I undertook five semi-structured interviews and one focus r p  with M ori kaum tua. This thesis does not attempt to represent all M ori. There may be considerable difference between wh nau, hap  and iwi practices. However, the rangahau provides insights into the views of eight individuals and their experiences with chooks. I have also utilised Country Calendar (1970; 1977a; 1977b and 1980) episodes and children's pukapuka such as Nanny Mihi's Garden (Drewery 2002) for the purposes of discourse analysis. 

By listening to these stories, kaupapa including race, class and ethnicity emerge that affect the participants' everyday lives as chook keepers. The participants view chooks in a variety of ways. First, as a means of food production. By integrating chooks into their communities, the participants are able to provide a nutritious and low-cost kai source for themselves and their wh nau. This attempts to at least in part address their poverty problems. Second, as a hybridised P keh  and M ori kararehe. Third, as hysterical, comical, silly and helpless. I explore these issues within the broader context of colonial, neocolonial and anticolonial practices.

year: 2006