title: Automating iterative tasks with programming by demonstration: a user evaluation

authors: Paynter, Gordon W.

subjects: programming by demonstration

abstract: Computer users often face iterative tasks that cannot be automated using the tools and aggregation techniques provided by their application program: they end up performing the iteration by hand, repeating user interface actions over and over again. We have implemented an agent, called Familiar, that can be taught to perform iterative tasks using programming by demonstration (PBD). Unlike other PBD systems, it is domain independent and works with unmodified, widely-used, applications in a popular operating system. In a formal evaluation, we found that users quickly learned to use the agent to automate iterative tasks. Generally, the participants preferred to use multiple selection where possible, but could and did use PBD in situations involving iteration over many commands, or when other techniques were unavailable.

text: Automating iterative tasks with programming by demonstration: a user evaluation Computer users often face iterative tasks that cannot be automated using the tools and aggregation techniques provided by their application program: they end up performing the iteration by hand, repeating user interface actions over and over again. We have implemented an agent, called Familiar, that can be taught to perform iterative tasks using programming by demonstration (PBD). Unlike other PBD systems, it is domain independent and works with unmodified, widely-used, applications in a popular operating system. In a formal evaluation, we found that users quickly learned to use the agent to automate iterative tasks. Generally, the participants preferred to use multiple selection where possible, but could and did use PBD in situations involving iteration over many commands, or when other techniques were unavailable.

year: 1999-05

title: Does ‘acoustic anchoring’ reduce post-translocation dispersal of North Island robins?

authors: Bradley, David William

subjects: acoustic anchoring

abstract: Context: Animal translocations are an important conservation tool; however, post-release dispersal can hinder successful population establishment. Playback of conspecific song attracts dispersing individuals in some species, although its application following animal translocation has yet to be rigorously investigated.

Aims: To determine whether conspecific song can be used as an ‘acoustic anchor’, we adopted an experimental approach during the translocation of 60 North Island robins (Petroica longipes).
Methods: At one of two release locations, we broadcast song at natural rates from four speakers (4 h per morning), for 9 days following release; we set the second release location as a control where identical conditions were established but no playback occurred. To assess the impact of playback, we monitored speaker and control locations, surveyed tracks around the release areas, and radio-tracked robins over nine playback days and an additional 9 days.
Key results: Most robins left both immediate release areas; however, our results showed that (1) more robins (6 birds on 14 of the 18 days), in particular females (3 birds), approached the playback location than the ‘flagged’ control location (3 male birds on 5 of the 18 days), (2) individual robins returned to the playback location repeatedly, unlike those at the control site, and (3) robins also visited the playback location longer after playback than they did silent control locations. In contrast, radio-telemetry data from five robins suggested that general dispersal was not influenced by playback. Two radio-tracked females moved over long distances (some to >3 km from their release location), whereas two radio-tracked males remained relatively close to the release sites.
Conclusions: We demonstrated a short-term attraction effect of playback over a period of several weeks for some birds, particularly females. In contrast, we detected fewer birds over a shorter period at the silent control release site, where no females were detected. However, long-term monitoring at both sites suggested that the effect of playback on reducing post-release dispersal was transitory.
Implications: The lack of a clear and lasting effect of acoustic anchoring on dispersal in the present study has provided information on the limited utility of song playback as a conservation management tool for this species. Consideration of the species’ ecology and suitability for ‘acoustic anchoring’ must be made before playback is employed as a conservation measure to reduce excess post-translocation dispersal.

text: Does ‘acoustic anchoring’ reduce post-translocation dispersal of North Island robins? Context: Animal translocations are an important conservation tool; however, post-release dispersal can hinder successful population establishment. Playback of conspecific song attracts dispersing individuals in some species, although its application following animal translocation has yet to be rigorously investigated.

Aims: To determine whether conspecific song can be used as an ‘acoustic anchor’, we adopted an experimental approach during the translocation of 60 North Island robins (Petroica longipes).
Methods: At one of two release locations, we broadcast song at natural rates from four speakers (4 h per morning), for 9 days following release; we set the second release location as a control where identical conditions were established but no playback occurred. To assess the impact of playback, we monitored speaker and control locations, surveyed tracks around the release areas, and radio-tracked robins over nine playback days and an additional 9 days.
Key results: Most robins left both immediate release areas; however, our results showed that (1) more robins (6 birds on 14 of the 18 days), in particular females (3 birds), approached the playback location than the ‘flagged’ control location (3 male birds on 5 of the 18 days), (2) individual robins returned to the playback location repeatedly, unlike those at the control site, and (3) robins also visited the playback location longer after playback than they did silent control locations. In contrast, radio-telemetry data from five robins suggested that general dispersal was not influenced by playback. Two radio-tracked females moved over long distances (some to >3 km from their release location), whereas two radio-tracked males remained relatively close to the release sites.
Conclusions: We demonstrated a short-term attraction effect of playback over a period of several weeks for some birds, particularly females. In contrast, we detected fewer birds over a shorter period at the silent control release site, where no females were detected. However, long-term monitoring at both sites suggested that the effect of playback on reducing post-release dispersal was transitory.
Implications: The lack of a clear and lasting effect of acoustic anchoring on dispersal in the present study has provided information on the limited utility of song playback as a conservation management tool for this species. Consideration of the species’ ecology and suitability for ‘acoustic anchoring’ must be made before playback is employed as a conservation measure to reduce excess post-translocation dispersal.

year: 2011

title: Indigenous epistemology in a national curriculum framework?

authors: Macfarlane, Angus

subjects: curriculum competencies

abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

text: Indigenous epistemology in a national curriculum framework? In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

year: 2008