Blog - CingleVue



Growing a Learning Mindset: What’s in it for You?

Posted on 28 August 2017

Your mindset has a big impact on how you think, feel, behave and perform. Your mindset frames and filters what you notice going on around you, what you focus on and reflect about and the conclusions that you reach. Your mindset also influences your actions; what you approach, what you avoid, and the responses that you make to challenges.

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Learning and educational applications of chatbot technologies

Posted on 11 August 2017

A chatbot is a computer-controlled conversational agent that interacts with users using natural language in a manner that approximates regular conversation between humans…. chatbot systems can offer students a range of benefits based on their ability to respond to their needs in an immediate and natural manner, particularly where interaction occurs within the broader context of an integrated learning environment.

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Standard Terminology: what are you talking about?

Posted on 7 August 2017

Have you ever listened to someone talking about a topic but you are thinking quietly “what are you talking about?” …Today, you can see the same issue arising in the field of immersive technologies. In this post I will try to present simplified definitions of the three main terms used to describe the new realities created with the help of immersive technologies: Virtual, Augmented and Mixed realities.

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CingleVue: An early internationalisation organisation with dynamic innovation capabilities

Posted on 27 July 2017

This blog post follows on from my June article, which discussed, ‘What’s going on inside organisational capabilities?’ This month I delve deeper into how bringing together the specialised knowledge(s) of diverse employees supports the development of organisational capabilities, with CingleVue International as my case study.

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Emerging trends and technologies in education that educational leaders should keep an eye on: Part 2 – Learning Analytics

Posted on 24 July 2017

Learning analytics is the collection and analysis of rich contextual data about learning interactions. Data about learners and their instructional and learning contexts is being collected, measured, analysed, and visualised with the goal of improving learning outcomes and environments. Using this data, educators are able to assess which activities and content lead to the desired outcomes as well as compare the effectiveness of different learning content and tasks.

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Emotional Intelligence

Posted on 14 July 2017

Emotional Intelligence (EI) describes an individual’s capacity to accurately perceive, assess, generate, understand, and reflectively regulate emotions so as to promote emotional and intellectual growth (Mayer, Salovey, & Caruso, 2004). EI is called upon to understand expected behaviours, curb impulses, follow directions, express needs, ask for help, get along with others, and regulate self-confidence and motivation (Zins, 2004).

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Human Action in 3D Virtual Training Environments: representation, classification and codification

Posted on 7 July 2017

A simplified definition of immersion is the degree of believability and engrossment of a virtual experience created by various embedded stimuli. Immersion is the user side of the virtual experience. On the other hand, to observe the user’s performance in a 3D immersive environment, the observers should be able to describe the performed actions as close as possible to the real-life performance.

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What’s going on inside organisational capabilities?

Posted on 28 June 2017

Organisational capabilities is a term that is used to cover a range of factors that contribute to business success. For example, McKinsey & Company define organisational capabilities as, “anything an organization does well that drives meaningful business results.” Because organisational capabilities is such a broad term, and it is used to cover a range of business features, it can be difficult to get a good sense of what it is drawing our attention to.

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Genetic algorithms

Posted on 21 June 2017

Genetic algorithms (GAs) describe probabilistic search procedures designed to work on large problem spaces that are based on the principles of natural selection and genetics (Goldberg & Holland, 1988; Sastry, Goldberg, & Kendall, 2014). GAs employ methods which move from one population of ‘chromosomes’ to a new population, mimicking the principles of natural selection, whilst also utilising the genetics-inspired operators of crossover, mutation, and inversion (Mitchell, 1998).

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Emerging trends and technologies in education that educational leaders should keep an eye on: Part 1 – Adaptive Learning Platforms

Posted on 16 June 2017

Today, leadership teams of educational organisations are under increasing pressure to make well-informed choices about their institution’s digital strategy. In their search for tools that will support them in achieving their core mission, CIOs face a seemingly ever-changing list of software vendors and a steadily growing number of education-related technologies.

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Automatic Assessment of Students’ Performed Actions in Virtual Training Environment

Posted on 1 June 2017

For many years students were used to just sitting in the classroom, listening to the teacher and only speaking if they were asked a question. Even the adults employed in different industries such as mining had the same ‘listen to the presentation and sign the forms’ kind of training.

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