Relevant bibliographies by topics / Learning assistance

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning assistance'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Learning assistance"

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Oda, Masahiro. "Deep Learning in Surgical Assistance." Journal of Japan Society of Computer Aided Surgery 22, no. 1 (2020): 54–58. http://dx.doi.org/10.5759/jscas.22.54.

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Ellerman, David, Stephen Denning, and Nagy Hanna. "Active learning and development assistance." Journal of Knowledge Management 5, no. 2 (June 2001): 171–79. http://dx.doi.org/10.1108/13673270110393220.

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Riedl, Johannes, Daniel Puckmayr, and Dominik Brunner. "Tractor Assistance Systems Using Machine Learning." ATZheavy duty worldwide 13, no. 2 (June 2020): 50–55. http://dx.doi.org/10.1007/s41321-020-0079-6.

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McKeegan, Patricia. "Using Undergraduate Teaching Assistants in a Research Methodology Course." Teaching of Psychology 25, no. 1 (January 1998): 11–14. http://dx.doi.org/10.1207/s15328023top2501_4.

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In this article, I describe an undergraduate teaching assistant (TA.) program in which TAs engage in the complementary activities of course preparation, course instruction, and l-on-l tutorial assistance. Questionnaires completed by students enrolled in the beginning methodology course and from undergraduates serving as> TAs indicated that both groups viewed the program as a learning experience. Seventy-three percent of the TAs rated their work as an excellent learning experience. Over 91% of the students who worked with the teaching assistants rated the help they received as good to excellent.
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Bell, Diana Calhoun. "Learning Center Pedagogy and UDL." International Journal for Innovation Education and Research 3, no. 1 (January 31, 2015): 26–32. http://dx.doi.org/10.31686/ijier.vol3.iss1.298.

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In the United States, tutoring in higher education can trace its roots back as far as 1636 when Harvard, America’s first college, initially began educating the nation’s wealthy and elite students (Maxwell, 1997; Sheets 2011). These early forms of tutorials were based in remedial education; the goal was to bridge the gap between the level of education students brought to the institution and the level of education expected by that institution. Arendale (2010) provides a comprehensive review of the history of learning assistance in Access at the Crossroads: Learning Assistance in Higher Education. He provides a thorough and valuable six phase historical timeline, starting in the 1600’s through current forms of learning assistance programming (24). Early methods of learning assistance were created to enhance individual student performances in particular courses with which students struggled to succeed. This tutoring model persisted over time, becoming the archetypal form of learning assistance to improve student learning. However, Arendale’s research clearly shows that learning assistance has progressed by developing, expanding and increasing in both scope and complexity based on solid theory, research, and best practices.
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Shrivastava, Hitesh. "Symptomatic Assistance." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 31, 2021): 3658–60. http://dx.doi.org/10.22214/ijraset.2021.37132.

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The project aims to help the users get the idea if he/she may be suffering from heart disease or not. Web development is the work involved in developing a Website for the web (world wide web) or an intranet (a private network).Web development can range from Developing an easy single static page of plain text to complex web applications, electronic business and social networking services. The main goal of this website (SYMPTOMATIC ASSISTANCE) is to predict the possibility of having Heart disease. For this , the user needs to provide some information regarding their health. Such as blood pressure, glucose, cigarettes per day etc. According to which the website will respond. This will make people aware and help them improve their health. Machine learning is a method of data analysis that automates analytical model building. It is a branch of AI supported the thought that systems can learn from data, identify patterns and make decisions with minimal human intervention. For this we chose the best dataset from kaggle and used it in the best possible way to predict the output with high accuracy. For being able to predict the correct output, we applied a few machine learning models and chose the best fitted algorithm according to accuracy. For connecting machine Learning models with the webpages we used Flask. Flask is a micro framework written in Python. It is classified as a microframework because it doesn't require particular tools or libraries. It has no database abstraction layer, form validation, or any other components where pre-existing third-party libraries provide common functions. However, Flask supports extensions which will add application features as if they were implemented in Flask itself. Extensions exist for object-relational mappers, form validation, upload handling, various open authentication technologies and several common framework related tools.At the end will deploy our project using Heroku. Heroku is a cloud Platform as a service (PaaS) supporting several programming languages. One of the first cloud platforms, This project will make it easy for the user to know their health closely.
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Jennings, Jay, and Kasia Muldner. "Assistance that fades in improves learning better than assistance that fades out." Instructional Science 48, no. 4 (July 17, 2020): 371–94. http://dx.doi.org/10.1007/s11251-020-09520-7.

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Diniaty, Artina, and Lina Fauzi'ah. "Implementation of Learning Assistance to Chemistry Learning Motivation of Students in MAN 4 Sleman." International Journal of Chemistry Education Research 3, no. 1 (July 9, 2019): 49–52. http://dx.doi.org/10.20885/ijcer.vol3.iss1.art8.

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This study aims to determine the implementation of chemical learning assistance to students' learning motivation. Assistance efforts are carried out by managing the laboratory so that it can be used as a chemistry learning infrastructure, implementation, and discussion of tryout questions of SBMPTN along with the tricks to do them. In addition, chemedutainment is also carried out to motivate students to learn chemistry. The results showed that there were no significant differences in students' learning motivation through the implementation of chemical learning assistance. The implementation of chemical learning assistance needs to be carried out regularly and continuously in order to increase students' learning motivation.
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Begley, Gail S., Becca Berkey, Lisa Roe, and Hilary E. Y. Schuldt. "Becoming partners: Faculty come to appreciate undergraduates as teaching partners in a service-learning teaching assistant program." International Journal for Students as Partners 3, no. 1 (May 7, 2019): 89–105. http://dx.doi.org/10.15173/ijsap.v3i1.3669.

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This study examined the relationships between faculty and their teaching assistants in an undergraduate teaching assistant program developed at Northeastern University in the US to ease the challenges faculty faced in incorporating Service-Learning into their teaching. Feedback from faculty suggested that the undergraduates trained to assist them with purely logistical tasks were becoming partners in teaching. To explore the relationship between faculty and their teaching assistants and better understand how the faculty may have come to view the teaching assistants as partners, we conducted in-depth interviews with faculty across a range of academic disciplines and experience levels who had worked with one or more undergraduate teaching assistants. The data revealed that while the faculty participants did appreciate receiving logistical assistance with Service-Learning, they also benefited from partnering with students as colleagues who supported their teaching more broadly. We also found that faculty viewed the partnership in different ways depending on their level of experience with Service-Learning pedagogy.
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Duffy, Alex H. B., and Sandra M. Duffy. "Learning for design reuse." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 10, no. 2 (April 1996): 139–42. http://dx.doi.org/10.1017/s0890060400001396.

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Over the past decade “design assistance,” that is, where the computer is viewed as an Intelligent Design Assistant (IDA) (MacCallum et al., 1987), has emerged in knowledge based design support and has formed the basic research strategy for the CAD Centre, University of Strathclyde, since the mid-1980s. Within this philosophy, an IDA would act as a colleague to a designer, providing guidance, learning from past design experiences, carrying out semi- and fully-automated tasks, explaining its reasoning and in essence complementing the designer's own natural skills, and thus leaving the ultimate decision-making, control, and responsibility with the designer (Fig. 1).
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Dissertations / Theses on the topic "Learning assistance"

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Pardue, Laurel S. "Violin augmentation techniques for learning assistance." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/25934.

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Learning violin is a challenging task requiring execution of pitch tasks with the left hand using a strong aural feedback loop for correctly adjusting pitch, concurrent with the right hand moving a bow precisely with correct pressure across strings. Real-time technological assistance can help a student gain feedback and understanding helpful for learning and maintaining motivation. This thesis presents real-time low-cost low-latency violin augmentations that can be used to assist learning the violin along with other real-time performance tasks. To capture bow performance, we demonstrate a new means of bow tracking by measuring bow hair de ection from the bow hair being pressed against the string. Using near- eld optical sensors placed along the bow we are able to estimate bow position and pressure through linear regression from training samples. For left hand pitch tracking, we introduce low cost means for tracking nger position and illustrate the combination of sensed results with audio processing to achieve high accuracy low-latency pitch tracking. We subsequently verify our new tracking methods' e ectiveness and usefulness demonstrating low-latency note onset detection and control of real-time performance visuals. To help tackle the challenge of intonation, we used our pitch estimation to develop low latency pitch correction. Using expert performers, we veri ed that fully correcting pitch is not only disconcerting but breaks a violinist's learned pitch feedback loop resulting in worse asplayed performance. However, partial pitch correction, though also linked to worse as-played performance, did not lead to a signi cantly negative experience con rming its potential for use to temporarily reduce barriers to success. Subsequently, in a study with beginners, we veri ed that when the pitch feedback loop is underdeveloped, automatic pitch correction did not signi cantly hinder performance, but o ered an enjoyable low-pitch error experience and that providing an automatic target guide pitch was helpful in correcting performed pitch error.
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Chauhan, Raghuraj Jitendra. "Towards Naturalistic Exoskeleton Glove Control for Rehabilitation and Assistance." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/104113.

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This thesis presents both a control scheme for naturalistic control of an exoskeleton glove and a glove design. Exoskeleton development has been focused primarily on design, improving soft actuator and cable-driven systems, with only limited focus on intelligent control. There is a need for control that is not limited to position or force reference signals and is user-driven. By implementing a motion amplification controller to increase weak movements of an impaired individual, a finger joint trajectory can be observed and used to predict their grasping intention. The motion amplification functions off of a virtual dynamical system that safely enforces the range of motion of the finger joints and ensures stability. Three grasp prediction algorithms are developed with improved levels of accuracy: regression, trajectory, and deep learning based. These algorithms were tested on published finger joint trajectories. The fusion of the amplification and prediction could be used to achieve naturalistic, user-guided control of an exoskeleton glove. The key to accomplishing this is series elastic actuators to move the finger joints, thereby allowing the wearer to deflect against the glove and inform the controller of their intention. These actuators are used to move the fingers in a nine degree of freedom exoskeleton that is capable of achieving all the grasps used most frequently in daily life. The controllers and exoskeleton presented here are the basis for improved exoskeleton glove control that can be used to assist or rehabilitate impaired individuals.
Master of Science
Millions of Americans report difficulty holding small or even lightweight objects. In many of these cases, their difficulty stems from a condition such as a stroke or arthritis, requiring either rehabilitation or assistance. For both treatments, exoskeleton gloves are a potential solution; however, widespread deployment of exoskeletons in the treatment of hand conditions requires significant advancement. Towards that end, the research community has devoted itself to improving the design of exoskeletons. Systems that use soft actuation or are driven by artificial tendons have merit in that they are comfortable to the wearer, but lack the rigidity required for monitoring the state of the hand and controlling it. Electromyography sensors are also a commonly explored technology for determining motion intention; however, only primitive conclusions can be drawn when using these sensors on the muscles that control the human hand. This thesis proposes a system that does not rely on soft actuation but rather a deflectable exoskeleton that can be used in rehabilitation or assistance. By using series elastic actuators to move the exoskeleton, the wearer of the glove can exert their influence over the machine. Additionally, more intelligent control is needed in the exoskeleton. The approach taken here is twofold. First, a motion amplification controller increases the finger movements of the wearer. Second, the amplified motion is processed using machine learning algorithms to predict what type of grasp the user is attempting. The controller would then be able to fuse the two, the amplification and prediction, to control the glove naturalistically.
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Cullis, Janet Iris. "Perceptions of the role of the learning assistance teacher." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29586.

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A relationship between the perceptions of the Learning Assistance Teacher (LAT), the Classroom Teacher, the School Principal and the District Staff of the role of the LAT is examined through the use of a questionnaire employing a Likert-type scale. The study explored, described and attempted to compare the perceptions of these key observers in one school district in British Columbia. This study involved a comparative study method. Questionnaires were sent to key observers to obtain their perceptions of the role of the LAT within their school. The individuals represented two levels of district organizational structure - within school personnel and district personnel. The within school personnel could be further sub-divided into administrative and teaching personnel. The data were analyzed descriptively, a comparative analysis between the key observers was taken, the inter-group correlation for the key observers was examined, and the relative ranking of responses for the four groups was examined. It is argued that these findings can be attributed, in part, to the speculative conclusions in the following areas: 1. The consultation area of the LAT role is still a significant problem. 2. The out-of-school and within-school groups have differing perceptions. 3. The within-school personnel have highly correlated perceptions which may be due to the level of inservice training and/or written district policy and school objectives and goals for the LAT. 4. The increased level of education for the classroom teacher and LAT may have led to an increasing commonality of perception of the LAT role. 5. This district rates consultation and cooperative planning much higher than Dugoff, Ives and Shotel's (1985) research. This may be due to the increasing trend to service children with mild handicaps within the regular classroom. This district is moving toward total integration. Further research is needed to see to what extent the perceived role matches the actual role, what the desired or preferred role of the LAT is for these key observers, and what value the role has on learner outcomes. Possible pilot studies of other ways to meet students needs are suggested.
Arts, Faculty of
Psychology, Department of
Graduate
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SELLERS, DEANNA LYNN. "COACHING EXPERIENCE: INSTRUCTIONAL ASSISTANCE FOR CHANGE." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147742193.

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Peach, Deborah, and n/a. "Improving the Provision of Learning Assistance Services in Higher Education." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040319.163140.

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This study is motivated by the need to look continually for ways to improve Griffith University’s learning assistance services so that they meet the changing needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigate the development and transformation of learning assistance services at Griffith University, one of Australia's largest multi-campus universities. Cultural-historical activity is a powerful theoretical framework that acknowledges the importance of dimensions such as cultural context, local setting, collective understanding, and the influence of historical variables on interactions in settings. Expansive visibilisation is a practical four-stage process that was used in this study to make visible and analysable the work context of the Learning Assistance Unit. The study uses these conceptual tools to illustrate how learning assistance services at the University have moved through several stages of historical development and that historical variables, such as the political setting and physical location of services continue to influence current work practices. The investigation involved gathering data through interviews and focus group discussions with key stakeholders in order to map the University's Learning Assistance Unit as an activity system that appears to have separated out from the overall activity system of the University. It involved making visible problems and tensions in the activity system, and identifying ways of improving future practice. The study reveals problem clusters and underlying tensions amongst the interacting activity systems of the Learning Assistance Unit, faculty, library and student. These problem clusters relate to different understandings about the purpose of the Learning Assistance Unit and the role of the learning adviser, the difficulties in offering a quality service on a restricted budget, and tensions between contextualised and de-contextualised learning assistance. The study suggests that resolving these tensions depends on staff taking an active role in critically examining their practice, in particular the way that they collaborate with key stakeholders in the learning environment. The dissertation concludes by suggesting that one way forward is to expand the activity system on its socio-spatial, temporal, moral-ideological, and systemic-developmental dimensions (Engeström, 1999c).
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Adhikari, Bhisma. "Intelligent Simulink Modeling Assistance via Model Clones and Machine Learning." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1627040347560589.

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Yetter, Georgette. "Acceptability of a student assistance team procedure to school staff." Diss., [Lincoln, Neb. : University of Nebraska-Lincoln], 2003. http://www.unl.edu/libr/Dissertations/2003/YetterDis.pdf.

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Demilew, Selameab. "3D Object Detection for Advanced Driver Assistance Systems." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42343.

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Robust and timely perception of the environment is an essential requirement of all autonomous and semi-autonomous systems. This necessity has been the main factor behind the rapid growth and adoption of LiDAR sensors within the ADAS sensor suite. In this thesis, we develop a fast and accurate 3D object detector that converts raw point clouds collected by LiDARs into sparse occupancy cuboids to detect cars and other road users using deep convolutional neural networks. The proposed pipeline reduces the runtime of PointPillars by 43% and performs on par with other state-of-the-art models. We do not gain improvements in speed by compromising the network's complexity and learning capacity but rather through the use of an efficient input encoding procedure. In addition to rigorous profiling on three different platforms, we conduct a comprehensive error analysis and recognize principal sources of error among the predicted attributes. Even though point clouds adequately capture the 3D structure of the physical world, they lack the rich texture information present in color images. In light of this, we explore the possibility of fusing the two modalities with the intent of improving detection accuracy. We present a late fusion strategy that merges the classification head of our LiDAR-based object detector with semantic segmentation maps inferred from images. Extensive experiments on the KITTI 3D object detection benchmark demonstrate the validity of the proposed fusion scheme.
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Watters, Bernard J. W. "Change, closing the circle to a collaborative learning community : leading, loving, learning : an elementary classroom approach to learning assistance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ41840.pdf.

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Adams, Joshua. "The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67952/.

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The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010 semester and determine whether or not their personal learning styles influenced the way they designed and developed out-of-class study sessions. The total population of supplemental instruction leaders was 37, of which 24 were eligible to participate in the study. Of the 24 eligible supplemental instruction leaders, 20 completed the entire study. Participants in the study included nine male and 11 female supplemental instruction leaders with a median age of 22.25 years-old. Seventeen participants indicated their classification as senior, two as junior, and one as sophomore. Of the participants, 16 indicated white as a race or ethnicity, one indicated Asian, two indicated African American, and one indicated both American Indian/Alaska Native and white. Supplemental instruction leader learning style was assessed using the Kolb Learning Style Inventory. Leaders were then interviewed, and their study sessions were analyzed. Through triangulation of data from learning style, interviews and actual study session documents, four major themes emerged. The four themes were: 1) incorporation of personal experience into study session design, 2) the sense of impact on student learning, 3) a feeling of the need to incorporate varied activities into study session design, and 4) the concept that students must take ownership over their own learning. No consistent pattern emerged among the themes; however, the results attributed out-of-class study session design to both the incorporation of personal learning style preferences as identified through the Kolb Learning Style Inventory and training conducted by the institution. Implications for future research include the need for continued research addressing how and if supplemental instruction leader learning style influences out-of-class study session design. Also, as institutions of higher education seek to expand academic support services to all students, future research should explore supplemental instruction leader training and the impact such training has on students seeking support from the supplemental instruction program.
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Books on the topic "Learning assistance"

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Ohio. Dept. of Education. Intervention assistance teams. Columbus, OH: Dept. of Education, 1985.

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Washington (State). Legislature. Legislative Budget Committee. K-12 learning assistance program fiscal study. Olympia, WA (506 E. 16th Ave., S.E., Olympia 98501-2323): The Committee, 1995.

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Learning from Iraq. [Arlington, VA]: Special Inspector General for Iraq Reconstruction, 2013.

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Aiding Democracy Abroad: The Learning Curve. Washington, DC: Carnegie Endowment for International Peace, 1999.

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Zou, Bin. Explorations of language teaching and learning with computational assistance. Hershey, PA: Information Science Reference, 2012.

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Tilton, Douglas J. USAID in South Africa: Learning lessons, continuing debates. Washington, D.C: Africa Policy Information Center, 1996.

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1944-, Silverman Sharon L., ed. Learning assistance and developmental education: A guide for effective practice. San Francisco: Jossey-Bass Publishers, 1996.

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Little, Angela. Education, learning, aid and development. Tokyo: Sophia Univ., Institute of Comparative Culture, Advanced Development Management Program, 1995.

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Eileen, Kane, and World Bank, eds. Bridging diversity: Participatory learning for responsive development. Washington, DC: World Bank, 2006.

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Staples, Eugene S. Forty years, a learning curve: The Ford Foundation programs in India, 1952-1992. New Delhi: Ford Foundation, 1992.

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Book chapters on the topic "Learning assistance"

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Bihlmaier, Andreas. "Intraoperative Robot-Based Camera Assistance." In Learning Dynamic Spatial Relations, 185–208. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14914-7_6.

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Ferrer, Gonzalo, Anaís Garrell, Michael Villamizar, Iván Huerta, and Alberto Sanfeliu. "Robot Interactive Learning through Human Assistance." In Multimodal Interaction in Image and Video Applications, 185–203. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35932-3_11.

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Liang, Xiaohua, Lixian Jin, and Martin Cortazzi. "Peer Assistance in an English Immersion Context in China." In Researching Intercultural Learning, 99–116. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137291646_6.

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Xu, Ningyi, Guoqing Zhao, Huiling Chen, and Leisi Pei. "The Colored Concept Map and Its Application in Learning Assistance Program." In Hybrid Learning, 198–209. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32018-7_19.

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Kise, Koichi. "Deeply Sensing Learners for Better Assistance." In Positive Learning in the Age of Information, 373–85. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-19567-0_22.

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Urdiales, Cristina, Jose Manuel Peula, Manuel Fernández-Carmona, and Francisco Sandoval. "Learning-Based Adaptation for Personalized Mobility Assistance." In Case-Based Reasoning Research and Development, 329–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39056-2_24.

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Prithvi Krishna, C., and C. Bharatiraja. "Deep Learning-Based Autonomous Drone(s) Assistance." In Advances in Automation, Signal Processing, Instrumentation, and Control, 2079–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8221-9_193.

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Hong, Jer Lang. "WikiDoc—Integrating Wikipedia Semantic for Document Assistance." In Redesigning Learning for Greater Social Impact, 239–48. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4223-2_22.

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Thai, Le Vinh, Stéphanie Jean-Daubias, Marie Lefevre, and Blandine Ginon. "Model of Articulation Between Elements of a Pedagogical Assistance." In Adaptive and Adaptable Learning, 656–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_85.

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Winterstein, Karin, Lisa Keller, Karsten Huffstadt, and Nicholas H. Müller. "Acceptance of Social and Telepresence Robot Assistance in German Households." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 326–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_22.

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Conference papers on the topic "Learning assistance"

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Kravčík, Miloš. "Adaptive Workplace Learning Assistance." In the 23rd International Workshop. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3345002.3349294.

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Raievska, Yana, and Liudmyla Melnyk. "SOCIAL ASSISTANCE TO THE ELDERLY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0431.

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Guettat, Belhassen, and Ramzi Farhat. "Assistance system for personal learning environments." In 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). IEEE, 2017. http://dx.doi.org/10.1109/icta.2017.8336046.

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Scobee, Dexter R. R., Vicenc Rubies Royo, Claire J. Tomlin, and S. Shankar Sastry. "Haptic Assistance via Inverse Reinforcement Learning." In 2018 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, 2018. http://dx.doi.org/10.1109/smc.2018.00262.

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Basharat, Shameen, and Sapna Jain. "Alternate Vision Assistance Using Deep Learning." In Proceedings of the 2nd International Conference on ICT for Digital, Smart, and Sustainable Development, ICIDSSD 2020, 27-28 February 2020, Jamia Hamdard, New Delhi, India. EAI, 2021. http://dx.doi.org/10.4108/eai.27-2-2020.2303117.

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Todorov, J., S. Stoyanov, V. Valkanov, B. Daskalov, and I. Popchev. "Learning Intelligent System for Student Assistance - LISSA." In 2016 IEEE 8th International Conference on Intelligent Systems (IS). IEEE, 2016. http://dx.doi.org/10.1109/is.2016.7737397.

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Durgadevi, S., K. Thirupurasundari, C. Komathi, and S. Mithun Balaji. "Smart Machine Learning System for Blind Assistance." In 2020 International Conference on Power, Energy, Control and Transmission Systems (ICPECTS). IEEE, 2020. http://dx.doi.org/10.1109/icpects49113.2020.9337031.

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Gupta, Megha, and Gunjan Batra. "Investigation of Machine Learning Assistance to Education." In 2021 5th International Conference on Computing Methodologies and Communication (ICCMC). IEEE, 2021. http://dx.doi.org/10.1109/iccmc51019.2021.9418364.

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Nithya Priya, S., G. Swadesh, K. M. Thirivikraman, Mohammed Vazeer Ali, and M. Ranjith Kumar. "Autonomous Supermarket Robot Assistance using Machine Learning." In 2021 7th International Conference on Advanced Computing and Communication Systems (ICACCS). IEEE, 2021. http://dx.doi.org/10.1109/icaccs51430.2021.9441833.

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Poon, James, Yunduan Cui, Jaime Valls Miro, and Takamitsu Matsubara. "Learning Mobility Aid Assistance via Decoupled Observation Models." In 2018 15th International Conference on Control, Automation, Robotics and Vision (ICARCV). IEEE, 2018. http://dx.doi.org/10.1109/icarcv.2018.8581375.

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Reports on the topic "Learning assistance"

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Aiken, Emily, Suzanne Bellue, Dean Karlan, Christopher Udry, and Joshua Blumenstock. Machine Learning and Mobile Phone Data Can Improve the Targeting of Humanitarian Assistance. Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29070.

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Vilalta, Ricardo. Meta-Learning Assistants Using a Novel Characterization of Data Landscapes. Fort Belvoir, VA: Defense Technical Information Center, December 2010. http://dx.doi.org/10.21236/ada546956.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.

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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana (RTB) seed systems as a means to understand the systems themselves and the possibilities of improving gender-related interventions in the potato seed system; and 3) to develop farmers’ leadership skills to facilitate women’s active involvement in project activities. Results of the project assessment identified certain constraints on gender mainstreaming in the potato seed system: a low level of female participation in decision-making processes, women’s limited access to finances that would enable their greater involvement in larger scale potato farming, and a low awareness of potato seed systems and of possible female involvement in associated activities. Significantly, the perception of gender roles and stereotypes differs from region to region in Georgia; this difference is quite pronounced in the target municipalities of Kazbegi, Marneuli, and Akhalkalaki, with the last two having populations of ethnic minorities (Azeri and Armenian, respectively). For example, in Marneuli, although women are actively involved in potato production, they are not considered farmers but mainly as assistants to farmers, who are men. This type of diversity (or lack thereof) results in a different understanding of gender mainstreaming in the potato seed system as well. Based on the training results obtained in three target regions—Akhalkalaki, Akhaltsikhe, and Marneuli—it is evident that women are keen on learning new technologies and on acquiring updated agricultural information, including on potato production. It is also clear that women spend as much time as men do on farming activities such as potato production, particularly in weeding and harvesting. However, women are heavily burdened with domestic work, and they are not major decision-makers with regard to potato variety selection, agricultural investments, and product sales, nor with the inclusion of participants in any training provided. Involving women in project activities will lead to greater efficiency in the potato production environment, as women’s increased knowledge will certainly contribute to an improved production process, and their new ideas will help to improve existing production systems, through which women could also gain confidence and power. As a general recommendation, it is extremely important to develop equitable seed systems that take into consideration, among other factors, social context and the cultural aspects of local communities. Thus, understanding male and female farmers’ knowledge may promote the development of seed systems that are sustainable and responsive to farmers’ needs and capacities.
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