Relevant bibliographies by topics / Active learner

Academic literature on the topic 'Active learner'

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Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Active learner"

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Statti, Aubrey L. C. "Learner-Active Technology-Infused Classroom." International Journal of Smart Education and Urban Society 12, no. 1 (January 2021): 30–44. http://dx.doi.org/10.4018/ijseus.2021010103.

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With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.
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ROSENBERG, STEVEN, MARY CLARK, JANET FILER, SUSAN HUPP, and DEANA FINKLER. "Facilitating Active Learner Participation." Journal of Early Intervention 16, no. 3 (July 1992): 262–74. http://dx.doi.org/10.1177/105381519201600306.

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Wang, Zizhe, and Hailong Sun. "Teaching Active Human Learners." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 7 (May 18, 2021): 5850–57. http://dx.doi.org/10.1609/aaai.v35i7.16732.

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Teaching humans is an important topic under the umbrella of machine teaching, and its core problem is to design an algorithm for selecting teaching examples. Existing work typically regards humans as passive learners, where an ordered set of teaching examples are generated and fed to learners sequentially. However, such a mechanism is inconsistent with the behavior of human learners in practice. A real human learner can actively choose whether to review a historical example or to receive a new example depending on the belief of her learning states. In this work, we propose a model of active learners and design an efficient teaching algorithm accordingly. Experimental results with both simulated learners and real crowdsourcing workers demonstrate that our teaching algorithm has better teaching performance compared to existing methods.
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Tran, Alasdair, Cheng Soon Ong, and Christian Wolf. "Combining active learning suggestions." PeerJ Computer Science 4 (July 23, 2018): e157. http://dx.doi.org/10.7717/peerj-cs.157.

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We study the problem of combining active learning suggestions to identify informative training examples by empirically comparing methods on benchmark datasets. Many active learning heuristics for classification problems have been proposed to help us pick which instance to annotate next. But what is the optimal heuristic for a particular source of data? Motivated by the success of methods that combine predictors, we combine active learners with bandit algorithms and rank aggregation methods. We demonstrate that a combination of active learners outperforms passive learning in large benchmark datasets and removes the need to pick a particular active learner a priori. We discuss challenges to finding good rewards for bandit approaches and show that rank aggregation performs well.
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Ndihokubwayo, Kizito, Jean Uwamahoro, and Irénée Ndayambaje. "Assessment of Rwandan physics students’ active learning environments: classroom observations." Physics Education 57, no. 4 (May 12, 2022): 045027. http://dx.doi.org/10.1088/1361-6552/ac69a2.

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Abstract Science teaching in general and physics teaching in particular often fail to meet the challenges of motivating and engaging learners. Consequently, students do not adequately understand concepts, leading to the poor acquisition of expected practical skills. In response to this need, we conducted a study to document physics teachers’ instructional practices and students’ learning environments in Rwandan secondary schools. We used the Classroom Observation Protocol for Undergraduate STEM to collect data. For three months, we observed 34 geometric optics lessons for nine Senior-4 Physics teachers and 28 physical optics lessons for seven senior-5 Physics teachers. The results indicate that learner-learner active engagement during group work takes 19% of a 2 min time interval. In comparison, learner-teacher active engagement during teacher guide and questioning take 36.8% and 46.5% of a 2 min time interval, respectively. How teachers and students spend time on each classroom activity was analysed, and recommendations for student engagement were also discussed.
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.

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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
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Middleton, Andrew. "Audio Active." International Journal of Mobile and Blended Learning 3, no. 2 (April 2011): 31–42. http://dx.doi.org/10.4018/jmbl.2011040103.

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This paper challenges the dominant perception evident in the literature that mobile podcasting is primarily a medium for knowledge transmission. It describes why and how mobile audio learning can be facilitative, active and integrated, and how it can involve diverse voices, including those of students, in ways that usefully disrupt didactic pedagogy. Audio is described as an active learning environment, capable of supporting connection to the real world around education in which students are able to act as autonomous learner-gatherers. The paper responds to concerns raised by Ciussi, Rosner, and Augier (2009) that some students are disinterested in podcasting and uses a scenario-based design methodology (Carroll, 2000) to describe and evaluate six innovative applications. It concludes that mobile audio can be understood as an active medium capable of richly and meaningfully engaging learners.
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Zhang, Qingjiu, and Shiliang Sun. "Multiple-view multiple-learner active learning." Pattern Recognition 43, no. 9 (September 2010): 3113–19. http://dx.doi.org/10.1016/j.patcog.2010.04.004.

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Fynn, Angelo. "APPRECIATIVE INQUIRY OF A MENTORING PROGRAMME IN SOWETO." New Voices in Psychology 10, no. 1 (November 15, 2017): 84–95. http://dx.doi.org/10.25159/1812-6371/3418.

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Education support services are aimed at addressing learner well-being holistically. Learner performance is linked to sufficient psychological, medical and social support. This study was an evaluation of a non-governmental organisation aimed at providing learners with psycho-social support and used the application of an Appreciative Inquiry approach. An Appreciative Inquiry approach is a method for generating change within an organisation by looking at what works in the organisation and facilitating active participation. The main findings from this study were that the programme seems to have positively affected learners’ performance both academically and behaviourally; the programme was perceived to have raised the general standard of academic performance at the school.
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Patra, Dr Swarna M., Dr Karthik Shastry, and . "Effective Teaching for Millennial Learner." Journal of Engineering Education Transformations 35, no. 4 (April 1, 2022): 129–36. http://dx.doi.org/10.16920/jeet/2022/v35i4/22112.

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Abstract : Learning is a holistic process that involves several key components based on two-way interaction and transfer of knowledge between the learner and surroundings. Given the developments in technology and pandemic situation, finding the right mix of traditional and new learning styles is paramount. Traditional teaching and learning process have failed to create the necessary connect among the millennial learners. Therefore, a judicial use of traditional teaching techniques with the relevant technology will make for an effective tool in converting the millennial student into an active learner. Active learning approach is the first step in making learning an organic process. This approach will not only foster exchange of ideas among peers through discussions, case studies and role plays, but also cater to individual learning styles. The outcome of employing such an approach will promote higher order thinking skills, engaging in deep learning, and facilitate better transfer of knowledge. As there is no standard protocol to follow in technical higher education teaching, this concept paper is the first step in incorporating learner centric teaching that can bring better congruity and consistency in specific higher education fields. Keywords : Active learning; Blended learning; Experiential learning; Information communication technology; Millennial learner
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Dissertations / Theses on the topic "Active learner"

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Krall, Joseph. "Faster Evolutionary Multi-Objective Optimization via GALE, the Geometric Active Learner." Thesis, West Virginia University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637611.

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Goal optimization has long been a topic of great interest in computer science. The literature contains many thousands of papers that discuss methods for the search of optimal solutions to complex problems. In the case of multi-objective optimization, such a search yields iteratively improved approximations to the Pareto frontier, i.e. the set of best solutions contained along a trade-off curve of competing objectives.

To approximate the Pareto frontier, one method that is ubiquitous throughout the field of optimization is stochastic search. Stochastic search engines explore solution spaces by randomly mutating candidate guesses to generate new solutions. This mutation policy is employed by the most commonly used tools (e.g. NSGA-II, SPEA2, etc.), with the goal of a) avoiding local optima, and b) expand upon diversity in the set of generated approximations. Such "blind" mutation policies explore many sub-optimal solutions that are discarded when better solutions are found. Hence, this approach has two problems. Firstly, stochastic search can be unnecessarily computationally expensive due to evaluating an overwhelming number of candidates. Secondly, the generated approximations to the Pareto frontier are usually very large, and can be difficult to understand.

To solve these two problems, a more-directed, less-stochastic approach than standard search tools is necessary. This thesis presents GALE (Geometric Active Learning). GALE is an active learner that finds approximations to the Pareto frontier by spectrally clustering candidates using a near-linear time recursive descent algorithm that iteratively divides candidates into halves (called leaves at the bottom level). Active learning in GALE selects a minimally most-informative subset of candidates by only evaluating the two-most different candidates during each descending split; hence, GALE only requires at most, 2Log2(N) evaluations per generation. The candidates of each leaf are thereafter non-stochastically mutated in the most promising directions along each piece. Those leafs are piece-wise approximations to the Pareto frontier.

The experiments of this thesis lead to the following conclusion: a near-linear time recursive binary division of the decision space of candidates in a multi-objective optimization algorithm can find useful directions to mutate instances and find quality solutions much faster than traditional randomization approaches. Specifically, in comparative studies with standard methods (NSGA-II and SPEA2) applied to a variety of models, GALE required orders of magnitude fewer evaluations to find solutions. As a result, GALE can perform dramatically faster than the other methods, especially for realistic models.

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Orchard, Patricia. "An examination of learner-centered professional development for reluctant teachers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4835.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.
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Nicolas, Noémie. "Exploring playful annotations in interactive textbooks: Engaging the teacher and the learner in an active learning process." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21640.

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This thesis aims at exploring the potential of playful annotations in interactive textbooks, to engage the teacher and the learner in an active learning process. This research focus was taken after a Field study consisting of a range of semi-structured interviews, surveys, and discussions with teachers and students from a pilot school provided with an interactive textbook platform called Gleerups. This latter is a Swedish publisher which spreads a large offer of educational textbooks across Sweden. The thesis topic was chosen in order to find and suggest ways to approach the learning and reading phase in an active way while also focusing on the teacher-learner relationship.The design contributions include proposals for improvements taking the shape of scenarios and sketches using field research and qualitative studies. It is based on an analysis of related examples and cross disciplinary literature, grounding the research in education and learning theories. Finally, a prototype encompassing the main features raised from the research is presented.The thesis ends with outcomes and reflections from findings, as well as discussions with stakeholders and teachers that initiated the research.
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McCormick, Freda Mary. "Active ageing and later life learning : a qualitative study of informal education and the engagement of the older learner." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709670.

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This research study explores how older people are supported in their pursuit of informal learning within the context of Northern Ireland. It will particularly explore how middle-class retirees interpret and make sense of their involvement in later life learning and the extent to which this contributes to active ageing. Due to the increasing emphasis on informal learning, the responsiveness of Government policy and the role in educational provision by the voluntary and community sector is a particular focus. A qualitative approach was adopted and semi-structured interviews were carried out with a sample of 22 people that consisted mostly of middle-class retirees with the University of the Third Age. They are all over the age of 60 and no longer working and participating in informal learning groups whilst in retirement. In addition, three key stakeholders from separate organisations involved in policy development and delivery were also interviewed. The qualitative approach provided a deeper understanding of how older people are supported in their pursuit of informal learning and how they interpreted later life learning experiences. The study finds that despite a national and international policy emphasis on later life learning, there is a notable lack of support to encourage older people to become involved in informal learning. Whilst Government policy appears to offer learning opportunities to everyone, including older learners, in reality, support for learning in later life is primarily available only to those individuals with low academic attainment to provide them with a basic level qualification. However, the research findings show that middle-class retirees do not wish to pursue qualifications, rather they largely engage in later life learning for a variety of reasons analogous with the working environment. There is evidence of a need for social interaction and belonging; to exploit previously denied opportunities; and to create a sense of structure. Conclusions suggest that middle-class retirees involved in later life learning gain more than the new knowledge and skills acquired. Learning presents an invaluable contribution to their overall outlook on life and well-being in retirement. Therefore, not only do middle-class retirees need support to actively age, they also need support to actively learn.
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Glore, Nolan David. "Virtual Clicker - A Tool for Classroom Interaction and Assessment." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36054.

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Actively engaging students in the classroom and promoting their interaction, both amongst themselves and with the instructor, is an important aspect to student learning. Research has demonstrated that student learning improves when instructors make use of pedagogical techniques which promote active learning. Equally important is instructor feedback from activities such as in-class assessments. Studies have shown that when instructor feedback is given at the time a new topic is introduced, student performance is improved. The focus of this thesis is the creation of a software program, Virtual Clicker, which addresses the need for active engagement, in-class feedback, and classroom interaction, even in large classrooms. When properly used it will allow for multi-directional feedback; teacher to student, student to teacher, and student to student. It also supports the use of digital ink for Tablet PCs in this interaction environment.
Master of Science
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Lunga, Carolyne Mande. "Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020026.

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The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.
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Alreiahi, Nadeyah. "The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education: A Case Study." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1603816370213921.

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Payton, Denise Murchison. "Effective Teaching in Higher Education for the 21st Century Adult Learner." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/552.

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Abstract As college populations are becoming increasingly diverse, institutions must find ways to meet the needs of their nontraditional students. Nontraditional adult learners are self-directed, ready to learn, and are internally motivated to engage in problem-centered learning. The purpose of this study was to expand and refine an active learning seminar in a higher education setting to improve the quality of teaching, student engagement, and retention rates. The site of the study was a Historically Black College and University (HBCU) in which adult students over 25 constituted 49% of the population. The faculty members at this site predominantly employed traditional instructional methods. Action research was used to explore 6 faculty members' perceptions of active learning approaches before and after they attended an active learning seminar. Before and after the seminar, observations of student engagement, using the Direct Observation Instructional Management (DOIM) checklist, were conducted. Interviews with the faculty members explored their perceptions and needs regarding use of active learning strategies. Interview data were analyzed thematically and pre and post themes were compared. On the DOIM, student engagement was observed to increase in 2 classes. Results, including strategies that increased engagement, were integrated into a seminar that can be implemented at the same HBCU. Social change implications are that faculty members may begin to use techniques that will more effectively engage adult learners, leading to greater retention of knowledge and a likely increase in the graduation rate of students.
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Namakula, Halima. "A social realist analysis of learner agency and access to education : the case of Grade 11 learners in public secondary schools in the Makana District, Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001954.

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The South African government has shown enormous commitment to the achievement of “Education for All” (EFA) through its policies premised on the right to basic education for all which is enshrined in the constitution. Central to the South African constitution, is a fundamental right of all citizens to basic education, equity, redress, and the improvement of quality of schooling. Further, pro-poor funding policies such as school fee exemptions, social grants and, most recently, the designation of 60% of all schools as ‘no fee’ schools, have made it possible for even the poorest learners to attend school. This has affirmed South Africa’s commitment to the achievement of the Millennium Development Goals (MDGs) by 2015. In light of Notwithstanding the progress made in South Africa in universalising education, there are concerns regarding learner access to quality education, especially in poor provinces such as the Eastern Cape where this study is situated. Thus, the purpose of this study is to further understanding of the interface between learners’ agency and access to education in two township public high schools in Makana District in the Eastern Cape Province. In doing so, the research addresses the current under-representation in the literature of the voices of learners about their experiences of access to education. Drawing on Margaret Archer’s social realist approach to the relationship between structure and agency, the study explores learner agency with the aim of understanding how learners exercise their agency as they struggle to negotiate and overcome difficult and challenging circumstances in order to access education. The data collection was carried out during the academic year 2011, using a qualitative case study approach. Multiple methods of data collection were used. First, data was collected through questionnaires administered to learners. This questionnaire asked for basic information about the schools (for example, subjects, resources and teachers ), parents ( their education, employment, qualification etc.) and learners’ aspirations (their role model; where they see themselves in 5 years; which university they would like to attend; and what they would like to become in future). Secondly, observation method was used to collect data that would inform an assessment of the school’s structure and cultural practices and the impact these have on learners’ access to education. The focus here was also on classroom interaction between learners and teachers, as well as classroom participation, participation in extra-mural activities and voluntary activities, and interaction with peers and others in a variety of school settings. Thirdly, interviews with learners, educators, principals, and parents were used to provide insight about how participants construct their social worlds. In this study the primary data was collected through semi-structured individual and focus group interview. And finally, document analysis was used to analyse the attendance and performance of learners on attendance registers. Findings from this research have enabled new themes and areas for reflection about learner agency to emerge. These themes reflect current and ongoing constraints and enablements towards learners’ educational experiences. In particular, themes such as the following have surfaced: learners changing their lives; the desire to succeed; shaping the future; the value of education; family pride; aspirations and careers. This study addressed these developments by examining agency as temporally located reflexive deliberations of learners upon their future goals and present social environment. This allowed for the identification of individuals’ future goals in relation to access to education and the strategies that they intend to pursue to achieve them, in relation to their personal and social contexts. The findings show the choices and decisions learners are prepared to make and the strategies they use as they engage with socio-cultural environments. Archer’s nuanced approach to agency and structure offers tools to help make sense of learners’ equally nuanced way of engaging with various social structures and making considered decisions about their social environment. Key findings of this research suggest that despite the constraining social structures in their homes, communities and schools, learners make decisions and choices that enable them to navigate social contexts to their advantage. Put differently, for learners, social structures provided the impetus for the projects they created, and to this extent enabled rather than constrained their courses of action.
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Czaplinski, Iwona. "An analysis of learning networks of STEM undergraduate students to promote active learning." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/201510/1/Iwona_Czaplinski_Thesis.pdf.

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This thesis addresses educational design issues related to the value of networked learning practices and the understanding of learning activities within an ecological framework. It responds to the need to make it possible for first-year university students to become autonomous lifelong learners, capable of tackling complex problems. High-level goals of this kind require course, curriculum and learning environment redesign. Major contributions reveal how wide the gulf is between a number of aspects of existing practice and the intention to help students become autonomous learners, and how a well-theorised analysis of current learning arrangements can provide vital information for educational (re)design.
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Books on the topic "Active learner"

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E, Miller Douglas, ed. The active learner: Successful study strategies. 2nd ed. Los Angeles: Roxbury Pub. Co., 1996.

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Brown, Sallie A. The active learner: Successful study strategies. 3rd ed. Los Angeles, Calif: Roxbury Pub. Co., 2001.

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1959-, Shermis Michael, ed. The active learner: Help your child learn by doing. Bloomington, Ind: Grayson Bernard, 1996.

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Sensorcises: Active enrichment for the out-of-step learner. San Diego, CA: The Brain Store, 2004.

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William, Himmele, ed. Total participation techniques: Making every student an active learner. Alexandria, Va: ASCD, 2011.

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1951-, Giddings Gene, ed. Reawakening the learner: Creating learner-centric, standards-driven schools. Lanham, Md: Rowman & Littlefield Education, 2012.

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Students taking charge: Inside the learner-active, technology-infused classroom. Larchmont, NY: Eye on Education, 2011.

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Murdoch, Kath. Creating a learner-centred primary classroom: Learner-centred strategic learning. London: Routledge, 2008.

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Gross, Patricia A. Joint curriculum design: Facilitating learner ownership and active participation in secondary classrooms. Mahwah, N.J: L. Erlbaum Associates, 1997.

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Cornelius-White, Jeffrey H. Learner-centered instruction: Building relationships for student success. Thousand Oaks: Sage Publications, 2009.

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Book chapters on the topic "Active learner"

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McCalla, Gordon, Julita Vassileva, Jim Greer, and Susan Bull. "Active Learner Modelling." In Intelligent Tutoring Systems, 53–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45108-0_9.

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Budhai, Stephanie Smith, and Ke’Anna Brown Skipwith. "Online Learner Engagement." In Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies, 1–10. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003140405-1.

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Chen, Jianhua. "A Scalable Boosting Learner for Multi-class Classification Using Adaptive Sampling." In Active Media Technology, 61–72. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09912-5_6.

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Mačianskienė, Nemira, and Vilma Bijeikienė. "Fostering Active Learner Engagement in ESP Classes." In Key Issues in English for Specific Purposes in Higher Education, 223–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70214-8_13.

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Coll, Richard K., Chanyah Dahsah, Sanoe Chairam, and Ninna Jansoon. "Fostering Active Chemistry Learning in Thailand: Toward a Learner-Centered Student Experiences." In Learning with Understanding in the Chemistry Classroom, 305–44. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4366-3_16.

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Desjardins, Richard. "Acquiring Higher Levels of Education as an Adult Learner: Implications for Active Ageing." In Lifelong Learning Book Series, 177–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28227-1_12.

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Statti, Aubrey. "Learner-Active, Technology-Infused Classroom." In Handbook of Research on Digital Learning, 38–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch003.

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This chapter seeks to present an example of technologically-advanced curriculum through LATIC (learner-active, technology-infused classrooms). This study aimed to explore the specific application of LATIC curriculum in a 3rd grade Title 1 classroom in Southwest Florida. The research focused on 1) the intended and achieved learning outcomes of the curriculum, 2) student engagement with their peers, teacher, and technology, and 3) experienced successes as well as any challenges faced during the LATIC implementation process. Further, the purpose of this research was to experience the day to day functions of a LATIC in order to evaluate its appropriateness for learners of varying educational levels and backgrounds. Through the case study methodology, the researcher utilized classroom observations, interviews with the teacher, and an analysis of classroom documents and visual materials as a means to understand both the role of the students and of the teacher in a LATIC environment.
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Abenga, Elizabeth Sarange Bosire, Elijah Owuor Okono, Mzee Awuor, and Sarah Otanga. "Framework for Technology-Enriched Active Class Learning of Physics in Secondary Schools in Kenya." In Digital Solutions and the Case for Africa’s Sustainable Development, 131–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2967-6.ch009.

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Active learning transforms the learning process and activities from tutor focused to learner-cantered and is driven by the learner's learning ability. In other words, active learning provides an opportunity for self-directed learning that enables the learners to engage with the learning materials at personal level and pace. Thus, this chapter argues that active learning can provide equal learning opportunity for every single learner irrespective of the differences in their personality traits that would otherwise affect how they learn. Hence, this chapter proposes a framework for technology-enriched active learning for young learners that provides a personalized learning that deviates from the traditional “fit-for-all” classroom setups that tends to favour only the extrovert students. The proposed framework leverages advancement in technology such as personal learning network, virtual physics labs, massive open online courses, and crowd-sourced expert opinions to provide the learners with just-in-time active learning opportunity.
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"The Challenges of Helping the Learner to Learn." In Active Learning in Secondary and College Science Classrooms, 149–56. Routledge, 2003. http://dx.doi.org/10.4324/9781410609212-24.

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"Helping the Learner to Learn in the Student Laboratory." In Active Learning in Secondary and College Science Classrooms, 103–10. Routledge, 2003. http://dx.doi.org/10.4324/9781410609212-17.

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Conference papers on the topic "Active learner"

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S. McCully, Mary. "Promise and Reality of Practiced Distributed Education (DE) Faculty Perspective." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2531.

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Student centered. Demonstrable outcomes. Center of gravity shifting from learned to learner. Learn by doing. Collaboration. Critical thinking. Student responsible for learning. Deeper learning. Ongoing feedback. Outcome assessment. Priority on how, not where, a student learns. Life-long learning opportunities. Global access 24/7/365. Effectiveness. Efficiency. Revolution. These are but a few of the touted promises of distributed education (DE) that are supported by new and evolving web based information technologies (IT). Education periodicals bombard their readers with heralds of the IT community’s pledge to revolutionize education out of the industrial age of Taylorized mass production of passive students and into the knowledge age of life long active learners. Notable educators predict DE will profoundly affect the traditional classroom, forcing it to follow the DE classroom in becoming more of a student centered active learning environment. (Carnevale, April, 2001; Newman & Scurry, 2001; Toward a model of distributed learning, 1999) Is there any truth to this hype?
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Szilagyi, Ioan, and Ioan Roxin. "Learner Ontology for the Active Semantic Learning System." In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.162.

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Goeau, Herve, Olivier Buisson, and Marie-Luce Viaud. "Image collection structuring based on evidential active learner." In 2008 International Workshop on Content-Based Multimedia Indexing. IEEE, 2008. http://dx.doi.org/10.1109/cbmi.2008.4564973.

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Couperthwaite, John. "CAPTURING ACTIVE LEARNING: NEW OPPORTUNITIES TO ENHANCE LEARNER ENGAGEMENT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0385.

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Hartley, R. "Active multimodal presentations (AMPs), instructional designs and learner autonomy." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.38.

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Yu, Mei, Ian R. Grosse, Beverly Woolf, and Mike Lindenmuth. "UMASST: A New Teaching Tool for Stress State Transformation." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/cie-48202.

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This paper presents UMASST, the UMASS Stress State Transformation tutor. UMASST is a multimedia tutor based on active engagement of the learner and the use of visualization. The development of UMASST was informed by cognitive models of human reasoning, research on how people learn and computing technology. As a multimedia Director® and web-based application with knowledge-centered and assessment-centered modules, the UMASST targets improving understanding and mastery of transformation of stress states in mechanics of materials. In the knowledge-centered modules learners receive in-depth information on physical meaning and real-life applications of stress state transformations before their understanding is assessed in interactive workshops. The assessment-centered modules assist novices in assessing themselves on the subject domain. Assessment results show that the current efficacy of the UMASST tutor is above that of in-class lectures. Future work will include a learner-centered module customizing learning process by considering learners’ individual backgrounds.
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Syakdiyah, Aminatul, Fitri Nurmahmudah, and Wiwik Wijayanti. "Active Learner Strategies in Era of Disruption: a Literature Review." In Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconprocs-19.2019.34.

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M. Bahgat, Mohamed, Ashraf Elsafty, and Ashraf Shaarawy. "Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6204.

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Teachers’ Professional Development ‘TPD’ has always been an area of growing interest in educational research. Several researchers have thoroughly explored the TPD domain aiming to develop and train teachers on how to understand, experience, practice and have a sustainable impact on learners. FIRST (Bahgat et al. 2018) is a new learner experience framework, which consists of five domains; focusing on learner ‘ F’, interacting within group dynamics ‘ I’, reviewing actively ‘R’, structuring and sequencing ‘S’, and transforming learning into performance ‘T’. It is designed based on educational psychology, neuroscience, and cognitive psychology, to create a framework that promotes active deep learning and inspires a positive transformation in mindset and behaviours. FIRST was applied on a TPD program named Roadmap of Outstanding Educators ‘ROOTS’. The participants were one hundred and seven teachers. This paper attempts to explore the impact of FIRST Framework on TPD, teachers experience as learners and teachers motivation to transfer their learning into performance in the classrooms. The study employed exploratory sequential mixed methods design using case study methodology. Qualitative data was analysed and interpreted into codes and themes. Quantitative data was analysed using SPSS. Major findings: (1) Teachers reported that FIRST is comprehensive and compiles various educational theories, models and strategies, they were able to apply the principles and strategies in their classrooms immediately after the professional program days were over, (2) Student’s feedback and overall experience were enhanced, (3) Some schools has adopted FIRST as a learner experience. These findings recommended that teachers should live the TPD experience as learners. The TPD programs should include follow up phase to enhance teachers’ experience and encourage the transfer of learning into performance. Keywords: Active Learning; Deep Learning; Student Experience; Teachers Professional Developmen
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GĂRI NEGUȚ, Oana. "MAGIC AND SOCIETY: HARRY POTTER’S EFFECT ON READING THROUGH THE EMPOWERMENT OF LEARNERS AND OF EDUCATORS." In Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/03.02.

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Harry Potter is a blockbuster. Reading the books from the series, one can find challenges and problems every adolescent confronts with. Harry faces real-world challenges, such as: racism, status in society, corruption. Reading about Harry Potter’s experiences, the choices he faces and the dilemmas he has empowers the reader (the learner) to find a way through his/her own choices and dilemmas. Education through active citizenship means empowering the learners to take part actively in society and to think critically about certain issues in society. Harry Potter books are a good resource for educators in attaining active citizenship skills.
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Sousa, Arthur F. M., Ricardo B. C. Prudencio, Carlos Soares, and Teresa B. Ludermir. "Active selection of training instances for a random forest meta-learner." In 2013 International Joint Conference on Neural Networks (IJCNN 2013 - Dallas). IEEE, 2013. http://dx.doi.org/10.1109/ijcnn.2013.6706798.

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Reports on the topic "Active learner"

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Yarotski, Dmitry Anatolievitch. Laser Incident Lessons Learned and Action List. Office of Scientific and Technical Information (OSTI), February 2016. http://dx.doi.org/10.2172/1239898.

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Tomick, John J., and Robert A. Morris. EAF Transition Workshop: After Action Report, Lessons Learned and Recommendations. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363388.

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Armas, Elvira, Magaly Lavadenz, and Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.

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California’s Local Control Funding Formula was signed into law in California in 2013 and allowed districts the flexibility to meet their student needs in locally appropriate manners. One year after its implementation, a panel of 26 reviewers, including educators, English Learner (EL) advocates, and legal services staff reviewed the Local Control and Accountability Plans (LCAPs) to understand how districts employ this flexibility to address the needs of ELs. The report uses the English Learner Research-Aligned LCAP Rubrics with 10 focus areas, and reviews sample LCAPs from 29 districts, including districts with the highest numbers/percentages of English Learners in the state, districts representative of California’s geographic Regions, and districts providing quality EL services. The review centers around four questions of the extent to which first-year LCAPs: (1) specify goals and identify outcomes for ELs, (2) identify action steps and allocate funds for increased or improved services for all types of ELs, (3) reflect research-based practices for achieving language proficiency and academic achievement for English Learners in their actions, programs and services, and (4) are designed and implemented with EL parent input as reflected in stakeholder engagement. The results indicate that overall, the LCAP is inadequate as part of the state’s public accountability system in ensuring equity and access for ELs. Six key findings were: (1) difficulty in discerning funding allocations related to EL services and programs; (2) inability to identify districts’ plans for increased services for ELs; (3) lack of explicitly specified services and programs aligned to EL needs; (4) weak approach or missing English Language Development (ELD) or implementation of ELD standards in most LCAPs; (5) weak/inconsistent representation of EL parent engagement; and (6) lack of EL student outcome measures. The authors also present detailed findings for each focus topic and offer district and state level recommendations.
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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.

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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Cho, Emily EunYoung, Karen Austrian, and Isabel Vieitez Martínez. From Data to Action: Partnering with Governments on Evidence to Support Adolescents During the COVID-19 Pandemic. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1072.

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The Population Council’s Girl Innovation, Research, and Learning (GIRL) Center hosted a virtual webinar in October 2021, bringing together evidence from two country-level studies on the impact of the COVID-19 pandemic on adolescent lives in Kenya and Mexico. This document provides a recap of the webinar, in which government partners reflected on the government-research partnership behind these efforts and shared their perspectives on lessons learned and the future of evidence-based policy action to support adolescents.
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Nemer, Leda, Winfrida Mayilla, Kathrin Demmler, Laura Platenkamp, and Sharelle Polack. Nutrition governance in Tanzania. Lessons Learnt from Implementing the National Multisectoral Nutrition Action Plan (NMNAP). Global Alliance for Improved Nutrition (GAIN), May 2020. http://dx.doi.org/10.36072/wp.5.

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Feeny, Emma. From Early Warning to Early Action in Somalia: What can we learn to support early action to mitigate humanitarian crises? Oxfam, October 2017. http://dx.doi.org/10.21201/2017.0834.

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