Dissertations / Theses on the topic 'Knowledge and learning in literature'
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Franklin, Lee Aaron. "The role of language in Plato's theory of knowledge and learning /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195325073.
Full textRamponi, Alan. "Knowledge Extraction from Biomedical Literature with Symbolic and Deep Transfer Learning Methods." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/310787.
Full textRamponi, Alan. "Knowledge Extraction from Biomedical Literature with Symbolic and Deep Transfer Learning Methods." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/310787.
Full textRadovanovic, Aleksandar. "Concept Based Knowledge Discovery from Biomedical Literature." Thesis, Online access, 2009. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_9861_1272229462.pdf.
Full textClavijo-Olarte, Amparo. "Knowledge of literacy learning by Colombian teachers of Spanish and of English." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284080.
Full textBeierle, Marlene Perlman. "Classroom Interactions that Support Learning Over time: The Construction of Learning Opportunities for Acquiring Complex Academic Knowledge in the Study of Literature." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1324177693.
Full textDa, Silva Maia Alexandre. "Renaissance desire and disobedience : eroticizing human curiosity and learning in Doctor Faustus." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21205.
Full textSjödin, Emma. ""One goal is to understand the world better" : A Thematic Analysis of Upper-Secondary School Teachers' Choice and Use of Literary Texts in EFL." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47932.
Full textJohannesson, Emelie. "Video games – A tool for expanding English vocabulary knowledge? : A study of video games potential impact on English vocabulary knowledge in Swedish upper secondary students." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78802.
Full textDenna studie undersöker videospels möjlighet till att vara ett hjälpmedel när det gäller kunskaper i engelskt ordförråd genom att jämföra ordförrådskunskaperna hos de som spelar videospel med de som inte spelar videospel. Studien fokuserar också på att jämföra de engelska ordförrådskunskaperna hos dem som ofta spelar videospel med de som sällan spelar videospel och diskuterar varför detta kan göra en skillnad. 37 elever ombads att fylla i ett frågeformulär med frågor med fokus på om de spelar videospel eller inte, hur ofta de spelar och vilken typ av spel de spelade. Den andra delen av studien var ett ordförrådstest innehållande 51 ord som kan stötas på i videospel, i detta ordförrådstest ombads eleverna att ge en engelsk synonym och en svensk översättning av dessa ord. Resultaten av studien visade att det fanns skillnader mellan grupperna, eftersom de som spelade videospel fick högre poäng på ordförrådstestet jämfört med de som inte spelade videospel. Det fanns också skillnader prestationsmässigt i ordförrådstestet beroende på hur ofta eleverna spelade videospel.
Tivehag, Evelina. "Det främmande ordet : Att arbeta med ordinlärning i det engelska språket i grundskolan." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80076.
Full textLankford, Angela Celestine. "Learning to "Teacher Think": Using English Education as a Model for Writing Teacher Preparation in the Composition Practicum." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3849.
Full textTuresson, Jesper. "Kunskapssynen i teknikämnetskursplan." Thesis, KTH, Lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-213752.
Full textThe technology subject in Swedish elementary school has been criticised for not taking into account the pupils interests and experiences. Furthermore, the teaching is often not based on the curriculum and there is a lack of consensus among the teacher on what should be taught and what the subject stands for. Regarding the latter, studies have shown that philosophical discussions on the definition of technology are not common within technology teaching and learning, which can have consequences when a common set of criteria are set up to be used for assessment and grade setting. This study examines how technology and technological knowledge can be defined and how these concepts are reflected in the curriculum. Based on a systematic literature review of former studies in this area, an analysis of the curriculum is performed. The result show that even if there is a lack of philosophical discussions in the curriculum on what technological knowledge means, traces of this type of knowledge can be found. As an example the technology subject is characterised by the technical development projects that the pupils are supposed to carry out, and in these projects they get the opportunity to develop the so called technological science knowledge by systematically testing and re-testing their ideas.
Souza, Ana Paula Gestoso de. "Histórias infantis e matemática : a mobilização de recursos, a apropriação de conhecimentos e a receptividade de alunos de 4ª série do ensino fundamental." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2454.
Full textConsidering a teaching/learning environment where literature and mathematics were connected, this research tried to investigate the ways by which the students of a fourth grade elementary school class acquired the school content, managed it and accepted the proposed methodology. In the theoretical reference, we discuss concepts and ideas such as: the perspectives of some authors on knowledge fragmentation and how it takes place in school; the means by which knowledge can be addressed in school; and the relationship of the students with such knowledge and with the teaching/learning context in which they are placed. We also discuss the impregnation of language with mathematics, the potential of reading, and the possibilities of developing a methodology that connects education, language, literature and mathematics. This research was developed in a fourth grade class of a public school in São Carlos (São Paulo State) according to a pedagogical sequence that articulated mathematics and children s literature the books chosen were The duck s lollipop and Sweet Fractions . The mathematical content developed was: fraction concept of part-whole, comparison and equivalence of fractions. The classes were recorded on video. Other information includes the number of students 33 and the fact that all of them participated in the pedagogical intervention, although only 13 had their learning processes and exercises analysed: the ones who had authorized us to do so. During the development of the pedagogical intervention, we could notice that many students were receptive to the work proposed i.e., the connection between literature and mathematics and acted as active subjects, taking part in the activities. Another aspect to point out is the importance of the use of manipulative materials for the students learning, because they allowed the children to come up with their own thoughts, and to produce and test hypotheses and strategies, getting involved in the process of understanding the material presented. By investigating the learning process of these students, we emphasize the educator s role as a mediator who, being aware of the previous knowledge of the students about certain subjects and understanding the strategies used by them to solve a situation, will be able to use some conditions and effective interventions in order to enable the students reasoning. Therefore, the students developed assumptions, strategies and interacted with the narratives, constructed mathematical notions, established a relationship of interiority with the knowledge, and the process itself involved the personal knowledge, life stories and experiences, i.e, the uniquenesses of each human subject who is part of the educational process and who creates himself/herself in daily school life, also creating the whole environment.
Esta pesquisa buscou investigar de que maneiras os alunos da 4ª série do Ensino Fundamental, em um contexto de ensino e aprendizagem que conectou literatura e matemática, se apropriaram dos conteúdos escolares, se relacionaram com esses conhecimentos e qual foi a receptividade deles a essa metodologia. O referencial teórico discute conceitos e idéias como: as perspectivas de alguns autores sobre a fragmentação do conhecimento e como essa fragmentação ocorre na escola, as formas como o conhecimento pode ser abordado no âmbito escolar (forma de conhecimento tópico, como operação e situacional) e as relações que os alunos estabelecem com esse conhecimento e com as situações de ensino e aprendizagem nas quais se inserem. Esse referencial também discute a impregnação mútua existente entre língua materna e matemática, as potencialidades da leitura, bem como as possibilidades de desenvolver uma metodologia de ensino que articule língua materna, literatura e matemática. Nesse cenário, desenvolvemos uma seqüência didática em uma sala de 4ª série em uma escola da rede estadual de São Carlos, SP, que articulou matemática e literatura infantil a partir dos livros O pirulito do Pato e Doces Frações , sendo que os conteúdos matemáticos abordados foram: a noção de fração enquanto subconstruto parte-todo, comparação e equivalência de frações. Destaco também que as aulas ministradas foram gravadas em vídeo. Além disso, assinalo que essa classe era composta por 33 alunos e todos participaram da intervenção didática, mas analisamos apenas as produções e processos de aprendizagem de 13 crianças que nos autorizaram a isso. Durante o desenvolvimento da seqüência didática, constatamos que vários alunos foram receptivos ao trabalho proposto a articulação entre literatura e matemática e agiram como sujeitos ativos, colocando-se em atividade frente a essa metodologia. Também é possível assinalar a importância do uso de materiais manipuláveis para a aprendizagem dos alunos, pois, a partir desse tipo de material, os participantes da pesquisa elaboraram seus pensamentos, criaram e testaram hipóteses e estratégias, envolvendo-se num processo de compreensão dos conteúdos abordados. Investigando o processo de aprendizagem desses alunos, enfatizamos o papel do professor como um mediador, que, ao ter ciência dos conhecimentos prévios dos alunos acerca de determinado conteúdo e compreendendo as estratégias usadas por eles para resolver uma situação, poderá dispor de condições e efetivar intervenções necessárias a fim de possibilitar o raciocínio dos alunos. Enfim, constatamos que os estudantes elaboraram hipóteses, estratégias e interagiram com as narrativas, construindo conhecimento e estabelecendo uma relação de interioridade com os saberes abordados nas aulas, sendo que esse processo envolveu os saberes próprios, as histórias e experiências de vida, ou seja, as singularidades de cada sujeito que faz parte do processo educativo, que se constitui no cotidiano escolar e que forma esse ambiente.
Salii, Helena. "Teaching Kazuo Ishiguro’s The Remains of the Day : A Theoretical Essay Towards Cross-Curricular, DualCoded Historical Knowledge." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40764.
Full textKiehl, Janet K. "Learning to Change: Organizational Learning and Knowledge Transfer." online version, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1080608710.
Full textChan, Ngai-man, and 陳艾敏. "An examination of the interplay of knowledge types, knowledge workers and knowledge creation in knowledge management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31245158.
Full text陳淑霞 and Shuk-ha Louisa Chan. "Student motivation in knowledge forum on fostering knowledge building communities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256594.
Full textGhiasnezhad, Omran Pouya. "Rule Learning in Knowledge Graphs." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382680.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Info & Comm Tech
Science, Environment, Engineering and Technology
Full Text
Zhang, Ping. "Learning from Multiple Knowledge Sources." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214795.
Full textPh.D.
In supervised learning, it is usually assumed that true labels are readily available from a single annotator or source. However, recent advances in corroborative technology have given rise to situations where the true label of the target is unknown. In such problems, multiple sources or annotators are often available that provide noisy labels of the targets. In these multi-annotator problems, building a classifier in the traditional single-annotator manner, without regard for the annotator properties may not be effective in general. In recent years, how to make the best use of the labeling information provided by multiple annotators to approximate the hidden true concept has drawn the attention of researchers in machine learning and data mining. In our previous work, a probabilistic method (i.e., MAP-ML algorithm) of iteratively evaluating the different annotators and giving an estimate of the hidden true labels is developed. However, the method assumes the error rate of each annotator is consistent across all the input data. This is an impractical assumption in many cases since annotator knowledge can fluctuate considerably depending on the groups of input instances. In this dissertation, one of our proposed methods, GMM-MAPML algorithm, follows MAP-ML but relaxes the data-independent assumption, i.e., we assume an annotator may not be consistently accurate across the entire feature space. GMM-MAPML uses a Gaussian mixture model (GMM) and Bayesian information criterion (BIC) to find the fittest model to approximate the distribution of the instances. Then the maximum a posterior (MAP) estimation of the hidden true labels and the maximum-likelihood (ML) estimation of quality of multiple annotators at each Gaussian component are provided alternately. Recent studies show that it is not the case that employing more annotators regardless of their expertise will result in improved highest aggregating performance. In this dissertation, we also propose a novel algorithm to integrate multiple annotators by Aggregating Experts and Filtering Novices, which we call AEFN. AEFN iteratively evaluates annotators, filters the low-quality annotators, and re-estimates the labels based only on information obtained from the good annotators. The noisy annotations we integrate are from any combination of human and previously existing machine-based classifiers, and thus AEFN can be applied to many real-world problems. Emotional speech classification, CASP9 protein disorder prediction, and biomedical text annotation experiments show a significant performance improvement of the proposed methods (i.e., GMM-MAPML and AEFN) as compared to the majority voting baseline and the previous data-independent MAP-ML method. Recent experiments include predicting novel drug indications (i.e., drug repositioning) for both approved drugs and new molecules by integrating multiple chemical, biological or phenotypic data sources.
Temple University--Theses
Desimone, Roberto V. "Learning control knowledge within an explanation-based learning framework." Thesis, University of Edinburgh, 1989. http://hdl.handle.net/1842/18827.
Full textVan, Aalst Jan C. W. "Learning, knowledge building, and subject matter knowledge in school science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/NQ41331.pdf.
Full textEfthymiadis, Kyriakos. "Knowledge-based reward shaping with knowledge revision in reinforcement learning." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/9166/.
Full textKabel, Suzanna Catharina. "Knowledge-rich indexing of learning objects." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2004. http://dare.uva.nl/document/74617.
Full textPilkington, R. "Knowledge-based systems in topic learning." Thesis, University of Leeds, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380324.
Full textYang, Charles D. "Knowledge and learning in natural language." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86586.
Full textIncludes bibliographical references (p. 128-140).
by Charles D. Yang.
Ph.D.
Atkeson, Christopher Granger. "Roles of knowledge in motor learning." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/29195.
Full textMICROFICHE COPY AVAILABLE IN ARCHIVES AND SCIENCE
Bibliography: leaves 143-154.
by Christopher Granger Atkeson.
Ph.D.
Forbes, Charles L. (Charles Lockwood). "Organizational learning--from information to knowledge." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10605.
Full textAljohani, Eman Marzouq. "Learning graphical models using prior knowledge." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/10045/.
Full textSykes, Chris. "Efficient management, wasted knowledge? : a critical investigation of organisational knowledge in community services organisations." Thesis, Faculty of Business and Economics, 2007. http://hdl.handle.net/2123/12309.
Full textAamot, Elias. "Literature-based knowledge discovery in climate science." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-27047.
Full textJha, Kishlay. "Mining Novel Knowledge from Biomedical Literature using Statistical Measures and Domain Knowledge." Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/28085.
Full textBernacki, Matthew L. "The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/78622.
Full textPh.D.
This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160 undergraduate education majors completed measures of prior knowledge, goal orientation, intrinsic motivation, self-efficacy to self-regulate learning, and a demographic survey. They were trained in the use of nStudy, a learning environment designed to facilitate self-regulated learning from web-based media including hypertext and to trace learners' actions while they learned online. Learners completed a 20-minute study session learning about Attention Deficit Hyperactivity Disorder and a posttest to assess changes in knowledge scores. Results indicate that employment of individual SRL tactics including tendency to highlight was found to be associated with increased posttest knowledge scores across learners. Goal orientation and prior knowledge also significantly predicted posttest knowledge scores in regression models. These findings can be used to inform the design and use of hypertext in order to individualize computer-based instruction and maximize knowledge acquisition for students, based upon their individual characteristics.
Temple University--Theses
Choi, Jin-Woo. "Action Recognition with Knowledge Transfer." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/101780.
Full textDoctor of Philosophy
Recent progress on deep learning has shown remarkable action recognition performance. The remarkable performance is often achieved by transferring the knowledge learned from existing large-scale data to the small-scale data specific to applications. However, existing action recog- nition models do not always work well on new tasks and datasets because of the following two problems. i) Current action recognition datasets have a spurious correlation between action types and background scene types. The models trained on these datasets are biased towards the scene instead of focusing on the actual action. This scene bias leads to poor performance on the new datasets and tasks. ii) Directly testing the model trained on the source data on the target data leads to poor performance as the source, and target distributions are different. Fine-tuning the model on the target data can mitigate this issue. However, manual labeling small-scale target videos is labor-intensive. In this dissertation, I propose solutions to these two problems. To tackle the first problem, I propose to learn scene-invariant action representations to mitigate background scene- biased human action recognition models for the first problem. Specifically, the proposed method learns representations that cannot predict the scene types and the correct actions when there is no evidence. I validate the proposed method's effectiveness by transferring the pre-trained model to multiple action understanding tasks. The results show consistent improvement over the baselines for every task and dataset. To handle the second problem, I formulate human action recognition as an unsupervised learning problem on the target data. In this setting, we have many labeled videos as source data and unlabeled videos as target data. We can use already existing labeled video datasets as source data in this setting. The task is to align the source and target feature distributions so that the learned model can generalize well on the target data. I propose 1) aligning the more important temporal part of each video and 2) encouraging the model to focus on action, not the background scene. The proposed method is simple and intuitive while achieving state-of-the-art performance without training on a lot of labeled target videos. I relax the unsupervised target data setting to a sparsely labeled target data setting. Here, we have many labeled videos as source data and sparsely labeled videos as target data. The setting is practical as sometimes we can afford a little bit of cost for labeling target data. I propose multiple video data augmentation methods to inject color, spatial, temporal, and scene invariances to the action recognition model in this setting. The resulting method shows favorable performance on the public benchmarks.
Desbrisay, Cecelia Gay Miller. "Giambattista Vico : imagination and historical knowledge." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359696.
Full textKlassen, Norman John. "Chaucer on love, knowledge, and sight." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356989.
Full textThaul, Witold. "Supporting learning by tracing personal knowledge formation." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3030.
Full textLoggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.
Full textBjörkman, Oscar. "Meaning-making knowledge sharing : Learning aspects of a Sandvik knowledge management system." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-142647.
Full textI uppsatsens fokus står en kunskapsdelningsplattform på en av Sandvikskonstruktionsavdelningar. Plattformen ska med användargenererat innehåll underlätta informationssökning samt tillåta användarna att dela kunskap. Tidigare forskning har studerat vad som motiverar anställda att använda datorsystem till att dela kunskap. Denna uppsats söker bortom vad som motiverar och frågar istället vad det är som skapar mening för de anställda i att använda sig av och bidra till denna plattform. Utifrån detta diskuterar och föreslår uppsatsen designförslag till plattformen. Kvalitativa metoder samt teorier om lärande, motivation och meningsskapande används. Sex anställda intervjuades och i den efterföljande analysen som bestod av tematisering framkom det att vad som skapar mening för den anställde går hand i hand med hur denne ser sina arbetsuppgifter. De meningsskapande aspekterna betraktas som antingen instrumentella eller sociala. Användning av kommunikativa och sociala funktioner föreslås till utformningen av plattformen.
Hasan, Irfan. "Machine learning techniques for automated knowledge acquisition in intelligent knowledge-based systems." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.
Full textSource: Masters Abstracts International, Volume: 45-06, page: 3187. Abstract precedes thesis as [2] preliminary leaves. Typescript. Includes bibliographical references (leaves 102-104).
Tuovinen, L. (Lauri). "From machine learning to learning with machines:remodeling the knowledge discovery process." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526205243.
Full textTiivistelmä Tiedonlouhintateknologialla etsitään automoidusti tietoa suurista määristä digitaalista dataa. Vakiintunut prosessimalli kuvaa tiedonlouhintaprosessia lineaarisesti ja teknologiakeskeisesti sarjana muunnoksia, jotka jalostavat raakadataa yhä abstraktimpiin ja tiivistetympiin esitysmuotoihin. Todellisissa tiedonlouhintaprosesseissa on kuitenkin aina osa-alueita, joita tällainen malli ei kata riittävän hyvin. Erityisesti on huomattava, että eräät prosessin tärkeimmistä toimijoista ovat ihmisiä, eivät teknologiaa, ja että heidän toimintansa prosessissa on luonteeltaan vuorovaikutteista eikä sarjallista. Tässä väitöskirjassa ehdotetaan vakiintuneen mallin täydentämistä siten, että tämä tiedonlouhintaprosessin laiminlyöty ulottuvuus otetaan huomioon. Ehdotettu prosessimalli koostuu kolmesta osamallista, jotka ovat tietomalli, työnkulkumalli ja arkkitehtuurimalli. Kukin osamalli tarkastelee tiedonlouhintaprosessia eri näkökulmasta: tietomallin näkökulma käsittää tiedon eri olomuodot sekä muunnokset olomuotojen välillä, työnkulkumalli kuvaa prosessin toimijat sekä niiden väliset vuorovaikutukset, ja arkkitehtuurimalli ohjaa prosessin suorittamista tukevien ohjelmistojen suunnittelua. Väitöskirjassa määritellään aluksi kullekin osamallille joukko vaatimuksia, minkä jälkeen esitetään vaatimusten täyttämiseksi suunniteltu ratkaisu. Lopuksi palataan tarkastelemaan vaatimuksia ja osoitetaan, kuinka ne on otettu ratkaisussa huomioon. Väitöskirjan pääasiallinen kontribuutio on se, että se avaa tiedonlouhintaprosessiin valtavirran käsityksiä laajemman tarkastelukulman. Väitöskirjan sisältämä täydennetty prosessimalli hyödyntää vakiintunutta mallia, mutta laajentaa sitä kokoamalla tiedonhallinnan ja tietämyksen esittämisen, tiedon louhinnan työnkulun sekä ohjelmistoarkkitehtuurin osatekijöiksi yhdistettyyn malliin. Lisäksi malli kattaa aiheita, joita tavallisesti ei oteta huomioon tai joiden ei katsota kuuluvan osaksi tiedonlouhintaprosessia; tällaisia ovat esimerkiksi tiedon louhintaan liittyvät filosofiset kysymykset. Väitöskirjassa käsitellään myös kahta ohjelmistokehystä ja neljää tapaustutkimuksena esiteltävää sovellusta, jotka edustavat teknisiä ratkaisuja eräisiin yksittäisiin tiedonlouhintaprosessin osaongelmiin. Kehykset ja sovellukset toteuttavat ja havainnollistavat useita ehdotetun prosessimallin merkittävimpiä ominaisuuksia
Vavoula, Giasemi. "KLeOS : a knowledge and learning system in support of lifelong learning." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402432.
Full textMao, Yi. "Domain knowledge, uncertainty, and parameter constraints." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37295.
Full textYan, Mo-lan. "Knowledge building in project-based science learning." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598687.
Full textMaung, Aung Soe Paing. "Hybrid knowledge-based support with learning abilities." Thesis, University of Macau, 1997. http://umaclib3.umac.mo/record=b1636984.
Full textBlackman, Deborah. "How learning organisation practices close knowledge creation." Thesis, Southampton Solent University, 2002. http://ssudl.solent.ac.uk/617/.
Full textSuryanto, Hendra Computer Science & Engineering Faculty of Engineering UNSW. "Learning and discovery in incremental knowledge acquisition." Awarded by:University of New South Wales. School of Computer Science and Engineering, 2005. http://handle.unsw.edu.au/1959.4/20744.
Full textGrant, Timothy John. "Inductive learning of knowledge-based planning operators." [Maastricht : Maastricht : Rijksuniversiteit Limburg] ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=6686.
Full textYan, Mo-lan, and 甄慕蘭. "Knowledge building in project-based science learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31598687.
Full textTang, M. X. "Knowledge-based design support and inductive learning." Thesis, University of Edinburgh, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.662724.
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