Dissertations / Theses on the topic 'Action Model Learning'
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Foster, Allison A. "Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831.
Webb, Nicholas. "Imitation learning : does children's imitation model preference vary across different action types? /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19752.pdf.
Whitbeck, Barbara Ann. "Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2095.
Stoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.
Ph. D.
Van, der Voort Geoffrey Hermanus. "An action learning model to assist circuit teams to support school management teams towards whole-school development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016065.
Mahembe, Bright. "The development and empirical evaluation of an extended learning potential structural model." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86456.
ENGLISH ABSTRACT: In South Africa, selection from a diverse population poses a formidable challenge. The challenge lies in subgroup difference in the performance criterion. Protected group members perform systematically lower on the criterion due to systematic, group-related differences in learning and job competency potential latent variables required to succeed in learning and on the job. These subgroup differences are attributable to the unequal development and distribution of intellectual capital across racial-ethnic subgroups due to systemic historical disadvantagement. This scenario has made it difficult for organisations in South Africa to meet equity targets when selecting applicants from a diverse group representative of the South African population, while at the same time maintaining production and efficiency targets. Therefore there is an urgent need for affirmative development. Ensuring that those admitted to affirmative development interventions successfully develop the job competency potential and job competencies required to succeed on the job requires that the appropriate people are selected into these interventions. Selection into affirmative development opportunities represents an attempt to improve the level of Learning performance during evaluation of learners admitted to affirmative development opportunities. A valid understanding of the identity of the determinants of learning performance in conjunction with a valid understanding of how they combine to determine the level of learning performance achieved should allow the valid prediction of Learning performance during evaluation. The primary objective of the present study was to integrate and elaborate the De Goede (2007) and the Burger (2012) learning potential models in a manner that circumvents the problems and shortcomings of these models by developing an extended explanatory learning performance structural model that explicates additional cognitive and non-cognitive learning competency potential latent variables that affect learning performance and that describes the manner in which these latent variables combine to affect learning performance. A total of 213 participants took part in the study. The sample was predominantly made up of students from previously disadvantaged groups on the extended degree programme of a university in the Western Cape Province of South Africa. The proposed De Goede – Burger – Mahembe Learning Potential Structural Model was tested via structural equation modeling after performing item and dimensional analyses. Item and dimensional analyses were performed to identify poor items and ensure uni-dimensionality. Uni-dimensionality is a requirement for item parcel creation. Item parcels were used due to sample size restrictions. The fit of the measurement and structural models can generally be regarded as reasonable and both models showed close fit. Significant relationships were found between: Information processing capacity and Learning Performance during evaluation; Self-leadership and Motivation to learn; Motivation to learn and Time-engaged-on-task; Self efficacy and Self-leadership; Knowledge about cognition and Regulation of cognition; Regulation of cognition and Time-cognitively-engaged; Learning goal orientation and Motivation to learn; Openness to experience and Learning goal orientation. Support was not found for the relationships between Conscientiousness and Time-cognitively-engaged, as well as between Time-cognitively-engaged and Learning performance. The hypothesised moderating effect of Prior learning on the relationship between Abstract reasoning capacity and Learning performance during evaluation was not supported. The statistical power of the test of close fit for the comprehensive LISREL model was examined. The discriminant validity of the item parcels were ascertained. The limitations of the research and suggestions for future studies have been highlighted. The results of the present study provide some important insights for educators and training and development specialists on how to identify potential students and talent for affirmative development in organisations in South Africa.
Byadarhaly, Kiran. "A Neuro-dynamical model of Synergistic Motor Control." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384426521.
Nyame-Asiamah, Frank. "The deferred model of reality for designing and evaluating organisational learning processes : a critical ethnographic case study of Komfo Anokye teaching hospital, Ghana." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7582.
Vellala, Abhinay. "Genre-based Video Clustering using Deep Learning : By Extraction feature using Object Detection and Action Recognition." Thesis, Linköpings universitet, Statistik och maskininlärning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176942.
Nivens, Ryan Andrew. "Moving from Student Teaching to a Residency Model: Tennessee's Ready 2 Teach Initiative in Action." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/232.
Yarana, Chanida. "The development of an instructional intervention for auditing learning : evidence from Thailand." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/ba61b48d-f9ac-47b9-9f91-c5b5c7d59b67.
Burns, Heather L. "Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
Babb, Jeffry. "TOWARDS A REFLECTIVE-AGILE LEARNING MODEL AND METHOD IN THE CASE OF SMALL-SHOP SOFTWARE DEVELOPMENT: EVIDENCE FROM AN ACTION RESEARCH STUDY." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1763.
Du, Plessis Linda Alida. "'n Onderrigmodel vir die aanwending van tegnologie by die implementering van aksieleer in die vak inligtingstelsels / Linda Alida du Plessis." Thesis, Potchefstroom University for Christian Higher Education, 2002. http://hdl.handle.net/10394/9095.
Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
Masood, Syed Zain. "A Study of Localization and Latency Reduction for Action Recognition." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5426.
Ph.D.
Doctorate
Computer Science
Engineering and Computer Science
Computer Science
Grechuta, Klaudia. "Grounding body ownership and language in action: evidence from healthy and damaged brains." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667128.
Contràriament a la teoria clàssica de la ment fonamentalment inspirada pel dualisme, el marc teòric d'"embodiment" emfatitza el rol constitutiu del cos en els processos cognitius. Aquesta perspectiva, també referida com a aproximació sensoriomotora, ha rebut suport per part de nombrosos estudis empírics, suggerint que a la base dels processos cognitius tant de baix com d'alt nivell s'hi situa la interacció entre el cos, el cervell i l'entorn, mitjançant l'acció. Críticament, aquests resultats desafien les teories tradicionals sobre la mateixa experiència del cos com a procés de baix nivell, així com les aproximacions a l'adquisició del llenguatge com a procés d'alt nivell. Ambdues funcions, alhora, semblen essencials per, d'una banda, poder actuar al món satisfactòriament, definint el mínim sentit de "self", i d'altra banda, per habilitar la comunicació verbal. En un esforç interdisciplinari que integra mètodes tals com il·lusions corporals i assajos clínics aleatoritzats, aquesta dissertació es presenta com a una sèrie d'experiments amb l'objectiu de millorar el nostre coneixement sobre els principis de "body ownership" i del (re)aprenentatge del llenguatge basats en les interaccions sensoriomotores d'un invididu amb el món. Amb aquesta finalitat, en un conjunt de quatre experiments de comportament amb persones sanes, hem intentat estendre la teoria clàssica multisensorial de "body ownership", la qual es basa en paradigmes que no tenen en compte la integració de cap senyal eferent. Específicament, hem provat si el "body ownership" interacciona amb el sistema motor en el sentit de si depèn de senyals sensorials (incloent-hi les externes al cos) pertanyents a una tasca orientada a objectius. En un estudi posterior, vam posar a prova les nocions de connectivitat, espai peripersonal, i plausibilitat física com a condicions necessàries per "body ownership" en el context de l'acció. Finalment, ens vam preguntar quin és el rol del model intern que tenim de l'entorn en l'experiència del "self". Paral·lelament, inspirats per descobriments recents, vam posar a prova les premisses de la tesi d'"embodiment" en el context de (re)aprenentatge del llenguatge. En particular, vam dissenyar una teràpia comportamental, orientada a objectius, i multimodal, per pacients amb afàsia no fluent. Vam provar si aquesta aproximació és beneficiosa per a la recuperació i retenció de les funcions de llenguatge, en comparació amb la teràpia estàndard basada en la visió proposicional. Conjuntament, els nostres resultats contribueixen a l'enteniment de com processos de baix nivell, com l'experiència que el cos ens pertany, i les funcions cognitives de baix nivell, com el (re)aprenentatge del llenguatge, estan íntimament lligats al sistema motor, els objectius, i les dinàmiques de l'entorn. Més enllà de la seva rellevància per a la recerca en neurociència, aquests resultats poden tenir aplicacions en l'àmbit de la rehabilitació de desordres del "body-self" i del llenguatge.
Fivaz, Francina Magdalena. "Facilitating a co-constructed learning environment for caregivers in social gerontology : applying the 'Ripples on a pond' model / Magdel Fivaz." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4355.
Cass, Susan B. "A journey along the road to "Model 2" : an in-depth study of one practitioner's experience in learning the diagnostic skills of action science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/MQ40161.pdf.
Pajany, Peroumal. "AI Transformative Influence: Extending the TRAM to Management Student's AI’s Machine Learning Adoption." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1623093426530669.
Al-Hojailan, Mohammed Ibrahim A. "The effectiveness of the social network in higher education in Saudi Arabia : action research to develop an e-learning conceptual model based on blog tools." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/9505.
Concilio, Vicente. "BadenBaden. Modelo de ação e encenação em processo com a peça didática de Bertolt Brecht." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/27/27155/tde-23082013-110650/.
The current research aims at investigating the concept of action model, one of the elements that constitutes Bertolt Brecht\'s proposal for the exercise with his own learning plays. In the first chapter, the founding aspects of his proposal are contextualized through an analysis of the context in which those ideas were conceived. The next chapter analyzes with more specific details the German dramaturge\'s considerations referring to the concept of action model; in the same chapter, the experiment called \"Seven times Mr. Schmitt\" is described as a possibility in the practice with the learning play. Finally, in the third chapter, the artistic procedures are described and analyzed, and the staging entitled BadenBaden, both in the premises that justify this research, as well as the repercussion of this process for the artists involved. Thus, the connections between Brecht\'s proposal for the learning plays and the contemporary staging practice are evaluated, in the context of the Theater Pedagogy.
Ma, Zhongmin. "Android Application Install-time Permission Validation and Run-time Malicious Pattern Detection." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/25238.
Master of Science
Catalá, Bolós Alejandro. "AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces." Doctoral thesis, Universitat Politècnica de València, 2012. http://hdl.handle.net/10251/16695.
Catalá Bolós, A. (2012). AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/16695
Palancia
Kalinga, Ellen. "Development of an Interactive e-Learning Management System (e-LMS) for Tanzanian Secondary Schools." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00404.
Nekkar, François. "L'action ludique dans les pratiques d'enseignement ? : le cas de la description d'images en cours de français au collège." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0446.
Play has always been part of the education of the child, and although play and learning activities have far-reaching aims (pleasure for one, knowledge for the other), we show possibilities for a school learning activity to be playful. To do this, our methodology, based on the didactic joint action concept, put in perspective the learning during the game : a pupil of 5th class describes a hidden image to the other pupils who draw it to guess it ; that is the goal of the game and the purpose of teaching-learning. Starting from this double play / learning issue, we model some conditions of possibilities for a teaching-learning knowledge activity to be playful, which abounds in the sense of a potential space of development-learning of the game in school context
Costa, Hawbertt Rocha [UNESP]. "Investigando a produção de significados sobre os números quânticos, as formas dos orbitais e as transições eletrônicas do modelo quântico por meio das ferramentas socioculturais." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143051.
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Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico do Maranhão (FAPEMA)
Os conceitos referentes à mecânica quântica são de suma importância para o estudo da estrutura do átomo, possuindo grande relevância para a Química, que tem por base o estudo da matéria e de seus constituintes. A investigação desses conceitos e de como eles são estruturados pelo estudante de Química têm adquirido relevância nas pesquisas de ensino de Química, sobretudo pelas dificuldades de aprendizagem dos entes submicroscópicos em relação aos macroscópicos concernentes à mecânica clássica. Esta pesquisa buscou analisar como ocorreu a produção de significados dos estudantes de Química no estudo dos conceitos derivados do modelo atômico atual, em especial os números quânticos, formas dos orbitais e transições eletrônicas, observando os níveis de domínio e apropriação destes. A investigação foi realizada durante uma sequência didática organizada por uma entrevista efetuada com o professor responsável pela disciplina de Química Geral II da Universidade Federal do Maranhão, onde a pesquisa ocorreu. Para a coleta de dados, utilizou-se a captura de tela, imagem e áudio dos alunos, por meio do software Camtasia®, além de gravações de áudios, entrevistas semiestruturadas, exercícios e os registros de conversas de um grupo criado na rede social WhatsApp®.A estruturação dos dados teve por base o modelo topológico de ensino, que permitiu orientar as análises. A análise ocorreu a partir da interação dos alunos e o modo como produziram os significados dos conceitos, sendo dividida em três momentos: mapa de aulas, mapa de categorias e microanálise. Identificamos que os conceitos são produzidos por livres associações de aulas anteriores e a partir das ideias inseridas nos Objetos de Aprendizagem, além disso, o discurso de autoridade influenciou a produção de significados durante as interações comunicativas. Na maioria das atividades, os alunos apresentaram domínio sobre os conceitos focos da pesquisa, organizando-os em alguns momentos de forma confusa, principalmente por meio da escrita. Apenas um aluno orientou suas ideias em direção à apropriação dos conceitos, porém não foi possível analisar os níveis de apropriação nessa etapa.
The concepts related to Quantum Mechanics are important for the study of atomic structure, having great relevance to Chemistry, which is based on the study of matter and its constituents. The investigation of how students learned these concepts has gained importance in the scientific literature, and many studies are directed about the difficulties related to the obstacle concerning the submicroscopic world and Classical Mechanics. This research aimed to analyze how production of meanings of Chemistry students in the study of concepts derived from current atomic model, especially the quantum numbers, shapes of orbitals and electronic transitions, observing levels of mastery and appropriation of it. The study was carried out during a teaching sequence organized on an interview conducted with the teacher of General Chemistry II of the Federal University of Maranhão, where the research took place. For data collection, screen capture, image and voice of the students through the Camtasia® software, and audio recordings, semi-structured interviews, exercises and conversations recorded in a group created on WhatsApp®, a social network . Data organization was based on the topological model of teaching that guided the process. The analysis occurred by the interaction of students and how they produced the meanings of concepts, being divided into three stages: classes map, categories map and microanalysis. We identified concepts produced by free associations of the previous classes and from the ideas embedded on the Learning Objects, moreover, the authority discourse influenced the production of meanings during communicative interactions. Most of activities, students showed mastery of the focus concepts of this research organizing then confusingly, mainly through writing. Only one student guided his ideas toward the appropriation of concepts, however, it was not possible to analyze the appropriation levels at this stage.
FAPEMA: 01770/12
Farmer, Christine N. "Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436285167.
Grand, Maxence. "Apprentissage de Modèle d'Actions basé sur l'Induction Grammaticale Régulière pour la Planification en Intelligence Artificielle." Electronic Thesis or Diss., Université Grenoble Alpes, 2022. http://www.theses.fr/2022GRALM044.
The field of artificial intelligence aims to design and build autonomous agents able to perceive, learn and act without any human intervention to perform complex tasks. To perform complex tasks, the autonomous agent must plan the best possible actions and execute them. To do this, the autonomous agent needs an action model. An action model is a semantic representation of the actions it can execute. In an action model, an action is represented using (1) a precondition: the set of conditions that must be satisfied for the action to be executed and (2) the effects: the set of properties of the world that will be altered by the execution of the action. STRIPS planning is a classical method to design these action models. However, STRIPS action models are generally too restrictive to be used in real-world applications. There are other forms of action models: temporal action models allowing to represent actions that can be executed concurrently, HTN action models allowing to represent actions as tasks and subtasks, etc. These models are less restrictive, but the less restrictive the models are the more difficult they are to design. In this thesis, we are interested in approaches facilitating the acquisition of these action models based on machine learning techniques.In this thesis, we present AMLSI (Action Model Learning with State machine Interaction), an approach for action model learning based on Regular Grammatical Induction. First, we show that the AMLSI approach allows to learn (STRIPS) action models. We will show the different properties of the approach proving its efficiency: robustness, convergence, require few learning data, quality of the learned models. In a second step, we propose two extensions for temporal action model learning and HTN action model learning
Masamba, Lulendo Mpanda Val. "La contribution de la relation d’accompagnement pour l’apprentissage de la convention d’affaires inhérente a l’organisation impulsée : une recherche-action au sein de l’incubateur I&Fentrepreneuriat en République Démocratique du Congo." Thesis, Bordeaux 4, 2013. http://www.theses.fr/2013BOR40022/document.
Very little current literature has used the theory of creative knowledge (Nonaka andTakeuchi, 1997 ; Nonaka and al one, 2001) in the context of organizationalemergence, and what is more, in the context of support for business incubation. Noresearch either has understood through the business convention deploying the GRPmodel (Generation, Compensation and value sharing) (Verstraete et Jouison-Lafitte,2009). It is not just a question of highlighting the learning content, but also have aclose look at how these learning processes are formed, accumulated and lead toentrepreneurial skills (meaning). In so doing, the methodology deploys pragmatistresearch action with four cases of project holders supported by the Congoleseincubator I & F entrepreneurship
Grip, Jesper. "Metaanalys av förslag på åtgärder i kommunala olycksundersökningar." Thesis, Karlstads universitet, Institutionen för miljö- och livsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-46924.
I denna uppsats görs en kvalitativ metaanalys av 112 förslag på åtgärder vilka anges i 30 av de runt 630 kommunala olycksundersökningar som finns publicerade på Myndigheten för samhällsskydd och beredskaps (MSB) hemsida. Olycksundersökningarna har genomförts efter beslut i respektive kommun och därefter skickats in till MSB, vilka i sin tur, efter en sekretessprövning och en etisk prövning, publicerar de flesta på webbsidan Kommunala olycksundersökningar. Olycksundersökningarna delas upp på ett antal olika kategorier efter typ av händelse och de kategorier vilka analyseras i denna uppsats är Automatlarm – ej brand samt Brand – ej i byggnad.Processen att lära från olyckor kan åskådliggöras med hjälp av CHAIN-modellen (rapportering – urval – utredning – spridning – genomförande). Denna modell vill visa på hur processen med lärandet från olyckor går till steg för steg samt poängtera att varje steg måste följas och genomföras för att ett lärande ska komma i mål – från händelse till implementerad lärdom. Tidigare studier har dock funnit att CHAIN-modellens steg inte följs från början till slut vad gäller lärandet från kommunala olycksundersökningar. Ett första problem är att vissa förslag som anges kan vara otydligt formulerade vad gäller vem som ska genomföra förslaget, men framförallt finns det brister i spridningen och således också genomförandet av förslagen.Syfte och metod Denna uppsats syfte är att sammanställa, analysera och presentera de förslag på åtgärder som återfinns i de utvalda olycksundersökningarna, samt att värdera dessa utifrån generaliserbarhet. Metoden som använts är en kvalitativ metaanalys med vilket här avses en ”analys av analyser” utförd med den kvalitativa metoden innehållsanalys, vilken också kan innehålla kvantitativa inslag.Resultat Nästan alla de förslag på åtgärder som anges i olycksundersökningarna är ensamma i sitt slag, det är bara 2 förslag som återfinns mer än en gång. Detta beror troligen på att en utökad olycksundersökning görs först om utredningen bedöms kunna tillföra ny information. Förslagen på åtgärder kan vidare delas in i kategorier efter tänkt, eller angiven, mottagare samt efter likheter mellan förslagen. Men än hälften av alla förslag är riktade mot Räddningstjänstens eget arbete, antingen gällande själva insatsen, organisatoriskt eller annat planeringsarbete eller gällande samverkan med andra myndigheter eller aktörer. En grupp förslag riktar sig mot verksamhetsutövaren och föreslår förbättringar i olika delar av dessas Systematiska brandskyddsarbete. Två mindre grupper förslag ger förslag på förbättringar efter handhavandefel respektive på förändringar av produkter samt att denna information ska delges verksamhetsutövare/återförsäljare eller producent. Några förslag faller inte inom någon utav de övriga kategorierna.Konstateras görs också att i princip alla förslag är konkreta och genomförbara samt att dessa förslag kan generaliseras utanför sitt ursprungliga sammanhang till en större kontext. Samt att denna typ av kvalitativ metaanalys kan vara ett led i CHAIN-modellens genomförande.
Hunt, Laurence T. "Modelling human decision under risk and uncertainty." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:244ce799-7397-4698-8dac-c8ca5d0b3e28.
Pinheiro, Adalberto Vitor Raiol. "Contribuições dos jogos teatrais para o ensino de língua estrangeira (italiano)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06112014-161616/.
The present study intends to propose a reflection about the contributions the practice of theater games may bring to the learning of a foreign language (Italian). The hypothesis of our research is that the theater games achievement from action models (KOUDELA, 1991, 1996), fairly common practice to the pedagogy of theater, can create new opportunities/learning situations and potentiate the teaching-learning of language process in the communicative approach perspective. To this purpose, we use the records of games proposed by Spolin (2001) as basis, which were extended and contextualized to the context of languages related to the language teaching. Regarding theoretical aspects, we try to present the game concept, the game system of the North American Viola Spolin, reflections about protocol and action model. We also seek to relate these concepts inherent to the theater pedagogy, the hierarchy of approaches, methods and tecniques (ANTHONY, 1963; RICHARDS & RODGERS, 1986), the collaborative language learning (FIGUEIREDO, 2003), the communicative teaching (ALMEIDA FILHO 1993, 2012; RICHARDS, 2006) and the Post-Method pedagogy (KUMARAVADIVELU, 1994, 2003). The experience which grounded our study was conducted with students and teachers of the Italian language, in July of 2012, in a course called Cultural Diffusion ministered by the own researcher performed by University of Philosophy, Letters and Human Sciences of São Paulo. As a research methodology, we serve of the qualitative data analysis obtained by the viewing of recorded lectures and implementing of initial and final questionnaire and protocols production performed by participants (KOUDELA, 1996, 2001). The data analysis points to the following theater games contributions to the communicative room, such as: development of students and teachers autonomy in relation the teaching-learning process, integrated use of communication skills, facilitation of interaction / negotiation and construction of authentic environments of oral interaction during the teaching-learning process of languages
Patnaik, Kaushik. "Adaptive learning in lasso models." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54353.
Cora, Vlad M. "Model-based active learning in hierarchical policies." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/737.
de, Souza César Roberto. "Action recognition in videos: data-efficient approaches for supervised learning of human action classification models for video." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/565827.
En esta disertación, exploramos diferentes formas de realizar reconocimiento de acciones humanas en vídeos. Nos enfocamos en la eficiencia de los datos, proponiendo nuevos enfoques que alivian la necesidad de anotarlos manualmente, tarea muy laboriosa y subjetiva, sujeta a errores. En la primera parte de esta disertación, comenzamos analizando modelos anteriores de vanguardia, comparando sus diferencias y similitudes con el fin de identificar de dónde vienen sus verdaderas fortalezas. Aprovechando esta información, procedemos a aumentar la precisión de la clasificación basada en modelos diseñados por un experto a niveles que rivalizan con las redes neuronales profundas. Presentamos arquitecturas híbridas de clasificación de vídeo basadas en representaciones espaciotemporales generales y no supervisadas, cuidadosamente diseñadas como características de entrada a redes neuronales profundas supervisadas. Los experimentos que presentamos muestran que nuestro modelo híbrido combina lo mejor de ambos mundos: es eficiente en datos (entrenado en 150 a 10,000 vídeos cortos) y mejora significativamente en el estado del arte, incluyendo modelos profundos entrenados en millones de imágenes etiquetadas manualmente y videos. En la segunda parte de esta tesis, investigamos la generación de datos sintéticos de entrenamiento para el reconocimiento de acciones, ya que recientemente este paradigma ha mostrado resultados prometedores en muchas otras tareas de visión por computador. Basándonos en técnicas de gráficos por computador, proponemos un modelo paramétrico e interpretable para generar vídeos de acciones humanas. Los vídeos que generamos son diversos, realistas y físicamente plausibles; llamamos PHAV (de "Procedural Human Action Videos") al conjunto de vídeos. PHAV contiene un total de 39,982 videos, con más de 1,000 ejemplos para cada acción, contemplando 35 acciones diferentes. Nuestro enfoque no se limita a las secuencias de captura de movimiento existentes, ya que también definimos procedimentalmente 14 acciones sintéticas. Luego presentamos arquitecturas profundas para el aprendizaje de representaciones de tareas múltiples que mezclan vídeos sintéticos y reales, incluso si las categorías de acción son diferentes. Nuestros experimentos en los conjuntos de datos UCF-101 y HMDB-51 sugieren que la combinación de PHAV con pequeños conjuntos de datos del mundo real puede aumentar la precisión del reconocimiento, superando el estado del arte de los modelos no supervisados de generación de vídeos.
In this dissertation, we explore different ways to perform human action recognition in video clips. We focus on data efficiency, proposing new approaches that alleviate the need for laborious and time-consuming manual data annotation. In the first part of this dissertation, we start by analyzing previous state-of-the-art models, comparing their differences and similarities in order to pinpoint where their real strengths comes from. Leveraging this information, we then proceed to boost the classification accuracy of shallow models to levels that rival deep neural networks. We introduce hybrid video classification architectures based on carefully designed unsupervised representations of handcrafted spatiotemporal features classified by supervised deep networks. We show in our experiments that our hybrid model combine the best of both worlds: it is data efficient (trained on 150 to 10,000 short clips) and yet improved significantly on the state of the art, including deep models trained on millions of manually labeled images and videos. In the second part of this research, we investigate the generation of synthetic training data for action recognition, as it has recently shown promising results for a variety of other computer vision tasks. We propose an interpretable parametric generative model of human action videos that relies on procedural generation and other computer graphics techniques of modern game engines. We generate a diverse, realistic, and physically plausible dataset of human action videos, called PHAV for "Procedural Human Action Videos". It contains a total of 39,982 videos, with more than 1,000 examples for each action of 35 categories. Our approach is not limited to existing motion capture sequences, and we procedurally define 14 synthetic actions. We then introduce deep multi-task representation learning architectures to mix synthetic and real videos, even if the action categories differ. Our experiments on the UCF-101 and HMDB--51 benchmarks suggest that combining our large set of synthetic videos with small real-world datasets can boost recognition performance, outperforming fine-tuning state-of-the-art unsupervised generative models of videos.
Terzi, Matteo. "Learning interpretable representations for classification, anomaly detection, human gesture and action recognition." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3423183.
Xia, Victoria(Victoria F. ). "Learning of probabilistic transition models for robotic actions via templates." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/121497.
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 71-72).
In this work we present templates as an approach for learning probabilistic transition models for actions. By constructing templates via a greedy procedure for building up lists of deictic references that select relevant objects to pass to a predictor, we learn compact representations for a transition model whose training time and performance do not suffer from the presence of additional objects in more complex scenes. We present various algorithms for simultaneously separating training data into corresponding templates and learning template parameters, through the use of clustering-based approaches for initial assignment of samples to templates, followed by EM-like methods to further separate the data and train templates. We evaluate templates on variants of a simulated, 3D table-top pushing task involving stacks of objects. In comparing our approach to a baseline that considers all objects in the scene, we find that the templates approach is more data-efficient in terms of impact of number of training samples on performance.
by Victoria Xia.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
Mahdaviani, Maryam. "Semi-supervised and active training of conditional random fields for activity recognition." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/346.
Panzner, Maximilian [Verfasser]. "Learning action models by curiosity driven self exploration and language guided generalization / Maximilian Panzner." Bielefeld : Universitätsbibliothek Bielefeld, 2020. http://d-nb.info/1211474844/34.
Georgette, Jeffrey Phillip. "Active Learning using Model-Eliciting Activities and Inquiry-Based Learning Activities in Dynamics." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1117.
Krithara, Anastasia. "Learning aspect models with partially labeled data." Paris 6, 2008. http://www.theses.fr/2008PA066059.
Pérez, Cabrera María José. "El asesoramiento de proceso como modelo de formación inicial del profesorado universitario." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/394020.
The aim of this research paper is to explore a training proposal for the training of university teaching staff. The proposal could be positioned under the concept of practical rationality in a reflective practice type model (Gimeno and Pérez, 1992), assuming its own process counselling model (Louis et al, 1985; Schein, 1988; Escudero and Moreno, 1992; Murillo, 2000; Domingo, 2005; Imbernón, 2007a) for the development of reflective learning cycles (Schön, 1992 and 1998; Zeichner, 1993; Barcena, 1994; Brockbank and McGill, 2002; Perrenoud, 2004; García Montoya et al., 2007; Imbernón and Medina, 2008; Medina et al., 2010; Domingo, 2013). Given that our research question is defined as “Is a counselling process a valid model for the initial training of university teaching staff?”, the study aims to analyse, understand and interpret the experiences and meanings of individuals as they attend the Programme for Training and Innovation in University Teaching at the Polytechnic University of Catalonia, applying an initial teacher teaching model based on counselling. The study was conducted following an interpretative phenomenological methodological approach, where the instrumental case study is the research strategy that would allow the complexity of the experiment being carried out to be explored using a non-probabilistic sampling trend. The instruments used were: field diary, semi-structured interview, group discussion, non-participating systematic observation and document analysis. The categorical system was established based on a deductive/inductive process thus facilitating an inferential process characterized by the triangulation of categories and subcategories, intercategorial triangulation and a triangulated theoretical framework. The conclusions emerging from this research involve the type of functions to be assumed by the advisor/consultant, the nature of the advisory relationship, the characteristics and dynamics of the training within a counselling process model, as well as redesigning the training programme should it continue. All these would constitute elements that could help guide and direct other experiences that may wish to take the path of a counselling process as a model for the initial training of university teachers.
Crook, Paul A. "Learning in a state of confusion : employing active perception and reinforcement learning in partially observable worlds." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1471.
Bez, Marta Rosecler. "Construção de um modelo para o uso de simuladores na implementação de métodos ativos de aprendizagem nas escolas de medicina." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/70612.
This work has as its objective proposing a model for the use of technological tools (especially simulators of clinical cases) as mediators of the implementing process of active methods of learning in the Medicine Teaching. The applied methodology is the research-action one, where the researcher is an active member of the action and at the same time, from the observed reality, searches in the research, solutions to the problems found. A theoretical study about active methods of learning, with emphasis on the learning based on problems and problematization, it is presented throughout the work, followed with a systematic review about the using of simulators in the Medicine Teaching. The proposed model is composed by four pillar bases: methodological, organizational, technological and structural. The methodological pillars were obtained by means of theoretical study about active methods of learning. The organizational pillars come from the systematical review. As for the technological aspects, these ones were developed embracing simulators (SIACC and SimDeCS), medical images bank, data bank and platforms. The simulators were validated in two workshops of teachers’ formation and the results of an applied questionnaire were analyzed, comparing the two systems, displaying the positive aspects and the ones that must be improved to be used in the classroom. The structural aspects come from the study of several platforms to release the simulators of virtual patient. The model was concluded and validated in parts throughout the research-action and it must be validated in its complete in a Medicine Faculty.
Wackwitz, Kerstin. "Anpassung der Inhalte und Methoden der agraren Berufsausbildungen an die veränderten beruflichen Anforderungen durch Bildungsinnovation." Doctoral thesis, Humboldt-Universität zu Berlin, Landwirtschaftlich-Gärtnerische Fakultät, 2004. http://dx.doi.org/10.18452/15027.
In the centre of model-trials in connection with the professional education is the development and test of new conceptions. The basis of these conceptions must be the concrete situation in the real practice. In Investigation of numerous sources the author gives a survey on competence (special -, method -, social -, participating -, action competence). The opinion of the author is, that to the analysis and valuation of the information and the specific selection of relevant information a strategy for the development of competence is necessary. The teacher will obtain the role of an instructor. The learner must have basic knowledge in computer science. With help of special action guides the learner answer the questions and realised the independent procurement of specialized information. The guide supervises, controls and assesses the process of information procurement. The results will be compared and answer to the open questions must be found. In the opinion of the author the deductive and the induction way are possible. The new information systems show us new ways in information processing. The author shows in a temporary categorization different digital media. In an empirical survey with trainees in the course of education to a gardener was assayed, in witch year of education they can work with witch digital media. The target of the survey was the independent procurement of specialized information in a lesson with orientation on praxis. The special action guides of the tests are in the appendix (Volume II) of the publication. Additionally, the author give a instruction for teacher, to develop action guides independently. The livelong learning begins with the first instruction and demands a comprehensive qualification. The demand of a modern professional education is a precondition for the integration into the working live. Action guides, as one of the methodical-didactical instruments, are conductive for development of creativity, for the capability to organised by itself, for the capabil-ity to solve problems and for the continuous analysis with innovations.
Romero, Margaurete. "Comparing Game Simulation to Concept Models for Student-Centered Learning in Biology." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6577.
Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.
Stronger, Daniel Adam. "Autonomous sensor and action model learning for mobile robots." 2008. http://hdl.handle.net/2152/17798.
text
Huang, Yu-Hsing, and 黃毓杏. "An Action Research of Autonomous Learning Model in Upper Grade Science Learning Club." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/19019538910359155347.
國立臺北教育大學
自然科學教育學系碩士班
98
The research of autonomous learner model was designed based on three directions: orientation, individual development, and enrichment activities. I chose 16 students from 5th & 6th grades who were interested in science, and taught them to focus on affection, personal relations which would help students move forward to be positive and confident autonomous learners. I used action research in this project, and triple examined the research through teaching note, observation in other teachers’ classroom teaching, and students’ homework. By rethinking, reading, analyzing data, and then bringing these into next teaching, the above constructed a cycle of teaching action. The findings of the research described as following: 1. Bringing the learners’ demand into the courses determined so that aroused the interesting of the students. The teacher allowed students to have different learning schedules and subjects in the same class, to understood and accepted students’ emotion and situations, so more affection were arisen in the science class. By this way, students could throw themselves more into the science learning, and expanded into the learning after school. Most students appeared to be autonomous learning accordingly. ii 2. To those students who have potential in mathematics but can’t handle their emotion well, after they joined to learn autonomous learner model, their emotion became stable and were eager in science exploration. 3. Autonomous learner model was practicable in elementary school. To put ALM into practice in science classes would cultivate students’ interest in science and the ability to form the science subject. 4. Training the autonomous learners, the teacher needed to make great efforts in the abilities such as empathy, group motivation, and kept exploring the meaning of autonomous learning.
TSENG, KE-MING, and 曾科銘. "Application of Deep Learning Model to Human Action Recognition in Video." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3qk2ms.
國立高雄科技大學
資訊管理系
107
In the era of big data, a large amount of image data has been accumulated, but recognizing the action behavior in an image requires a lot of manpower and time. In order to cope with this time-consuming and laborious work, this study uses a deep learning model that applies image recognition to motion recognition. The 3D convolutional neural network (3DCNN) is the mainstream of today's motion recognition, but 3DCNN has no other models that compete against each other. To this end, the study used a model that would be applied to weather prediction and traffic flow prediction: Convolutional Long-Term Memory Network (ConvLSTM) was applied to the task of motion recognition to compare the pros and cons of the two. This study will compare three different data sets: UCF (class 101), LSA (class 64) and UTD (class 27), compare 3DCNN with ConvLSTM, and combining the three data sets to verify the accuracy of the model. The final experimental results show that ConvLSTM is better than 3DCNN in three different data sets, and the result of the combined data set is also the best for ConvLSTM. The accuracy of 3DCNN and ConvLSTM is better than LSTM and BLSTM in the literature companison with the two data sets of LSA and UTD. This study proposes the application and development of action recognition using ConvLSTM first.