Academic literature on the topic 'Key Learning Area (KLA)'
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Journal articles on the topic "Key Learning Area (KLA)"
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Yuen, Mantak, Serene Chan, Cheri Chan, Dennis CL Fung, Wai Ming Cheung, Tammy Kwan, and Frederick KS Leung. "Differentiation in key learning areas for gifted students in regular classes." Gifted Education International 34, no. 1 (May 19, 2016): 36–46. http://dx.doi.org/10.1177/0261429416649047.
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Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so there is a need to facilitate in-service professional development to provide teachers with practical strategies for implementing effective differentiation for gifted learners. In response, a project for primary school teachers was organized by a university in Hong Kong. The purposes of the project were (a) to enhance the confidence of teachers in planning and delivering differentiated lessons in specific key learning areas (KLAs) with particular reference to gifted students; (b) to empower teachers with knowledge and strategies necessary for designing and implementing a differentiated curriculum in KLA domains and (c) to establish a professional development practice that connects local academics with schools and teachers. The project was implemented by inviting curriculum leaders, panel chairpersons and subject teachers from primary schools to attend a 3-hour lecture and a 6-hour workshop in which differentiation practices were explored. The project was later evaluated based on feedback from participants and university consultants. Overall, the feedback was positive, but suggestions are provided here for enhancing future projects of a similar nature.
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Peres, N. A., S. J. MacKenzie, T. L. Peever, and L. W. Timmer. "Postbloom Fruit Drop of Citrus and Key Lime Anthracnose Are Caused by Distinct Phylogenetic Lineages of Colletotrichum acutatum." Phytopathology® 98, no. 3 (March 2008): 345–52. http://dx.doi.org/10.1094/phyto-98-3-0345.
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Colletotrichum acutatum causes two diseases of citrus, postbloom fruit drop (PFD) and Key lime anthracnose (KLA). PFD is a disease restricted to flowers of sweet orange and most other citrus, and symptoms include petal necrosis, abscission of developing fruit, and the formation of persistent calyces. KLA is a disease of foliage, flowers, and fruits of Key lime only, and symptoms include necrotic lesions on leaves, fruits, twigs, flowers, and blight of entire shoots. The internal transcribed spacers 1 and 2 and the gene encoding the 5.8S ribosomal RNA subunit within the nuclear ribosomal cluster (ITS) and intron 2 of the glyceraldehyde-3-phosphate dehydrogenase gene (G3PD) were sequenced for isolates from PFD-affected sweet orange and KLA-affected Key limes collected in the United States (Florida), Brazil (São Paulo), Mexico, Belize, Costa Rica, and the Dominican Republic to determine if there are consistent genetic differences between PFD and KLA isolates over the geographic area where these diseases occur. Based on the sequence data, isolates clustered into two well-supported clades with little or no sequence variation among isolates within clades. One clade (PFD clade) contained PFD isolates from all countries sampled plus a few isolates from flowers of Key lime in Brazil. The other clade (KLA clade) contained KLA isolates from Key lime foliage from all countries sampled and one isolate from flowers of sweet orange in Mexico. In greenhouse inoculations with PFD and KLA isolates from Florida, isolates from both clades produced PFD symptoms on Orlando tangelo flowers, but KLA-clade isolates produced significantly less severe symptoms. PFD-clade isolates were not pathogenic to Key lime foliage, confirming previous studies. The differentiation of PFD and KLA isolates into two well-supported clades and the pathogenicity data indicate that PFD and KLA are caused by distinct phylogenetic lineages of C. acutatum that are also biologically distinct. PFD is a recently described disease (first reported in 1979) relative to KLA (first reported in 1912) and it had been proposed that strains causing PFD evolved from strains causing KLA eventually losing pathogenicity to Key lime foliage. We reject the hypothesis that PFD strains have diverged from KLA strains recently based on estimated divergence times of haplotypes and it appears that PFD and KLA strains have been dispersed throughout the Americas independently in association with each host.
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Clement, John. "Model based learning as a key research area for science education." International Journal of Science Education 22, no. 9 (September 2000): 1041–53. http://dx.doi.org/10.1080/095006900416901.
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Stein, Sarah J., Campbell J. Mcrobbie, and Ian Ginns. "Recognising Uniqueness in the Technology Key Learning Area: The Search for Meaning." International Journal of Technology and Design Education 10, no. 2 (October 2000): 105–23. http://dx.doi.org/10.1023/a:1008945013123.
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Li, Y., M. Sakamoto, T. Shinohara, and T. Satoh. "AUTOMATIC LABEL PLACEMENT OF AREA-FEATURES USING DEEP LEARNING." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B4-2020 (August 24, 2020): 117–22. http://dx.doi.org/10.5194/isprs-archives-xliii-b4-2020-117-2020.
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Abstract. Label placement is one of the most essential tasks in the fields of cartography and geographic information systems. Numerous studies have been conducted on the automatic label placement for the past few decades. In this study, we focus on automatic label placement of area-feature, which has been relatively less studied than that of point-feature and line-feature. Most of the existing approaches have adopted a rule-based algorithm, and there are limitations in expressing the characteristics of label placement for area-features of various shapes utilizing handcrafted rules, criteria, objective functions, etc. Hence, we propose a novel approach for automatic label placement of area-feature based on deep learning. The aim of the proposed approach is to obtain the complex and implicit characteristics of area-feature label placement by manual operation directly and automatically from training data. First, the area-features with vector format are converted into a binary image. Then a key-point detection model, which simultaneously detect and localize specific key-points from an image, is applied to the binary image to estimate the candidate positions of labels. Finally, the final label placement positions for each area-feature are determined via simple post-process. To evaluate the proposed approach, the experiments with cadastral data were conducted. The experimental results show that the ratios of the estimation errors within 1.2 m (corresponding to one pixel of the input image) were 92.6% and 94.5% in the center and upper-left placement style, respectively. It implies that the proposed approach could place the labels for area-features automatically and accurately.
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Mudzielwana, Ndileleni Paulinah. "Conceptualisation of Language and Vocabulary Learning Strategies: Key Aspect in Every Curriculum Area." International Journal of Educational Sciences 15, no. 3 (October 2016): 538–46. http://dx.doi.org/10.1080/09751122.2016.11890564.
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Shah, Chandra. "Recurrent Teacher Cost per Student by Key Learning Area: Upper Secondary Schools, Victoria, Australia." Education Economics 6, no. 2 (August 1998): 121–39. http://dx.doi.org/10.1080/09645299800000011.
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Harrison, Richard T., and Claire M. Leitch. "Entrepreneurial Learning: Researching the Interface between Learning and the Entrepreneurial Context." Entrepreneurship Theory and Practice 29, no. 4 (July 2005): 351–71. http://dx.doi.org/10.1111/j.1540-6520.2005.00089.x.
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The context for the research presented in this article arises from increasing interest, by academics and practitioners, in the importance of learning and knowledge in the knowledge–based economy. In particular, we consider the scope for applying concepts of learning within the field of entrepreneurship. While it has gained currency within the field of management, the application of these concepts to entrepreneurship has been limited. In this Introduction to the Special Issue, we review the development of the field of entrepreneurship as a context for the emergence of learning as an area of scholarly attention, summarize a number of key themes emerging from the organizational learning literature, and outline the article selection process and summarize the key elements of each of the included articles. The article concludes with some reflections on future research at the interface between learning and the entrepreneurial context.
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Sari, Rahma Puspita, Kusumastuti Kusumastuti, and Rufia Andisetyana Putri. "Kesesuaian Taman Cerdas sebagai Ruang Publik skala Pelayanan Kelurahan terhadap Konsep Kota Layak Anak (KLA)." Region: Jurnal Pembangunan Wilayah dan Perencanaan Partisipatif 12, no. 1 (November 1, 2017): 71. http://dx.doi.org/10.20961/region.v12i1.12116.
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<pre><em>The Child Friendly City (CFC) is a concept for a city that can guarantee children to get their rights in urban area. The Child Friendly City (CFC) is expected for children to get their rights including </em><em>health, protection, care, education, </em><em>no discrimination, aware of their environment and culture, participate in designing the city, and have the freedom to play. Surakarta is one of the cities in Indonesia which have applied the concept of Child Friendly City (CFC) since 2008. To support implementation of Child Friendly City (CFC) concept, the city must provide a public space for children to be able to transfer their creativity and also have recreational purpose, which is ‘taman cerdas’. The right choice of location, facility, environment, and security need to be considered, because each children go through different phase. The purpose of this study are </em><em>(1) Knowing the suitability of taman cerdas component as the public space of neighborhood service scale to the concept of </em><em>Child Friendly Cities (CFC) </em><em>and (2) Analyze the suitability level of taman cerdas as the public space of neighborhood service scale to the concept of </em><em>Child Friendly Cities (CFC</em><em>). The method used in this research is quantitative research with deductive approach, this research used </em><em>scoring analysis. Survey conducted for this study were primary surveys, consist of observation and interviews, and secondary survey in the form of data. From these results, the advantage of knowing the level of conformity of ‘taman cerdas’ as the public spaces of neighborhood service to the concept of Child Friendly Cities (CFC) has four variables such as strategic location, facilities for playing and learning according to the needs of children, comfortable and healthy environment, as well as comfort and security. Then those variables are used for the assessment tools to eight ‘taman cerdas’ in Surakarta. Based on the results of the study, it can be concluded that there are four ‘taman cerdas’ is match with the variables above, which is ‘taman cerdas’ </em><em>Mojosongo, Joyotakan, Pajang, and Jebres. Meanwhile there are also four </em><em>‘</em><em>taman cerdas</em><em>’</em><em> that not match with the variables of thes research those are </em><em>‘</em><em>taman cerdas</em><em>’</em><em> Sumber, Gandekan, Kadipiro, and Pucangsawit. The conclusion is the city needs to increase the </em><em>the component for taman cerdas as public space service scale of neighborhood for Child Friendly Cities (CFC) at Surakarta.</em></pre>
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Chatti, Mohamed Amine, Anna Lea Dyckhoff, Ulrik Schroeder, and Hendrik Thüs. "Forschungsfeld Learning Analytics." i-com 11, no. 1 (March 1, 2012): 22–25. http://dx.doi.org/10.1524/icom.2012.0007.
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Summary Learning analytics has attracted a great deal of attention in technology enhanced learning (TEL) in recent years as educational institutions and researchers are increasingly seeing the potential that learning analytics has to support the learning process. Learning analytics has been identified as a possible key future trend in learning and teaching (Johnson et al., 2011). Analytics can be a powerful tool to support learning. There are, however, a number of issues that need to be addressed before starting analytics projects. In this paper, we identify various challenges and research opportunities in the emerging area of learning analytics.
Dissertations / Theses on the topic "Key Learning Area (KLA)"
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.
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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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Brooker, Ross Alfred. "Teachers' curriculum discourses in the implementation of a key learning area syllabus /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16493.pdf.
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Chan, Jyhhuei, and 詹智慧. "Perception of the effectiveness of the key capabilities of Integrative Activities Learning Area teachers 36 hours of study - Hsinchu City elementary school teachers, for example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/35564917764985023717.
Full textBooks on the topic "Key Learning Area (KLA)"
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Gureckis, Todd M., and Bradley C. Love. Computational Reinforcement Learning. Edited by Jerome R. Busemeyer, Zheng Wang, James T. Townsend, and Ami Eidels. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.013.5.
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Reinforcement learning (RL) refers to the scientific study of how animals and machines adapt their behavior in order to maximize reward. The history of RL research can be traced to early work in psychology on instrumental learning behavior. However, the modern field of RL is a highly interdisciplinary area that lies that the intersection of ideas in computer science, machine learning, psychology, and neuroscience. This chapter summarizes the key mathematical ideas underlying this field including the exploration/exploitation dilemma, temporal-difference (TD) learning, Q-learning, and model-based versus model-free learning. In addition, a broad survey of open questions in psychology and neuroscience are reviewed.
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Sergey, Vasiliev. Part V Fairness and Expeditiousness of ICC Proceedings, 45 Victim Participation Revisited—What the ICC is Learning about Itself. Oxford University Press, 2015. http://dx.doi.org/10.1093/law/9780198705161.003.0045.
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The Chapter examines key turns in ICC jurisprudence in the area of victim participation. The model of victim participation under the Statute poses challenges in terms of effectiveness and sustainability, and victim participation has also emerged as a governance issue and a matter of concern for the ASP. This Chapter analyses hurdles faced by the Court in implementing victim participation (e.g. application, participation at trial, and representation). It argues that the Court deserves praise for developing creative solutions to balance ‘meaningful’ and ‘sustainable’ participation, and claims that the ICC should rediscover itself as a retributive court and free itself from the ‘restorative complex’. Meaningful participation essentially means one aligned with the Court’s core mandate and functions of criminal process (i.e. the determination of truth) and requires emphasis on collective forms of application, participation, and representation.
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Lees, Emma. The Principles of Land Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198810995.001.0001.
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The Principles of Land Law provides a framework through which readers can gain a sophisticated understanding of the modern land law system. Firstly, the text explains the key learning objectives. Principles are summarised to conclude each chapter with a comprehensive overview of the topic at hand. Key cases are explained while examples illustrate problems and possible solutions. The aim is to ensure that readers understand how to apply the core principles to land law scenarios accurately, while also conducting their own critical analysis of the subject area. Topics covered include personal and property rights in land, land registration, adverse possession, freehold, leases and mortgages, ownership, and human rights and property law.
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Muggleton, Stephen, and Nicholas Chater, eds. Human-Like Machine Intelligence. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198862536.001.0001.
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In recent years there has been increasing excitement concerning the potential of Artificial Intelligence to transform human society. This book addresses the leading edge of research in this area. The research described aims to address present incompatibilities of Human and Machine reasoning and learning approaches. According to the influential US funding agency DARPA (originator of the Internet and Self-Driving Cars) this new area represents the Third Wave of Artificial Intelligence (3AI, 2020s–2030s), and is being actively investigated in the US, Europe and China. The EPSRC’s UK network on Human-Like Computing (HLC) was one of the first internationally to initiate and support research specifically in this area. Starting activities in 2018, the network represents around sixty leading UK groups Artificial Intelligence and Cognitive Scientists involved in the development of the inter-disciplinary area of HLC. The research of network groups aims to address key unsolved problems at the interface between Psychology and Computer Science. The chapters of this book have been authored by a mixture of these UK and other international specialists based on recent workshops and discussions at the Machine Intelligence 20 and 21 workshops (2016,2019) and the Third Wave Artificial Intelligence workshop (2019). Some of the key questions addressed by the Human-Like Computing programme include how AI systems might 1) explain their decisions effectively, 2) interact with human beings in natural language, 3) learn from small numbers of examples and 4) learn with minimal supervision. Solving such fundamental problems involves new foundational research in both the Psychology of perception and interaction as well as the development of novel algorithmic approaches in Artificial Intelligence.
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Spencer, Maureen, and John Spencer. Evidence Concentrate. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198803867.001.0001.
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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Evidence Concentrate is supported by extensive online resources to take your learning further. It has been written by experts and covers all the key topics so you can approach your exams with confidence. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. This guide has been rigorously reviewed and is endorsed by students and lecturers for level of coverage, accuracy, and exam advice. It is clear, concise, and easy to use, helping you get the most out of your revision. After an introduction, the book covers principles and key concepts; burden of proof and presumptions; confessions and the defendant’s silence; improperly obtained evidence, other than confessions; character evidence; hearsay evidence; competence and compellability, special measures; issues in the course of trial; opinion evidence; public interest immunity and disclosure; and privilege. New to this, the fifth edition, is an increased number of Diagrams and Tables to aid learning and to explain the key concepts of each chapter, see for example the Tables on judicial directions on good character in Chapter 5.
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Owen, Gareth, Sir Simon Wessely, and Sir Simon Wessely, eds. Special problems. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199661701.003.0008.
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The chapter covers special problems that psychiatrists are likely to meet in their practice. Although the problem areas can comprise specialties, every psychiatrist needs to know about them because the problems do not stay neatly in specialty boxes. It addresses suicide and self-harm, alcohol and drug use, eating disorders, somatization, mother and baby problems, learning disabilities, epilepsy, sexual and relationship problems. In each area, key concepts are explained, core information is brought together, and pointers are provided on history taking, examination, and management.
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Spencer, Maureen, and John Spencer. Evidence Concentrate. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198840633.001.0001.
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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Evidence Concentrate is supported by extensive online resources to take your learning further. It has been written by experts and covers all the key topics so you can approach your exams with confidence. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. This guide has been rigorously reviewed and is endorsed by students and lecturers for level of coverage, accuracy, and exam advice. It is clear, concise, and easy to use, helping you get the most out of your revision. After an introduction, the book covers principles and key concepts; burden of proof; confessions and the defendant’s silence; improperly obtained evidence, other than confessions; character evidence; hearsay evidence; competence and compellability, special measures; identification evidence and questioning at trial; opinion evidence; public interest immunity; and privilege. New to this, the sixth edition, is an increased coverage of identification.
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Hernandez, Rebecca Skreslet. Authority by Aggregation and Abstraction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198805939.003.0005.
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In addition to his views on ijtihād and tajdīd, al-Suyūṭī’s lasting influence in Islamic legal thought lies in the area of legal precepts (pithy maxims or questions that sum up areas of the law). Al-Suyūṭī’s al-Ashbāh wa-l-naẓāʾir stands as a core work in this genre of legal literature and is still a popular textbook for students at Egypt’s premier institution of religious learning, al-Azhar. Using the pragmatic theory of Grice and others, I argue that legal precepts fulfill a number of key discursive functions for the jurist. It is with al-Suyūṭī’s Ashbāh that he is most successful in asserting his authority as an aggregator, abstractor, and framer of the law. The power of framing lies in the ability to distill key universal principles from the vast corpus of Islamic substantive law and to assert that these principles represent the essence and spirit of the Sharīʿa.
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Baskind, Eric, Greg Osborne, and Lee Roach. Commercial Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198825975.001.0001.
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Commercial Law offers a fresh, modern, and stimulating account of the subject, thereby helping students better understand this important area of law. It provides thorough coverage of all key aspects of the syllabus, including the law of agency, the sale of goods, international trade, and methods of payment, finance, and security. A range of learning features is employed throughout the book to encourage understanding of the law, and to demonstrate how the principles behind it play out in practical domestic and international commercial transactions. Practical, fictional case studies are referred to in example boxes throughout the book, demonstrating the types of legal issues and problems that the law is intended to regulate, and helping students to understand the context and practical application of the law. The book includes: regular case boxes throughout the text to highlight cases of importance, providing a succinct account of the material facts of the case, a clear account of the court’s decision and reasoning, and, where appropriate, commentary on the decision; key legislation boxes to help students understand which statutory provisions are of fundamental importance; and definitions of key terms, which appear in the margins the first time the term is used, thus ensuring that students are not confused by the terminology of the subject.
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Heenan, Susan, and Anna Heenan. Family Law Concentrate. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198794165.001.0001.
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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. Family Law Concentrate is supported by extensive online resources to take your learning further. It has been written by experts and covers all the key topics so that you can approach your exams with confidence. The clear, succinct coverage enables you to quickly grasp the fundamental principles of this area of law and helps you to succeed in exams. This guide has been rigorously reviewed and is endorsed by students and lecturers for level of coverage, accuracy, and exam advice. It is clear, concise, and easy to use, helping you get the most out of your revision. After an introduction, the book covers: families, civil partnerships, and cohabitation; nullity; divorce, dissolution, and judicial separation; domestic violence; financial provision on divorce or dissolution; The Children Act—the private law; The Children Act—the public law; adoption; and child abduction. This, the fourth edition, has been fully updated in light of recent developments in the law, including the Serious Crime Act 2013, recent case law on financial remedies, and the Law Commission Scoping Paper on Getting Married.
Book chapters on the topic "Key Learning Area (KLA)"
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Mayo, Peter. "Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta." In Challenging the 'European Area of Lifelong Learning', 265–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7299-1_23.
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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade, 465–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.
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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.
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Nelson, Emily, and Leigh Johnson. "Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times." In Teacher Transition into Innovative Learning Environments, 291–303. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.
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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.
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O’Regan, Maeve. "Networked in or Networked Out? What Can We Learn from Diverse Learners’ Experiences of Progressing with and Completing Doctoral Studies?" In European Higher Education Area: Challenges for a New Decade, 253–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_17.
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Abstract Socialisation of the doctoral candidate into a community of researchers has been identified as an important aspect of the doctoral process and key to the production of original and innovative research. Yet, access to research communities and learning networks can be difficult for non-traditional students, for example part-time, international and non-science-based doctoral candidates, compared to their full-time and science-based peers. Drawing on Actor-Network Theory and Psychosocial theories of Agency, the current Ph.D. research proposes a methodology (questionnaire and interview) to explore doctoral candidates’ experiences of interacting with the academic institution (face-to-face and online) and developing support networks as influencing doctoral progression and completion. This article will discuss the preliminary findings from the study, drawing on the experiences of a diverse body of participants (e.g. full-time, part-time and international students) within the university sector in Ireland. The findings from this study can provide insights to policymakers and practitioners on supporting learners within Higher Education in Europe, not just within the doctoral process, but at different stages within the Bologna Qualifications Framework.
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Black, Jasmine E., Chris Short, and Jenny Phelps. "Water with Integrated Local Delivery (WILD) for Transformative Change in Socio-Ecological Management." In Fostering Transformative Change for Sustainability in the Context of Socio-Ecological Production Landscapes and Seascapes (SEPLS), 155–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6761-6_9.
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AbstractAn innovative approach towards transformative change through multi-stakeholder participation for socio-ecological practices—Integrated Local Delivery (ILD)—has been used to restore the water quality and biodiversity across a catchment in the Cotswolds, South West England. This was triggered by the need to improve the Ecological Status of water as a part of the European Union’s Water Framework Directive. On a landscape scale of roughly 25,000 hectares, multi-stakeholders collaborated through a bottom-up approach to carry out environmental restoration of the catchment.Over 3 years, an iterative learning loop of reflection and evolution created increased engagement. Twenty farmers have been empowered as ‘guardians’ to be key contacts between institutions and ensure the sustained environmental quality of the area. Both farmers and communities acted to reduce chemical use, protect river banks from livestock damage and clear waterways to enhance water quality and biodiversity. Local communities fed into the development of a ‘Community Water Guide’ which can be applied internationally for similar projects. Within the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) transformative change framework, the ILD model can also be applied by facilitators to access levers and leverage points in order to enable change.Important take home messages from the project include having well-trained facilitators who ensure active engagement, connections and continuity over the long term. Likewise, ensuring all stakeholders feel listened to and clearly communicated with is essential to build trust and motivation.
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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers." In Young Adults and Active Citizenship, 19–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.
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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
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Witten, Ian H., Gordon W. Paynter, Eibe Frank, Carl Gutwin, and Craig G. Nevill-Manning. "KEA." In Design and Usability of Digital Libraries, 129–52. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-441-5.ch008.
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Keyphrases provide semantic metadata that summarize and characterize documents. This chapter describes Kea, an algorithm for automatically extracting keyphrases from text. Kea identifies candidate keyphrases using lexical methods, calculates feature values for each candidate, and uses a machine-learning algorithm to predict which candidates are good keyphrases. The machine-learning scheme first builds a prediction model using training documents with known keyphrases, and then uses the model to find keyphrases in new documents. We use a large test corpus to evaluate Kea’s effectiveness in terms of how many author-assigned keyphrases are correctly identified. The system is simple, robust, and available under the GNU General Public License; the chapter gives instructions for use.
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Foltz, Kevin, and William R. Simpson. "Secure Server Key Management Designs for the Public Cloud." In Machine Learning and Artificial Intelligence. IOS Press, 2020. http://dx.doi.org/10.3233/faia200789.
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The Enterprise Level Security (ELS) model focuses on designing secure, distributed web-based systems starting from basic principles. One area of ELS that poses significant design challenges is protection of web server private keys in a public cloud. Web server private keys are of critical importance because they control who can act as the server to represent the enterprise. This includes responding to requests as well as making requests within the enterprise and to its partners. The cloud provider is not part of this trusted network of servers, so the cloud provider should not have access to server private keys. However, current cloud systems are designed to allow cloud providers free access to server private keys. This paper proposes design solutions to securely manage private keys in a public cloud. An examination of commonly used approaches demonstrates the ease with which cloud providers can currently control server private keys. Two designs are proposed to prevent cloud provider access to keys, and their implementation issues are discussed.
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Gupta, Saurabh. "Social E-Learning Tools." In Exploring the New Era of Technology-Infused Education, 300–316. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1709-2.ch018.
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The growth of technology and the inclusion of “digital natives” as students in the education world have created a demand pull for the use of Social learning technologies in education. Dominant among these tools have been wikis, blogs and discussion boards. Distance education experts view the use of these tools as key differentiators when compared to traditional education methods. However, the research in this area has yet to provide clear guidelines on usage. In this chapter, the aim is to provide a theory-driven model to outline the application and impact of these technologies in education. The focus is on the education tasks and technologies' characteristics to evaluate the underlying fit. The chapter outlines the extant research to substantiate our model and provide practitioner guidelines.
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Bosch, Chantelle, and Dorothy Joy Laubscher. "Cooperative Learning as a Strategy for Self-Directed Learning in Blended-Distance Learning Environments." In Student Support Toward Self-Directed Learning in Open and Distributed Environments, 1–25. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9316-4.ch001.
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Self-directed learning (SDL) is an essential component for the success of distance learning students. Technology serves as a suitable tool to enable cooperative learning (CL), a strategy that can be used to enhance SDL. The aim of this chapter is to report on literature relating to CL as a strategy for SDL in a blended-distance environment. The research question is: How does cooperative learning as an SDL strategy feature in a blended-distance learning context? A systematic literature review was performed using suitably selected key words in various databases. The selection criteria included academic publications in the last decade, relating to higher education, various research methods, and in any content area. This chapter concludes that studies involving the use of CL to promote SDL particularly in a blended-distance environment feature sparsely in the literature. Conflicting ideas on the use of terminology is problematic and further research is suggested.
Conference papers on the topic "Key Learning Area (KLA)"
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Barnett, Julian, and Russell Cooper. "The COOLTRANS Research Programme: Learning for the Design of CO2 Pipelines." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33370.
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The COOLTRANS research programme is an £8 Million, three year (2011–2014) research and development project to identify, address and resolve key issues relating to the safe routeing, design, construction and operation of onshore pipelines transporting dense phase carbon dioxide (CO2) in the United Kingdom (UK). National Grid Carbon established and led the project. National Grid Carbon brought together major technical capability in academic and industry organisations in the UK and coordinated the research studies in order to provide a ‘fast-track’ for the identification and application of key learning to its ongoing pipeline projects. In particular, National Grid Carbon is pursuing plans to develop a pipeline network in the Humber and North Yorkshire areas of the UK to transport dense phase CO2 from major industrial emitters in the area to a saline aquifer off the Yorkshire coast. The COOLTRANS research programme has provided the technical foundations for the design and operation of CO2 pipelines in the UK. The paper highlights the key learning for the design of CO2 pipelines, and the specific application of the learning to the planned National Grid Carbon CO2 network in the Humber and North Yorkshire area of the UK.
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McCauley, Brian, Li Ping Thong, Mathews Nkhoma, and Nhan Nguyen. "Vietnam Run: An Alternative Approach to Mobile Learning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3773.
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Aim/Purpose: How to spread an anti-littering message amongst Vietnamese youth. Background: We outline the design of a mobile game aimed at educating the target audience on the value of not littering. Methodology : We use key theory from the literature to inform the design of the game. Contribution: This paper outlines an approach to education that could provide value in re-conceptualizing mobile learning in future. A unique mobile game, Vietnam Run, was designed and developed for the Vietnamese audience, and its game design considerations outlined. There is a lack of studies conducted in the area of mobile serious games within the context of Vietnam. This paper addresses the existing gap in the present literature from that perspective. The game design considerations outlined in this paper could be adapted and applied to the future development of similar mobile serious games in Vietnam. Findings: Localization as a starting point increases value when a key problem and target audience has been identified. Social cognitive theory and elaboration likelihood model forms the overarching theory that defines game design to sustain player interest and engagement. Recommendations for Practitioners: Academic theory can provide a conceptual starting point for designing educational tools. Recommendation for Researchers: Application of theory in real world applications lends credence and delivers measurable impact in order to demonstrate value of previous work. Impact on Society: It is anticipated that Vietnam Run will have value in spreading positive anti-littering message within Vietnam and provide a starting point for future projects that can expand the aims of this project further. Future Research: The future success of the game will be analyzed through media reach, game downloads and in-game analytics in order to provide a strong conceptual basis for future work in this area.
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Wang, Shoujin, Liang Hu, Yan Wang, Xiangnan He, Quan Z. Sheng, Mehmet A. Orgun, Longbing Cao, Francesco Ricci, and Philip S. Yu. "Graph Learning based Recommender Systems: A Review." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/630.
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Recent years have witnessed the fast development of the emerging topic of Graph Learning based Recommender Systems (GLRS). GLRS mainly employ advanced graph learning approaches to model users’ preferences and intentions as well as items’ characteristics and popularity for Recommender Systems (RS). Differently from other approaches, including content based filtering and collaborative filtering, GLRS are built on graphs where the important objects, e.g., users, items, and attributes, are either explicitly or implicitly connected. With the rapid development of graph learning techniques, exploring and exploiting homogeneous or heterogeneous relations in graphs is a promising direction for building more effective RS. In this paper, we provide a systematic review of GLRS, by discussing how they extract knowledge from graphs to improve the accuracy, reliability and explainability of the recommendations. First, we characterize and formalize GLRS, and then summarize and categorize the key challenges and main progress in this novel research area.
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Giry, Eric, Vincent Cocault-Duverger, Martin Pauthenet, and Laurent Chec. "Machine Learning for Subsea Pipeline Reeling Mechanics." In ASME 2020 39th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/omae2020-18685.
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Abstract Installation of subsea pipelines using reeling process is an attractive method. The pipeline is welded in long segments, typically several kilometers in length, and reeled onto a large diameter drum. The pipeline is then transported onto such reel to the offshore site where it is unreeled and lowered on the seabed. The deformation imposed on the pipeline while spooled onto the drum needs to be controlled so that local buckling is avoided. Mitigation of such failure is generally provided by proper pipeline design & reeling operation parameters. Buckling stems from excessive strain concentration near the circumferential weld area resulting from strength discontinuity at pipeline joints, mainly depending on steel wall thickness and yield strength. This requires the characterization of critical mismatches obtained by trial and error. Such method is a long process since each “trial” requires a complete Finite Element Analysis run. Such simulations are complex and lengthy. Occasionally, this can drive the selection of the pipeline minimum wall thickness, which is a key parameter for progressing the project. The timeframe of such method is therefore not compatible with such a key decision. The paper discusses the use of approximation models to capitalize on the data and alleviate the design cost. To do so, design of experiments and automation of the computational tool chain are implemented. It is demonstrated that initial complex chain of FEA computational process can be replaced using design space description and exploration techniques such as design of experiments combined with advanced statistical regression techniques in order to provide an approximation model. This paper presents the implementation of such methodology and the results are discussed.
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Ferret, Johan, Raphael Marinier, Matthieu Geist, and Olivier Pietquin. "Self-Attentional Credit Assignment for Transfer in Reinforcement Learning." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/368.
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The ability to transfer knowledge to novel environments and tasks is a sensible desiderata for general learning agents. Despite the apparent promises, transfer in RL is still an open and little exploited research area. In this paper, we take a brand-new perspective about transfer: we suggest that the ability to assign credit unveils structural invariants in the tasks that can be transferred to make RL more sample-efficient. Our main contribution is SECRET, a novel approach to transfer learning for RL that uses a backward-view credit assignment mechanism based on a self-attentive architecture. Two aspects are key to its generality: it learns to assign credit as a separate offline supervised process and exclusively modifies the reward function. Consequently, it can be supplemented by transfer methods that do not modify the reward function and it can be plugged on top of any RL algorithm.
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Vallis, Carmen, and Courtney Shalavin. "Bend me, stretch me: connecting learning design to choice." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0117.
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Active and interactive learning approaches in course design are widely supported as increasing student engagement and learning outcomes in blended or technology-enhanced environments. As such, designing for student engagement in self-paced distance and online learning environments is a growing area of research. However, learning is increasingly developed and delivered via the institutional LMS where the design and sequencing of content is linear and has an inherent directional flow. Learner choice in navigation and activity in online learning environments may also impact learner engagement but there is less research on these factors. In this research project, we evaluate the redesign and prototype of one week of a first-year business subject that offers learner choice in navigating the online environment and choice of activity. Insights into the innovative educational design and implementation of non-linear and interactive learning are presented within an Australian higher education business context, where flexibility and choice emerge as key design affordances.
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Campos Sancho, Cristina, Angeles López, Lledó Museros, and Ismael Sanz. "Coordination of subjects using a real practical case to boost learning results." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9388.
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In the European Higher Education Area (EHEA) the coordination of subjects presents a challenge and a key factor for students’ learning and competence development. The joint planning of subjects about fundamentals of software engineering and design and implementation of information systems in computer science higher studies provides the students with a comprehensive view of the development of a real information system, from the conception of the idea to the final implementation for actual users. Such coordination aims to boost learning of the specific competences as well as the generic ones, and allows to generate synergies for students to obtain a direct benefit. This paper summarizes how this experience has been designed and carried out. We describe how to implement the coordination and, in addition, we include the results of a survey conducted on students enrolled in the subjects the last academic year.
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Zhao, Shanshan, Xi Li, and Omar El Farouk Bourahla. "Deep Optical Flow Estimation Via Multi-Scale Correspondence Structure Learning." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/488.
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As an important and challenging problem in computer vision, learning based optical flow estimation aims to discover the intrinsic correspondence structure between two adjacent video frames through statistical learning. Therefore, a key issue to solve in this area is how to effectively model the multi-scale correspondence structure properties in an adaptive end-to-end learning fashion. Motivated by this observation, we propose an end-to-end multi-scale correspondence structure learning (MSCSL) approach for optical flow estimation. In principle, the proposed MSCSL approach is capable of effectively capturing the multi-scale inter-image-correlation correspondence structures within a multi-level feature space from deep learning. Moreover, the proposed MSCSL approach builds a spatial Conv-GRU neural network model to adaptively model the intrinsic dependency relationships among these multi-scale correspondence structures. Finally, the above procedures for correspondence structure learning and multi-scale dependency modeling are implemented in a unified end-to-end deep learning framework. Experimental results on several benchmark datasets demonstrate the effectiveness of the proposed approach.
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S ALhusayni, Samah Mohammed, and Wael Ali Alosaimi. "Enhancing Security in Internet of Things Environment by Developing an Authentication Mechanism using COAP Protocol." In 2nd International Conference on Machine Learning &Trends (MLT 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.111103.
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Internet of Things (IoT) has a huge attention recently due to its new emergence, benefits, and contribution to improving the quality of human lives. Securing IoT poses an open area of research, as it is the base of allowing people to use the technology and embrace this development in their daily activities. Authentication is one of the influencing security element of Information Assurance (IA), which includes confidentiality, integrity, and availability, non repudiation, and authentication. Therefore, there is a need to enhance security in the current authentication mechanisms. In this report, some of the authentication mechanisms proposed in recent years have been presented and reviewed. Specifically, the study focuses on enhancement of security in CoAP protocol due to its relevance to the characteristics of IoT devices and its need to enhance its security by using the symmetric key with biometric features in the authentication. This study will help in providing secure authentication technology for IoT data, device, and users.
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Box, Ilona. "Submission and Peer Review of Learning Objects Using a Community-Based Repository." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2835.
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A community-based learning object repository supports the sharing and collaboration of learning object development within discipline or topic area communities. The repository is built using an object-oriented method and implemented using JADE, an object-oriented technology platform. The repository is a software system aimed at improving the creation, collection, quality assurance, and ultimately the accessibility of learning objects. The initiatives regarding learning objects and the double blind review process for research publications are the two key influences on the learning object repository design. The repository is a significant advance on existing learning object technology as 1) it is built using an object-oriented method and platform including the database; typically learning object collections are stored in relational databases, and 2) it incorporates an automated submission and double blind peer review process before learning objects are made public. The use of the repository by the learning object creators, reviewers, moderators, administrators and educators will determine the success of the product.
Reports on the topic "Key Learning Area (KLA)"
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Rudner, Tim, and Helen Toner. Key Concepts in AI Safety: Interpretability in Machine Learning. Center for Security and Emerging Technology, March 2021. http://dx.doi.org/10.51593/20190042.
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This paper is the third installment in a series on “AI safety,” an area of machine learning research that aims to identify causes of unintended behavior in machine learning systems and develop tools to ensure these systems work safely and reliably. The first paper in the series, “Key Concepts in AI Safety: An Overview,” described three categories of AI safety issues: problems of robustness, assurance, and specification. This paper introduces interpretability as a means to enable assurance in modern machine learning systems.
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Rudner, Tim, and Helen Toner. Key Concepts in AI Safety: An Overview. Center for Security and Emerging Technology, March 2021. http://dx.doi.org/10.51593/20190040.
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This paper is the first installment in a series on “AI safety,” an area of machine learning research that aims to identify causes of unintended behavior in machine learning systems and develop tools to ensure these systems work safely and reliably. In it, the authors introduce three categories of AI safety issues: problems of robustness, assurance, and specification. Other papers in this series elaborate on these and further key concepts.
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Rudner, Tim, and Helen Toner. Key Concepts in AI Safety: Robustness and Adversarial Examples. Center for Security and Emerging Technology, March 2021. http://dx.doi.org/10.51593/20190041.
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This paper is the second installment in a series on “AI safety,” an area of machine learning research that aims to identify causes of unintended behavior in machine learning systems and develop tools to ensure these systems work safely and reliably. The first paper in the series, “Key Concepts in AI Safety: An Overview,” described three categories of AI safety issues: problems of robustness, assurance, and specification. This paper introduces adversarial examples, a major challenge to robustness in modern machine learning systems.
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Coultas, Mimi. Strengthening Sub-national Systems for Area-wide Sanitation and Hygiene. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/slh.2021.007.
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From late 2020 to early 2021, the Sanitation Learning Hub (SLH) collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of sanitation and hygiene (S&H) to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the S&H sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya, with UNICEF), Nyamagabe District (Rwanda, with WaterAid) and Moyo District (Uganda, with WSSCC), all of which have seen progress in recent years. The cases were then explored through three online workshops with staff from the local governments, central government ministries and development partners involved to review experiences and identify levers and blockages to change. This document presents key findings from this process.