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Dissertations / Theses on the topic 'Learning assistance'
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1
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
4
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 Universitys 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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Lecuyer, Gurvan. "Analyse automatique et assistance à l'annotation des processus chirurgicaux basées Deep Learning." Thesis, Rennes 1, 2020. http://www.theses.fr/2020REN1S061.
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La salle d’opération a profité de nombreuses avancées technologiques majeures touchant jusqu’aux pratiques médicales comme dans le cas des chirurgies minimalement invasives. Les nombreux appareils médicaux rendent les interventions plus précises. Cependant, de nombreux challenges restent cependant sans réponse technique. En 2004, un groupe de travail nommé « OR2020 » s’est réuni pour identifier ces challenges et imaginer la salle d’opération du futur intelligente et connectée. Les réseaux de neurones artificiels sont au cœur du développement des systèmes intelligents, ils requièrent des milliers de données annotées pour être entraînés. L’annotation est une tâche fastidieuse qui peut être compliquée comme dans le cas des données médicales où les connaissances nécessaires requièrent l’intervention de médecins. Dans cette thèse, nous avons mené des travaux pour analyser et identifier les erreurs de prédictions faites par des réseaux de neurones sur la tâche de reconnaissance de processus chirurgicaux. Nous avons proposé une catégorisation de ces erreurs de prédiction permettant de couvrir 100 % des cas rencontrés. En se basant sur cette analyse, nous avons développé deux méthodes de détection automatique des erreurs de prédiction pour la tâche de reconnaissance des processus chirurgicaux. Ces méthodes ont été utilisées pour pré-annoter les vidéos chirurgicales et ont été intégrées dans un logiciel d’annotation de processus chirurgicaux. Deux tests utilisateurs ont été conduits et ont montrés une accélération de l’annotation de l’ordre de dix minutes et d’une amélioration de la précision des annotations de 1% pour les phases et de 7% pour les étapesThe operating room benefited from many technological breakthroughs changing medical practice like for minimally invasive surgery or robot assisted surgery. The various medical devices allow to perform more accurate interventions. However, many challenges remain unexplored. In 2004, a workshop named “OR2020” was led to identify these challenges and to imagine the future operating room, smart and connected. Neural networks are the heart of intelligent systems, they require thousands of annotated data to be train. Annotation is a tedious task which might be complicated. In the case of medical data, the annotation process required a very specific knowledge provided by surgeons. In this thesis, we conducted studies to analysis and to identify prediction errors made by neural networks on the surgical workflow recognition problem. We proposed a categorization of those mistakes which covered 100% of error cases. Based on this analysis, we developed two methods to detect automatically prediction errors on the task of surgical workflow recognition. Those methods were used to pre-annotate surgical videos and have been implemented in an annotation software. Two user studies were conducted and showed the system fastened the annotation process by ten minutes and allowed to increase the annotation accuracy by 1% for the phases and by 7% for the steps
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Shakeel, Amlaan. "Service robot for the visually impaired: Providing navigational assistance using Deep Learning." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500647716257366.
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Reza, Tasmia. "Object Detection Using Feature Extraction and Deep Learning for Advanced Driver Assistance Systems." Thesis, Mississippi State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841471.
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A comparison of performance between tradition support vector machine (SVM), single kernel, multiple kernel learning (MKL), and modern deep learning (DL) classifiers are observed in this thesis. The goal is to implement different machine-learning classification system for object detection of three-dimensional (3D) Light Detection and Ranging (LiDAR) data. The linear SVM, non linear single kernel, and MKL requires hand crafted features for training and testing their algorithm. The DL approach learns the features itself and trains the algorithm. At the end of these studies, an assessment of all the different classification methods are shown.
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Soh, Harold Soon Hong. "Online spatio-temporal learning and prediction for adaptive robotic systems : applications in tactile classification and learning assistance by demonstration." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/17836.
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Successful biological systems adapt to change. Humans, for example, are capable of continual self-improvement and gain new skills with experience. Similar online learning characteristics would enable robotic systems to autonomously improve their capabilities over time. In this thesis, we focus on the problem of iteratively learning from multivariate time-series; the "raw material" that we use to make inferences about the future. We adopt a combined approach: gaining inspiration from biological systems, in particular recurrent neural networks, and merging these ideas with recent advances in statistical machine learning. The resulting algorithm --- the online echo-state Gaussian process (OESGP) --- learns in an online manner, produces predictive distributions and attains state-of-the-art results on a variety of benchmark problems. We further extend this method to networks of "infinite size" through a recursive kernel with automatic relevance determination. This allows for online optimisation of the hyper-parameters through stochastic natural gradient descent, which improves adaptability and alleviates the problem of reservoir parameter specification. Using this online infinite ESGP (OIESGP) as a building block, we address two challenging problems in robotics: online tactile learning using the iCub humanoid platform and smart mobility assistance on the ARTY smart wheelchair. For the former, we develop online generative and discriminative classifiers that learn new objects "on-the-fly" and refine older models with new sensory input. For the latter, we adopt a novel approach by applying imitation learning to derive assistive policies. We present an OIESGP-based probabilistic mixture model for learning when and how to appropriately assist, and demonstrate its effectiveness in simulation and real-world experiments with human subjects.
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Thauberger, Carolyn G. "Exploring learning assistance teachers’ needs, supports, and challenges in accessing information about reading instruction." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33913.
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This exploratory study investigated the needs, supports, and challenges of learning assistance teachers (LATs) in the Canadian provinces of Saskatchewan and British Columbia (BC), as they sought to develop expertise about reading instruction. Interactions were examined between needs, supports, and challenges, and three contextual factors: (1) distance from a major university, (2) provincial use of LAT qualification standards, and (3) LAT teaching experience.
Fifty LATs were interviewed, half of these from the three school districts in each province. Districts were located approximately one, two, or three hours travel distance from a university. Also interviewed were administrators responsible for learning assistance in each district and one education ministry representative from each province with similar responsibility.
The data showed LATs spent at least half of their time on reading instruction, yet many felt unprepared for this task when hired. After employment, almost all accessed formal and informal learning opportunities about reading instruction. They wanted more information about reading assessment and instruction before they were hired, and continuous information afterward regarding areas of individual need and about new research, methods, and materials. The expectation that LATs should be expert teachers was among the most consistent of reported supports. LATs said this expectation could be enhanced by the use of provincial standards of LAT qualification. LATs were most challenged by time, costs, and travel. Variations in distance, application of standards, and LAT experience also impacted learning needs and choices.
One set of study recommendations came from LATs themselves, and another more interpretive list suggested principles, program types, and actions that could also positively impact LAT expertise. These can be used to enhance LAT access to knowledge in these provinces and elsewhere and thus may positively impact the supply of expert teachers for reading support roles.
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Osborne, Sally, and n/a. "Preferences of pupils and teachers for service delivery of learning assistance in ACT High Schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050816.100411.
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Students who have learning difficulties generate a resource to assist
them with their schoolwork. This resource has been delivered in a number
of different ways. In the last decade the introduction of inclassroom
assistance has been adopted in several states in Australia including the
Australian Capital Territory. This method of service delivery of the
resource has been considered to be helpful as it allows the student to
remain in the classroom while still receiving the necessary assistance.
The proponents of this delivery method believe that the students prefer
remain in the classroom. Critics of this delivery method consider that it
is not easy to address basic skill deficits in the classroom and that
students find being helped in the classsroom embarrassing. This study
examines the preference for service delivery model of three groups of
population, students, classroom teachers and teachers of students with
learning difficulties. A survey was used to ascertain the preference of
these three groups, why they preferred a model, which model they
regarded as most efficacious and why. Other specific questions were
asked of each group. Interviews were also conducted with ten percent of
each group and also with the principal and the counsellor from each
school. Some illumination of school climate and other variables which
may affect data was sought from the interviews. Teachers were found to
prefer a mixed model of service. Students' results showed a preference
for two models over a third, small classes, which was not favoured.
Students also saw these two models as most efficacious. Interviews
revealed a satisfaction with the service amongst students but some
concerns about the delivery of the service and the decision making
processes amongst teachers.
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Thorsen, Frances G. "Battle-cries from the front lines, a hermeneutic dialogue with a secondary learning assistance teacher." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0009/MQ48219.pdf.
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Kock, David Padavil George. "Teacher assistance teams a case study of best practices at the elementary school level /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804933.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 12, 2006. Dissertation Committee: George Padavil (chair), Paul Baker, James Palmer, Mark Swerdlik. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.
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GILMER, JAMES FREDERICK. "FACTORS RELATED TO THE SUCCESS AND FAILURE OF TEACHER ASSISTANCE TEAMS IN ELEMENTARY SCHOOLS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188066.
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The purpose of this study was to identify team development activities which occurred in public elementary schools during the implementation year of the Teacher Assistance Team (TAT) and determine if there were any significant differences between highly effective and less effective teams. The sample under study consisted of 42 elementary schools which were implementing the Teacher Assistance Team model during the 1983-84 school year. A questionnaire survey instrument was used to obtain information from the schools regarding team development activities. School staff were asked to respond to eight general areas thought to impact upon the adoption of the Teacher Assistance Team model in the school. These areas were level of service delivered, effectiveness of service delivered, personnel training, team membership, scheduling of meetings, principals' support strategies, technical assistance needs, and teacher reactions to the team process. Statistical analysis revealed the high and low service teams did not differ significantly in school enrollment, personnel trained, scheduling of team meetings, or 26 of the 27 support strategies employed by building principals. However, the analysis indicated significant differences between the high and low service levels. The high service teams operated for a larger proportion of the months possible; served a larger proportion of the student enrollment; and considered more cases per month and per team than did the low service teams. Additionally, the high service teams attempted to resolve a larger proportion of team development problems and actually resolved more problems than the low service teams. Building principals among the high service teams demonstrated more of a commitment to the team process by personally selecting team members and requiring that teachers experiencing learning or behavior problems in the classroom refer to the team for assistance. The results of this study hold implications for teachers and school administrators. Recommendations were developed enabling state and local educational agency personnel and building principals to increase the effectiveness of Teacher Assistance teams during the first year of the team's operation in the school. Future research is directed to address three outcomes of the team process. These are: referral and cost effectiveness; classroom intervention; and teacher satisfaction.
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Candalh-Touta, Ninon. "Assistance à l'Apprentissage de la Dextérité en Laparoscopie." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUS297.
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La chirurgie laparoscopique est une chirurgie mini-invasive qui est devenue un standard pour certaines procédures tant elle présente de nombreux avantages pour le patient d'un point de vue esthétique et rémission post-opératoire. Malheureusement, la chirurgie laparoscopique s'accompagne aussi de difficultés d'ordre mécanique, visuel et ergonomique. L'apprentissage de cette chirurgie est alors long et difficile pour les internes en école de médecine. Traditionnellement, l'apprentissage se déroule au bloc opératoire, les internes assistant le chirurgien en naviguant la caméra par exemple. L'apprentissage sur patient réel est cependant stressant et ne laisse pas la possibilité de répéter les gestes. Selon la procédure, la courbe d'apprentissage peut-être très lente avec des conséquences sanitaires et financières significatives. Dans ces conditions, l'apprentissage en dehors du bloc opératoire devient nécessaire et des simulateurs de laparoscopie ont été développés. Malheureusement, les restrictions budgétaires et réglementaires ne permettent pas d'avoir des séances d'entrainement efficaces en dehors de la salle d'opération. Ainsi, la thèse présentée porte sur l'amélioration de la formation à la chirurgie laparoscopique lors de ces séances sur simulateur en dehors du bloc opératoire. Tout d'abord, il est apparu dans nos recherches que, durant les séances d'entrainement, les élèves étaient peu guidés dans leurs gestes et qu'ils n'avaient pas de retour quantitatif sur leur performance. Nous avons donc implémenté dans un premier temps un guidage kinesthésique qui se comporte comme un guide virtuel pour l'élève. Puis nous avons implémenté deux retours sensoriels (visuel et tactile) pour avoir cette fois-ci des élèves actifs dans la correction du geste laparoscopique. Ensuite, nous avons remarqué que l'élève lui-même est très peu considéré lors des séances d'entrainement où les exercices pratiqués sont standardisés. Nous avons alors proposé deux pistes pouvant mener à un apprentissage personnalisé : - Considérer les capacités psychomotrices des internes dans le processus d'apprentissage afin d'homogénéiser les groupes d'internes et faciliter l'enseignement ; - Décomposer les difficultés de la laparoscopie afin de palier le problème d'absence de gradualité des séances d'entrainement classiquesLaparoscopic surgery is a minimally invasive surgery that becomes a standard for some procedures as its many benefits for the patient (esthetic and postoperative remission). Unfortunately, laparoscopic surgery also comes with mechanical, visual and ergonomic difficulties. Consequently, the learning of this surgery is long and difficult for the students in medical school. Traditionally, learning takes place in the operating room (ex: students assist the surgeon by navigating the camera). Operating a real patient is, however, very stressful and does not allow the possibility of repeating gestures. Depending on the procedure, the learning curve may be very slow with significant health and financial consequences. Under these conditions, learning outside of the operating room becomes necessary and laparoscopic simulators have been developed. Unfortunately, budget and time restrictions do not allow for effective training sessions outside of the operating room. Thus, the thesis presented concerns the improvement of laparoscopic surgery training during these simulator sessions outside of the operating room. First of all, it appeared in our research that during the training sessions, the students were not very guided in their actions and that they had no quantitative feedback on their performance. We first implemented a kinesthetic guidance as a virtual teacher for the student. Then we implemented two sensory feedbacks (visual and tactile) to have more active students in the correction of the laparoscopic gesture. Then we noticed that the student himself is not considered during the training sessions where the exercises are complex. Thus, we proposed two ideas to personalized the learning : - Consider the psychomotor skills of the students in the learning process in order to homogenize the groups of students and facilitate the teaching ; - Decompose the difficulties of laparoscopy to overcome the problem of lack of gradual training sessions
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Leong, Koay Teng. "A study of the attitudes and perceptions of learning assistance and regular teachers towards inclusive education /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17782.pdf.
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Bertilone, Donna Marie. "Learning from mistakes : the convergence of non-government organizations and official development assistance organizations development approaches /." Title page, abstract and contents only, 1992. http://web4.library.adelaide.edu.au/theses/09AR/09arb543.pdf.
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Yu, Wentao. "Intelligent telerobotic assistance for enhancing manipulation capabilities of persons with disabilities." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000479.
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Gheorghe, I. V. "Semantic segmentation of terrain and road terrain for advanced driver assistance systems." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/42ddefa0-42d3-4e6e-81d4-7b84452652a5/1.
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Modern automobiles and particularly those with off-road lineage possess subsystems that can be configured to better negotiate certain terrain types. Different terrain classes amount to different adherence (or surface grip) and compressibility properties that impact vehicle ma-noeuvrability and should therefore incur a tailored throttle response, suspension stiffness and so on. This thesis explores prospective terrain recognition for an anticipating terrain response driver assistance system. Recognition of terrain and road terrain is cast as a semantic segmen-tation task whereby forward driving images or point clouds are pre-segmented into atomic units and subsequently classified. Terrain classes are typically of amorphous spatial extent con-taining homogenous or granularly repetitive patterns. For this reason, colour and texture ap-pearance is the saliency of choice for monocular vision. In this work, colour, texture and sur-face saliency of atomic units are obtained with a bag-of-features approach. Five terrain classes are considered, namely grass, dirt, gravel, shrubs and tarmac. Since colour can be ambiguous among terrain classes such as dirt and gravel, several texture flavours are explored with scalar and structured output learning in a bid to devise an appropriate visual terrain saliency and predictor combination. Texture variants are obtained using local binary patters (LBP), filter responses (or textons) and dense key-point descriptors with daisy. Learning algorithms tested include support vector machine (SVM), random forest (RF) and logistic regression (LR) as scalar predictors while a conditional random field (CRF) is used for structured output learning. The latter encourages smooth labelling by incorporating the prior knowledge that neighbouring segments with similar saliency are likely segments of the same class. Once a suitable texture representation is devised the attention is shifted from monocular vision to stereo vision. Sur-face saliency from reconstructed point clouds can be used to enhance terrain recognition. Pre-vious superpixels span corresponding supervoxels in real world coordinates and two surface saliency variants are proposed and tested with all predictors: one using the height coordinates of point clouds and the other using fast point feature histograms (FPFH). Upon realisation that road recognition and terrain recognition can be assumed as equivalent problems in urban en-vironments, the top most accurate models consisting of CRFs are augmented with composi-tional high order pattern potentials (CHOPP). This leads to models that are able to strike a good balance between smooth local labelling and global road shape. For urban environments the label set is restricted to road and non-road (or equivalently tarmac and non-tarmac). Ex-periments are conducted using a proprietary terrain dataset and a public road evaluation da-taset.
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Deng, Qi [Verfasser], and Dirk [Akademischer Betreuer] Söffker. "Improved machine learning approaches for individualized human assistance, supervision, and behavior prediction / Qi Deng ; Betreuer: Dirk Söffker." Duisburg, 2021. http://d-nb.info/1226092071/34.
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Lebis, Alexis. "Capitaliser les processus d'analyse de traces d'apprentissage : modélisation ontologique & assistance à la réutilisation." Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS523.
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Cette thèse en informatique porte sur la problématique de la capitalisation des processus d’analyse de traces d’apprentissage au sein de la communauté des Learning Analytics (LA). Il s’agit de permettre de partager, adapter et réutiliser ces processus d’analyse de traces. Actuellement, cette capitalisation est limitée par deux facteurs importants : les processus d’analyse sont dépendants des outils d’analyse qui les mettent en œuvre - leur contexte technique - et du contexte pédagogique pour lequel ils sont menés. Cela empêche de les partager, mais aussi de les ré-exploiter simplement en dehors de leurs contextes initiaux, quand bien même les nouveaux contextes seraient similaires. L’objectif de cette thèse est de fournir des modélisations et des méthodes permettant la capitalisation des processus d’analyse de traces d’apprentissage, ainsi que d’assister les différents acteurs de l’analyse, notamment durant la phase de réutilisation. Pour cela, nous répondons aux trois verrous scientifiques suivant : comment partager et combiner des processus d’analyse mis en œuvre dans différents outils d’analyse ? ; comment permettre de ré-exploiter un processus d’analyse existant pour répondre à un autre besoin d’analyse ? ; comment assister les différents acteurs lors de l’élaboration et de l’exploitation de processus d’analyse ? Notre première contribution, issue d’une synthèse de l’état de l’art, est la formalisation d’un cycle d'élaboration et d'exploitation des processus d'analyse, afin d'en définir les différentes étapes, les différents acteurs et leurs différents rôles. Cette formalisation est accompagnée d’une définition de la capitalisation et de ses propriétés. Notre deuxième contribution répond au premier verrou lié à la dépendance technique des processus d’analyse actuels, et à leur partage. Nous proposons un méta-modèle qui permet de décrire les processus d’analyse indépendamment des outils d’analyse. Ce méta-modèle formalise la description des opérations utilisées dans les processus d'analyse, des processus eux-mêmes et des traces utilisées, afin de s’affranchir des contraintes techniques occasionnées par ces outils. Ce formalisme commun aux processus d’analyse permet aussi d’envisager leur partage. Il a été mis en œuvre et évalué dans un de nos prototypes. Notre troisième contribution traite le deuxième verrou sur la ré-exploitation des processus d’analyse. Nous proposons un framework ontologique pour les processus d'analyse, qui permet d'introduire de manière structurée des éléments sémantiques dans la description des processus d'analyse. Cette approche narrative enrichit ainsi le formalisme précédent et permet de satisfaire les propriétés de compréhension, d’adaptation et de réutilisation nécessaires à la capitalisation. Cette approche ontologique a été mise en œuvre et évaluée dans un autre de nos prototypes. Enfin, notre dernière contribution répond au dernier verrou identifié et concerne de nouvelles pistes d’assistances aux acteurs, notamment une nouvelle méthode de recherche des processus d’analyse, s’appuyant sur nos propositions précédentes. Nous exploitons le cadre ontologique de l’approche narrative pour définir des règles d’inférence et des heuristiques permettant de raisonner sur les processus d’analyse dans leur ensemble (e.g. étapes, configurations) lors de la recherche. Nous utilisons également le réseau sémantique sous-jacent à cette modélisation ontologique pour renforcer l’assistance aux acteurs en leur fournissant des outils d’inspection et de compréhension lors de la recherche. Cette assistance a été mise en œuvre dans un de nos prototypes, et évaluée empiriquementThis thesis in computer science focuses on the problem of capitalizing analysis processes of elearning traces within the Learning Analytics (LA) community. The aim is to allow these analysis processes to be shared, adapted and reused. Currently, this capitalization is limited by two important factors: the analysis processes are dependent on the analysis tools that implement them - their technical context - and the pedagogical context for which they are conducted. This prevents them from being shared, but also from being simply reused outside their original contexts, even if the new contexts are similar. The objective of this thesis is to provide models and methods for the capitalisation of analysis processes of elearning traces, as well as to assist the various actors involved in the analysis, particularly during the reuse phase. To do this, we answer the following three scientific questions: how to share and combine analysis processes implemented in different analysis tools; how to reuse an existing analysis process to meet another analysis need; how to assist the different actors in the development and exploitation of analysis processes; and how to support them in the development and exploitation of analysis processes. Our first contribution, resulting from a synthesis of the state of the art, is the formalization of a cycle of elaboration and exploitation of the analysis processes, in order to define the different stages, the different actors and their different roles. This formalization is accompanied by a definition of capitalization and its properties. Our second contribution responds to the first barrier related to the technical dependence of current analysis processes and their sharing. We propose a meta-model that allows to describe the analysis processes independently of the analysis tools. This meta-model formalizes the description of the operations used in the analysis processes, the processes themselves and the traces used, in order to avoid the technical constraints caused by these tools. This formalism, common to the analysis processes, also makes it possible to consider their sharing. It has been implemented and evaluated in one of our prototypes. Our third contribution deals with the second lock on the reuse of analysis processes. We propose an ontological framework for analysis processes, which allows semantic elements to be directly introduced, in a structured way, during the description of analysis processes. This narrative approach thus enriches the previous formalism and makes it possible to satisfy the properties of understanding, adaptation and reuse necessary for capitalisation. This ontological approach was implemented and evaluated in another of our prototypes. Finally, our last contribution responds to the last lock identified and concerns new assistances to actors, in particular a new method of researching analysis processes, based on our previous proposals. We use the ontological framework of the narrative approach to define inference rules and heuristics to reason about the analysis processes as a whole (e.g. steps, configurations) during the research. We also use the semantic network underlying this ontological modeling to strengthen assistance to actors by providing them with inspection and understanding tools during the research. This assistance was implemented in one of our prototypes, and empirically evaluated
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Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.
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Thesis (Ph. D.)--Illinois State University, 1992.Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Ruge, Jenny M. "The nature and role of peer assistance in the literacy learning of children aged six and seven years /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030616.114905/index.html.
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Smith, Maurice Devoe Jr. "An Analysis of African American Farmer Participation in Virginia Cooperative Extension: An Emphasis on the Small Farm Outreach and Technical Assistance Program." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/19217.
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This research study examined African American farmer participation in Virginia Cooperative Extension as a step toward fully understanding the role participation plays in supporting African American farmers as legitimate learners within the Cooperative Extension system. This study, therefore, focused on exploring participation in African American farmer programs through the single case of Virginia Cooperative Extension\'s Small Farm Outreach and Technical Assistance Program. This program, which is housed at Virginia State University, aims to support minority farmers who have limited access to benefits from USDA programs. Historically, limited resource farmers have been challenged to gain full access to programs offered by Cooperative Extension. Using a qualitative case study design, individual interviews were conducted with African American farmers, extension specialists, small farm agents, and the program administrators. Two focus groups were conducted with the Small Farm Program agents and another with African American farmers that participated in the program. A review of the findings indicated that the Small Farm Outreach and Technical Assistance at Virginia State University provide various educational opportunities to African American farmers. The program provides one-on-one technical assistance, distribution of information, USDA loan application assistance, workshops and conferences, and networking. Participants stated that agents being "hands on" was a great way to talk and effectively provide assistance to them. The findings for the study characterized barriers relaying from challenges in the program to communication between program and farmers. Family motivation, technology, and the USDA were other unknown barriers that were revealed in the study.
The data suggest improvements for the program; first, the involvement of more farmers in the program planning of educational opportunities at Virginia State University would increase participation. Second, the current evaluation of strategies should be continued as a method of usage. However, a pre and post survey should be conducted to analyze and discover farmer\'s usage in modern to traditional communication systems. Third, providing additional technological advancement training to agents, specialists, and director to be more advance in the new age, and lastly at conferences and/or workshops, construct more engaging informative discussions on adult learning and farm family motivation factors.
Master of Science in Life Sciences
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McLaughlin, Jeremy P. "A statistical analysis of the effect of the Navy's Tuition Assistance program do distance learning classes make a difference? /." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FMcLaughlin.pdf.
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Thesis (M.S. in Manpower Systems Analysis)--Naval Postgraduate School, March 2010.Thesis Advisor(s): Mehay, Stephen. ; Pema, Elda. "March 2010." Author(s) subject terms: Tuition Assistance (TA) Program, retention, performance, Distance Learning (DL), method of instruction, passing rates. Includes bibliographical references (p. 71-72). Also available in print.
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Burnett, Bryant Whitney Rousseau. "Considerations for the Use of an Exoskeleton for Extremity Control and Assistance when Learning to Walk with Cerebral Palsy." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32388.
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Cerebral palsy is an occurrence in which the nerves and muscles if the body may function properly, but there is damage to the brain that causes it to transmit incorrect electrical impulses to the muscles including both too many and too few signals. Without the correct cohesive electrical impulses to balance the opposing muscles of a joint, normal everyday tasks that most of us take for granted become very difficult to learn and perform. As exoskeletons become more advanced and practical, their applications have a lot of room for growth. Cerebral Palsy is one portion of the medical field that can benefit from the development of exoskeletons. As demonstrated with modern rehabilitation techniques, the application of an exoskeleton has the possibility of making the learning process and performance of many tasks easier and faster for both the patient as well as the doctor working with them. However, in order to appropriately apply the technology to the need, many changes in both the controls and the actual physical design of current devices need to be addressed.
An exoskeleton for the purpose of helping cerebral palsy patients learn to walk is not limited to one specific form depending on the complexity of the tasks it is desired to assist with. However, there are a couple needs of this type of exoskeleton that are absolutely necessary. The size of the exoskeleton must be designed around the size of a child and not an adult. If the individual is learning to walk from the very beginning, the controls of the device will need to initially be able to take complete control over the individualâ s limbs to exercise the motions of walking. With the nature of an exoskeleton controlling the limbs of a person instead of simply assisting with current movements, the physical attachments of the exoskeleton must be improved from current designs in order to make movements of the exoskeleton and the body more parallel. Other features such as different muscle sensing techniques may also improve performance, but are not required. An exoskeleton that can help cerebral palsy patients learn to walk can also be applied to many other rehabilitation needs.
Master of Science
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Black, Kevin P. "Interactive Machine Assistance: A Case Study in Linking Corpora and Dictionaries." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5620.
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Machine learning can provide assistance to humans in making decisions, including linguistic decisions such as determining the part of speech of a word. Supervised machine learning methods derive patterns indicative of possible labels (decisions) from annotated example data. For many problems, including most language analysis problems, acquiring annotated data requires human annotators who are trained to understand the problem and to disambiguate among multiple possible labels. Hence, the availability of experts can limit the scope and quantity of annotated data. Machine-learned pre-annotation assistance, which suggests probable labels for unannotated items, can enable expert annotators to work more quickly and thus to produce broader and larger annotated resources more cost-efficiently. Yet, because annotated data is required to build the pre-annotation model, bootstrapping is an obstacle to utilizing pre-annotation assistance, especially for low-resource problems where little or no annotated data exists. Interactive pre-annotation assistance can mitigate bootstrapping costs, even for low-resource problems, by continually refining the pre-annotation model with new annotated examples as the annotators work. In practice, continually refining models has seldom been done except for the simplest of models which can be trained quickly. As a case study in developing sophisticated, interactive, machine-assisted annotation, this work employs the task of corpus-dictionary linkage (CDL), which is to link each word token in a corpus to its correct dictionary entry. CDL resources, such as machine-readable dictionaries and concordances, are essential aids in many tasks including language learning and corpus studies. We employ a pipeline model to provide CDL pre-annotations, with one model per CDL sub-task. We evaluate different models for lemmatization, the most significant CDL sub-task since many dictionary entry headwords are usually lemmas. The best performing lemmatization model is a hybrid which uses a maximum entropy Markov model (MEMM) to handle unknown (novel) word tokens and other component models to handle known word tokens. We extend the hybrid model design to the other CDL sub-tasks in the pipeline. We develop an incremental training algorithm for the MEMM which avoids wasting previous computation as would be done by simply retraining from scratch. The incremental training algorithm facilitates the addition of new dictionary entries over time (i.e., new labels) and also facilitates learning from partially annotated sentences which allows annotators to annotate words in any order. We validate that the hybrid model attains high accuracy and can be trained sufficiently quickly to provide interactive pre-annotation assistance by simulating CDL annotation on Quranic Arabic and classical Syriac data.
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Lallé, Sébastien. "Assistance à la construction et à la comparaison de techniques de diagnostic des connaissances." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENM042/document.
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Cette thèse aborde la thématique de la comparaison et de la construction de diagnostics des connaissances dans les Environnements Informatiques pour l'Apprentissage Humain (EIAH). Ces diagnostics sont utilisés pour déterminer si les apprenants maîtrisent ou non les connaissances ou conceptions du domaine d'apprentissage (par exemple math au collège) à partir des traces collectées par l'EIAH. Bien que ces diagnostics soient récurrents dans les EIAH, ils sont fortement liés au domaine et ne sont que peu formalisés, si bien qu'il n'existe pas de méthode de comparaison pour les positionner entre eux et les valider. Pour la même raison, utiliser un diagnostic dans deux domaines différents implique souvent de le redévelopper en partie ou en totalité, sans réelle réutilisation. Pourtant, pouvoir comparer et réutiliser des diagnostics apporterait aux concepteurs d'EIAH plus de rigueur pour le choix, l'évaluation et le développement de ces diagnostics. Nous proposons une méthode d'assistance à la construction et à la comparaison de diagnostics des connaissances, réifiée dans une première plateforme, en se basant sur une formalisation du diagnostic des connaissances en EIAH que nous avons défini et sur l'utilisation de traces d'apprenant. L'assistance à la construction se fait via un algorithme d'apprentissage semi-automatique, guidé par le concepteur du diagnostic grâce à une ontologie décrivant les traces et les connaissances du domaine d'apprentissage. L'assistance à la comparaison se fait par application d'un ensemble de critères de comparaison (statistiques ou spécifiques aux EIAH) sur les résultats des différents diagnostics construits. La principale contribution au domaine est la généricité de notre méthode, applicable à un ensemble de diagnostics différents pour tout domaine d'apprentissage. Nous évaluons notre travail à travers trois expérimentations. La première porte sur l'application de la méthode à trois domaines différents (géométrie, lecture, chirurgie) en utilisant des jeux de traces en validation croisée pour construire et appliquer les critères de comparaison sur cinq diagnostics différents. La seconde expérimentation porte sur la spécification et l'implémentation d'un nouveau critère de comparaison spécifique aux EIAH : la comparaison des diagnostics en fonction de leur impact sur une prise de décision de l'EIAH, le choix d'un type d'aide à donner à l'apprenant. La troisième expérimentation traite de la spécification et de l'ajout d'un nouveau diagnostic dans notre plateforme, en collaborant avec une didacticienneComparing and building knowledge diagnostic is a challenge in the field of Technology Enhanced Learning (TEL) systems. Knowledge diagnostic aims to infer the knowledge mastered or not by a student in a given learning domain (like mathematics for high school) using student traces recorded by the TEL system. Knowledge diagnostics are widely used, but they strongly depend on the learning domain and are not well formalized. Thus, there exists no method or tool to build, compare and evaluate different diagnostics applied on a given learning domain. Similarly, using a diagnostic in two different domain usually imply to implementing almost both from scratch. Yet, comparing and reusing knowledge diagnostics can lead to reduce the engineering cost, to reinforce the evaluation and finally help knowledge diagnostic designers to choose a diagnostic. We propose a method, refine in a first platform, to assist knowledge diagnostic designers to build and compare knowledge diagnostics, using a new formalization of the diagnostic and student traces. To help building diagnostics, we used a semi-automatic machine learning algorithm, guided by an ontology of the traces and the knowledge designed by the designer. To help comparing diagnostics, we use a set of comparison criteria (either statistical or specific to the field of TEL systems) applied on the results of each diagnostic on a given set of traces. The main contribution is that our method is generic over diagnostics, meaning that very different diagnostics can be built and compared, unlike previous work on this topic. We evaluated our work though three experiments. The first one was about applying our method on three different domains and set of traces (namely geometry, reading and surgery) to build and compare five different knowledge diagnostics in cross validation. The second experiment was about designing and implementing a new comparison criteria specific to TEL systems: the impact of knowledge diagnostic on a pedagogical decision, the choice of a type of help to give to a student. The last experiment was about designing and adding in our platform a new diagnostic, in collaboration with an expert in didactic
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D'Ambrosio, Luca. "AffectiveDrive: sistema di Driver Assistance basato sull’analisi di sensori inerziali e tecniche di computer vision." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16209/.
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In questa tesi viene presentata AffectiveDrive, un’applicazione di guida sicura per iPhone che rileva manovre di guida pericolose e avvisa il guidatore in caso di comportamenti non sicuri. L’applicazione utilizza algoritmi di computer vision e machine learning per monitorare il comportamento e rilevare se il conducente è in uno stato di sonnolenza o distratto, attraverso l’analisi di dati sensoriali e la fotocamera.
In particolare, nell’applicazione sviluppata vengono estratti i dati sensoriali prodotti dallo smartphone. Vengono applicate tecniche di feature extraction per sintetizzare i dati prima estratti. Successivamente, viene costruito un modello di predizione partendo da un set di dati composto da misurazioni di guida e infine viene applicato l’algoritmo Random Forest alle feature estratte per riconoscere il comportamento del guidatore, classificandolo come “sicuro” / “non sicuro”.
Il rilevamento di sonnolenza e distrazione viene effettuato con il Software Development Kit AffDex, il quale, una volta rilevato un volto produce valori numerici compresi tra 0 (assente) e 100 (presente) che indicano le presenza/assenza delle situazioni prima esposte.
Se AffDex produce valori che superano delle soglie preimpostate il conducente verrà avvisato attraverso un allarme sonoro.
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Chaabouni, Mariem. "Assistance à la réutilisation de scénarios d’apprentissage : une approche guidée par l’évaluation du contexte d’usage à base d’indicateurs." Thesis, Le Mans, 2017. http://www.theses.fr/2017LEMA1007/document.
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Les travaux de thèse s'inscrivent dans le domaine des Environnements Informatiques pour l'Apprentissage Humain (EIAH). Ils portent sur la proposition de processus, méthodes et outils pour assister les enseignants et les formateurs dans la réutilisation et la capitalisation des scénarios d'apprentissage. L'approche proposée nommée CAPtuRe a pour objectif de modéliser, évaluer et exploiter les informations contextuelles relatives à un scénario en se basant sur des observations effectives de ce dernier pour améliorer la réutilisation.Les problématiques étudiées concernent : (1) l'expression et l'analyse du contexte d'usage, (2) l'évaluation de la pertinence du scénario dans un contexte précis, (3) l'indexation des contextes sur la base de critères de réussite et d'efficacité du scénario pour la définition de son périmètre de réutilisation et (4) la suggestion proactive de réutilisation.Nous avons commencé par la spécification d'un cadre global d'ingénierie et de réutilisation de scénarios d'apprentissage. Dans ce cadre, nous avons défini un processus qui spécifie le cycle de vie du scénario explicitant la dimension contextuelle et son utilisation dans un environnement de "conception par la réutilisation". Pour opérationnaliser ce processus, nous avons défini une approche générique de modélisation de l'information contextuelle enrichie par les indicateurs, une méthode d'indexation et un algorithme de calcul de similarités contextuelles pour la sélection et la recommandation de scénarios appropriés à une situation d'apprentissage cible. Ces contributions ont été implémentées sous la forme d'une plateforme logicielle et appliquées sur des cas d'usage de scénarios hybridesThe work presented in this thesis is a part of the Technology Enhanced Learning domain. It focuses on the proposal of processes, methods and tools that assist teachers and trainers in the reuse and the capitalization of educational scenarios. The objective of the proposed approach named CAPtuRe is to model, evaluate and exploit the contextual information related to a scenario based on its effective observations with the aim to enhance reuse. The main concerns are: (1) the expression and the analysis of the usage context, (2) the evaluation of the relevance of the scenario in a specific context, (3) the indexing of the contexts based on criteria of success and effectiveness of the scenario to define its reuse scope and (4) the proactive suggestion of reuse. We started by specifying a global framework for the engineering and the reuse of educational scenarios. In this context, we have defined a process specifying the scenario lifecycle introducing the contextual dimension and its utilization in a "design by reuse" environment. In order to operationalize this process, we define a generic approach to model the contextual information of a scenario that is enriched by the indicators, an indexing method and an algorithm calculating contextual similarities for the selection and the recommendation of appropriated scenarios to a target learning situation. These contributions are implemented as a software platform and applied to hybrid scenarios usage cases
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Koorsse, Melisa. "An evaluation of programming assistance tools to support the learning of IT programming: a case study in South African secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1010581.
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Worldwide, there is a decline in interest in the computer science profession and in the subject at secondary school level. Novice programmers struggle to understand introductory programming concepts and this difficulty of learning to program is contributing to the lack of interest in the field of computer science. Information Technology (IT) learners in South African secondary schools are novice programmers, introduced to introductory programming concepts in the subject which also includes topics on hardware and system software, e-communication, social and ethical issues, spreadsheets and databases. The difficulties faced by IT learners are worsened by the lack of suitably qualified teachers, a saturated learning programme that allocates very little time to the understanding of complex programming concepts and limited class time where practical examples can be implemented with the support of the IT teacher. This research proposes that IT learners could be supported by a programming assistance tool (PAT). A PAT is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. PATs use different techniques to assist novice programmers. The main objective of this research was to determine whether the use of a PAT impacted IT learners’ understanding of programming concepts and motivation towards programming. The literature study and feedback from IT learners and teachers were used to identify novice programming difficulties and IT learner programming difficulties, respectively. Selection criteria were derived from the programming difficulties identified. The selection criteria were grouped into three categories, namely, programming concepts, programming knowledge and programming skills. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected as suitable for use by IT learners. RoboMind was adapted in this research study, allowing it to support the Delphi programming language. The three PATs were evaluated by participating IT learners at four schools. The findings of this research provided no conclusive evidence that IT learners who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than learners who did not use a PAT. IT learner feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of PATs specifically to support IT learners. This research study has provided several theoretical and practical contributions, including the research design, selection criteria, adaptations to RoboMind and the evaluation of the three PATs. In addition, IT teachers and learners have been made aware of PATs and the support that can be provided by these PATs. IT teachers have also been provided with a means of selecting PATs applicable to the IT curriculum. All the research contributions have formed the basis for future work, such as improving and extending RoboMind’s functionality and support of programming concepts, the refinement of the selection criteria and, ultimately, the development of a new PAT, specifically designed to support IT learner understanding of programming concepts and motivation towards programming.
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Feyrer, Hubert. "System administration training in the virtual unix lab an e-learning system with diagnosis via a domain specific language as base for an architecture for tutorial assistance and user adaption." Aachen Shaker, 2008. http://d-nb.info/992564581/04.
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Howard, Shaun Michael. "Deep Learning for Sensor Fusion." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1495751146601099.
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Stoyanova, Youliana. "Key factors that influence the effectiveness of technical assistance in individual workplace learning : a case study of the Afghan public sector (2002-2014)." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38097.
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At the turn of the century Afghanistan started receiving significant development assistance, becoming the world’s top aid recipient from 2007. A major share of this assistance has been allocated to learning and other interventions aiming to improve the capacities of Afghan government institutions and employees. Such support has been predominantly delivered by externally-funded consultants embedded within host government agencies. Yet the return on this investment has been questionable, with some suggesting that the effectiveness of the national government in this period actually declined. Consequently, this thesis explores the key factors that enabled or inhibited individual workplace learning in Afghanistan’s public sector during the period 2002-2014, the years marking the influx, peak and recent decline of development assistance to the country. It makes use of multiple data sources anchored around 34 qualitative semi-structured interviews with Afghan civil servants and advisors at the forefront of aid delivery. To answer its research question, the study brings into conversation the workplace learning literature with insights from the literature on development. While the features of the aid-dependent Afghan bureaucracy clearly diverge from the typical sites studied in the West, this case study confirms the applicability of workplace theories into the unchartered territory of capacity building practices. Furthermore, by adopting a Bourdieusian theoretical framework, the thesis presents an explanation that includes contextual, subjective and power-related factors influencing learning outcomes. This study concludes that contextual factors sourcing from both the provider and recipient side of development assistance are highly influential modifiers of the effectiveness of learning interventions. It also refutes the assumption characterising most development practice that psychological and interactional factors can be safely ignored. Finally, this thesis indicates that the practice of capacity building can be experienced as a means of reinforcing the unequal power relations of development.
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Mejía, Corredor Carolina. "Framework for detection, assessment and assistance of university students with dyslexia and/or reading difficulties." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/123976.
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During the past years, the adoption of Learning Management System (LMS) to support an e-learning process has been continuously growing. Hence, a potential need and meaningful factor to provide a personalized support, within the context of these systems, has been the identification of particular characteristics of students to provide adaptations of the system’s elements to the individual traits. One particular characteristic that has been little studied in a personalized e-learning process are the learning disabilities (LD) of students. Dyslexia is a common LD in Spanish-speaking university students, which is specifically referred to the manifestation of different difficulties in reading. Dyslexia requires special attention by higher educational institutions to detect, assess, and assist affected students during their learning process. Thereby, an open challenge has been identified from this implication: How to include Spanish-speaking university students with dyslexia and/or reading difficulties in an e-learning process?Una necesidad potencial y un factor significativo para proporcionar un soporte personalizado, en el contexto de los Sistemas de Gestión del Aprendizaje (LMS), ha sido la identificación de las características de los estudiantes con el fin de proporcionar adaptaciones de los elementos del sistema a los rasgos individuales. Una característica particular que ha sido poco estudiada en un proceso de e-learning son las dificultades de aprendizaje (LD) de los estudiantes. La dislexia es una LD común en estudiantes universitarios de habla española, que se refiere específicamente a la manifestación de diferentes dificultades en la lectura. La dislexia requiere atención especial por las instituciones de educación superior para detectar, evaluar y asistir a los estudiantes afectados durante su proceso de aprendizaje. De este modo, un desafío abierto ha sido identificado: ¿Cómo incluir a los estudiantes universitarios de habla española con dislexia y/o dificultades de lectura en un proceso de e-learning?
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Merdivan, Erinc. "Ambient Assisted Living with Deep Learning." Electronic Thesis or Diss., CentraleSupélec, 2019. http://www.theses.fr/2019CSUP0006.
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L'aide ambiante à la personne (ambiant assisted living) a pour objectif d'accompagner le vieillissement de la population. Cela s'instancie notamment par les maisons intelligentes (smart homes), équipées de multiples capteurs connectés, dont un des objectifs est de prolonger le maintien à domicile des personnes âgées. Le manuscrit s'attache d'abord à introduire la problématique générale des maisons intelligentes, avant de présenter plus avant les trois sous-thématiques qui font plus particulièrement l'objet de la thèse, à savoir la reconnaissance d'activités, la confidentialité et les systèmes de dialogue.La reconnaissance d'activités consiste à déterminer les activités courantes d'une personne ou d'un groupe de personnes, à partir des données (brutes) des capteurs dont est équipée la maison. On peut citer comme exemple la détection de la chute d'une personne. Une maison intelligent repose typiquement sur l'internet des objets (Internet of Things, ou IoT). De nombreuses données sont produites, pouvant contenir des informations privées ou sensibles. Une partie de ces données doit être partagée avec l'extérieur, ce qui peut poser des problèmes de confidentialité. Enfin, pour interragir avec la maison intelligente, un moyen naturel pour l'utilisateur est d'utiliser le dialogue, sujet traité par les systèmes de dialogue.Ce travail de thèse propose des contributions sur ces trois versants, la plupart basées sur l'apprentissage profondAmbient assisted living aims to support the aging population. This is particularly the case with smart homes, equipped with multiple connected sensors, which enables to extend home care for the elderly. The manuscript begins by introducing the general problem of smart homes, after presenting further the three sub-themes that are the subject of the thesis, namely the activity recognition, privacy and dialogue systems.Activity recognition is the process of determining the day-to-day activities of a person or a group of people from the (raw) sensor data that the home is equipped with. An example of this is the detection of a person's fall. A smart home is typically based on the Internet of Things (IoT). Many data are produced, which may contain private or sensitive information. Some of this data must be shared externally, which may pose privacy issues. Finally, a natural way of communication for the user is to use the dialogue to interact with the smart home via dialogue manager.This thesis proposes contributions on these three sides, most of them based on deep learning
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Blanchet, Katleen. "Au coeur de l’interaction humain-robot collaboratif : comment concevoir une assistance personnalisée au profil utilisateur ?" Electronic Thesis or Diss., Institut polytechnique de Paris, 2021. http://www.theses.fr/2021IPPAS001.
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La transformation des usines de production s’accélère, dirigée par les progrès de la robotique collaborative et de la science des données. L’organisation du travail évolue en conséquence, ce qui impacte directement les conditions de travail des opérateurs. Diminution d’autonomie, surcharge d’informations, cadence accrue, les opérateurs doivent modifier leurs habitudes et apprendre à collaborer avec le robot. Dans ce contexte, l’objectif de ce travail de recherche est d’améliorer la qualité de vie au travail des opérateurs, lors de la réalisation d’une tâche collaborative avec contact physique, par une assistance personnalisée au profil utilisateur. Dans la littérature, les assistances s'appuient sur des dispositifs d'observation externes, sources de stress, et proposent exclusivement des ajustements du comportement du robot, basés sur des connaissances à priori. Ainsi, ces assistances ne s'adaptent pas dynamiquement aux variations du comportement de l'homme. Afin de pallier ces verrous scientifiques, cette étude présente deux contributions. En premier lieu, nous proposons une méthodologie d'extraction d'informations haut niveau sur le profil utilisateur à partir des signaux bruts du robot, appliquée à l'expertise. Dans un second temps, nous soumettons une approche hybride d'assistance au profil, qui combine l'apprentissage par renforcement centré sur l'humain et l'approche symbolique (ontologie et raisonnement logique), pour guider les opérateurs vers une montée en compétence. Cette synergie garantit une adaptation en ligne aux besoins des utilisateurs tout en réduisant le processus d'apprentissage. Puis, nous enrichissons l’assistance motrice (robotique) par une assistance informative. Nous avons démontré, par une simulation et des expérimentations en conditions réelles sur trois cas d'usage robotique, la cohérence de notre profil ainsi que l'effet positif de l'assistance sur l'acquisition des compétences. Nous créons ainsi un climat plus propice à l'épanouissement professionnel en diminuant la charge mentaleThe transformation of production plants is accelerating, driven by advances in collaborative robotics and data science. As a result, the organisation of work is changing, directly affecting the working conditions of operators. Loss of autonomy, information overload, increased pace, operators have to change their habits and learn to collaborate with the robot. In this context, the aim of this research work is to improve the operators quality of life at work, while performing a physical collaborative task, by means of user profile-based assistance. In the literature, the assistance mainly relies on external observation devices, causes of stress, and proposes exclusively a priori-based adjustments of the robot's behaviour. Thus, these assistance do not dynamically adapt to human behaviour variations. In order to overcome these challenges, this study presents two contributions. Firstly, we propose a methodology for extracting high-level information on the user profile from the robot raw signals, which is applied to expertise. We then introduce a hybrid approach to profile-based assistance which combines human-centered reinforcement learning and symbolic logic (ontology and reasoning) to guide operators towards skill improvement. This synergy guarantees online adaptation to user needs while reducing the learning process. Then, we extend the robotic assistance with informative assistance. We have demonstrated, through simulation and experiments in real conditions on three robotic usecases, the consistency of our profile as well as the positive effect of the assistance on the skills acquisition. We thereby create a more favourable environment for professional satisfaction by reducing the mental workload
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Phan, Minh Tien. "Estimation of driver awareness of pedestrian for an augmented reality advanced driving assistance system." Thesis, Compiègne, 2016. http://www.theses.fr/2016COMP2280/document.
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La réalité augmentée (Augmented Reality ou AR) peut potentiellement changer significativement l’expérience utilisateur. Au contraire les applications sur Smartphone ou tablette, les technologies d’affichage tête haute (Head Up Display ouHUD) aujourd’hui sont capables de projeter localement sur une zone du pare-brise ou globalement sur tout le pare-brise. Le conducteur peut alors percevoir l’information directement dans son champ de vision. Ce ne sont pas que les informations basiques comme vitesse ou navigation, le système peut aussi afficher des aides, des indicateurs qui guident l’attention du conducteur vers les dangers possibles. Il existe alors un chalenge scientifique qui est de concevoir des visualisations d’interactions qui s’adaptent en fonction de l’observation de la scène mais aussi en fonction de l’observation du conducteur. Dans le contexte des systèmes d’alerte de collision avec les piétons (Pedestrian Collision Warning System ou PCWS), l’efficacité de la détection du piéton a atteint un niveau élevé grâce à la technologie de vision. Pourtant, les systèmes d’alerte ne s’adaptent pas au conducteur et à la situation, ils deviennent alors une source de distraction et sont souvent négligés par le conducteur. Pour ces raisons, ce travail de thèse consiste à proposer un nouveau concept de PCWS avec l’AR (nommé the AR-PCW system). Premièrement, nous nous concentrons sur l’étude de la conscience de la situation (Situation Awareness ou SA) du conducteur lorsqu’il y a un piéton présent devant le véhicule. Nous proposons une approche expérimentale pour collecter les données qui représentent l’attention du conducteur vis-à-vis du piéton (Driver Awareness of Pedestrian ou DAP) et l’inattention du conducteur vis-à-vis de celui-ci (Driver Unawareness of Pedestrian ou DUP). Ensuite, les algorithmes basées sur les charactéristiques, les modèles d’apprentissage basés sur les modèles discriminants (ex, Support Vector Machine ou SVM) ou génératifs (Hidden Markov Model ou HMM) sont proposés pour estimer le DUP et le DAP. La décision de notre AR-PCW system est effectivement basée sur ce modèle. Deuxièmement, nous proposons les aides ARs pour améliorer le DAP après une étude de l’état de l’art sur les ARs dans le contexte de la conduite automobile. La boite englobante autour du piéton et le panneau d’alerte de danger sont utilisés. Finalement, nous étudions expérimentalement notre système AR-PCW en analysant les effets des aides AR sur le conducteur. Un simulateur de conduite est utilisé et la simulation d’une zone HUD dans la scène virtuelle sont proposés. Vingt-cinq conducteurs de 2 ans de permis de conduite ont participé à l’expérimentation. Les situations ambigües sont créées dans le scénario de conduite afin d’analyser le DAP. Le conducteur doit suivre un véhicule et les piétons apparaissent à différents moments. L’effet des aides AR sur le conducteur est analysé à travers ses performances à réaliser la tâche de poursuite et ses réactions qui engendrent le DAP. Les résultats objectifs et subjectifs montrent que les aides AR sont capables d’améliorer le DAP défini en trois niveaux : perception, vigilance et anticipation. Ce travail de thèse a été financé sur une bourse ministère et a été réalisé dans le cadre des projets FUI18 SERA et Labex MS2T qui sont financé par le Gouvernement Français, à travers le programme « Investissement pour l’avenir » géré par le ANR (Référence ANR-11-IDEX-0004-02)Augmented reality (AR) can potentially change the driver’s user experience in significant ways. In contrast of the AR applications on smart phones or tablets, the Head-Up-Displays (HUD) technology based on a part or all wind-shield project information directly into the field of vision, so the driver does not have to look down at the instrument which maybe causes to the time-critical event misses. Until now, the HUD designers try to show not only basic information such as speed and navigation commands but also the aids and the annotations that help the driver to see potential dangers. However, what should be displayed and when it has to be displayed are still always the questions in critical driving context. In another context, the pedestrian safety becomes a serious society problem when half of traffic accidents around the world are among pedestrians and cyclists. Several advanced Pedestrian Collision Warning Systems (PCWS) have been proposed to detect pedestrians using the on-board sensors and to inform the driver of their presences. However, most of these systems do not adapt to the driver’s state and can become extremely distracting and annoying when they detect pedestrian. For those reasons, this thesis focuses on proposing a new concept for the PCWS using AR (so called the AR-PCW system). Firstly, for the «When» question, the display decision has to take into account the driver’s states and the critical situations. Therefore, we investigate the modelisation of the driver’s awareness of a pedestrian (DAP) and the driver’s unawareness of a pedestrian (DUP). In order to do that, an experimental approach is proposed to observe and to collect the driving data that present the DAP and the DUP. Then, the feature-based algorithms, the data-driven models based on the discriminative models (e.g. Support Vector Machine) or the generative models (e.g. Hidden Markov Model) are proposed to recognize the DAP and the DUP. Secondly, for the «What» question, our proposition is inspired by the state-of-the-art on the AR in the driving context. The dynamic bounding-box surrounding the pedestrian and the static danger panel are used as the visual aids. Finally, in this thesis, we study experimentally the benefits and the costs of the proposed AR-PCW system and the effects of the aids on the driver. A fixed-based driving simulator is used. A limited display zone on screen is proposed to simulate the HUD. Twenty five healthy middle-aged licensed drivers in ambiguous driving scenarios are explored. Indeed, the heading-car following is used as the main driving task whereas twenty three pedestrians appear in the circuit at different moment and with different behaviors. The car-follow task performance and the awareness of pedestrian are then accessed through the driver actions. The objective results as well as the subjective results show that the visual aids can enhance the driver’s awareness of a pedestrian which is defined with three levels: perception, vigilance and anticipation. This work has been funded by a Ministry scholarship and was carried out in the framework of the FUI18 SERA project, and the Labex MS2T which is funded by the French Government, through the program ”Investments for the future” managed by the National Agency for Research (Reference ANR-11-IDEX-0004-02)
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Tammana, Rohit. "Development and Testing of a Haptic Interface to Assist and Improve the Manipulation Functions in Virtual Environments for Persons with Disabilities." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000170.
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Pessoa, Soraya Moreira. "AssistÃncia ao estudante na Universidade Federal do CearÃ: ContribuiÃÃes TeÃricas e PrÃticas." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8725.
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Este trabalho resulta de pesquisa de natureza exploratÃria, envolvendo levantamento bibliogrÃfico e documental, em que foi procedida à anÃlise de conteÃdo de depoimentos redigidos por estudantes bolsistas vinculados, em 2011.1, ao Programa Aprendizagem Cooperativa em CÃlulas Estudantis (PACCE), da Coordenadoria de FormaÃÃo e Aprendizagem Cooperativa (COFAC), da PrÃ-Reitoria de GraduaÃÃo (PROGRAD) da Universidade Federal do Cearà (UFC). Os conteÃdos abordados envolvem a assistÃncia ao estudanteâ praticada nas instituiÃÃes federais de ensino superior brasileiras (IFES), ditada pelo panorama socioeconÃmico mundial â e o trabalho realizado com e pelos bolsistas do PACCE, que utiliza preceitos da aprendizagem cooperativa, observando-se o caso da UFC. Buscou-se investigar a potencialidade do programa, como forma de assistÃncia, com o suporte na percepÃÃo desse estudante bolsista, materializada em expressÃo escrita sobre sua experiÃncia apÃs um semestre de atividades. NÃo pretendendo generalizar os resultados, os dados da pesquisa revelam que o referido programa possui vÃrios fatores que o tornam uma forma de assistÃncia em potencial e mais abrangente, pois trabalha nÃo sà conteÃdos acadÃmicos mas tambÃm a formaÃÃo geral que habilita o estudante universitÃrio, pessoal e profissionalmente.This work results from an exploratory study involving bibliographic and documental data collection, which was proceeded through analysis of statements written by scholar students linked to the Student Cells in Cooperative Learning Program (PACCE), from the Training and Learning Cooperative Coordinating Body (COFAC), the Dean of Graduate Studies (PROGRAD), of the Federal University of Ceara (UFC), in 2011.1. The content addressed involve assistance to the students - performed in federal educational institutions in Brazil (IFES), dictated by socioeconomic worldwide panorama - and the work done by scholars of PACCE, which use principles of cooperative learning, observing the UFC instance . We aimed to investigate the potential of the program as a way of assistance, starting with the support in the perception of that scholarship student, embodied in written expression on his experience after a semester of activities. Not wishing to generalize the findings, the survey data show that the program has several factors that make it a potential form of assistance and more comprehensive because it works not only academic content but also general training that enables the college student in personal and professional ways.
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Holbrook, Emily A. "Eating in America: Easing the Transition for Resettled Refugees through an Applied Anthropological Intervention." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7811.
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Refugees resettled in the United States are expected to quickly become self-sufficient members of society despite the numerous challenges they face due to adaptation and integration into new systems and ways of life. Issues with dietary and nutritional adaptation persist for resettled refugee communities in the United States and are not prioritized by national, state, or local policy and practice. This research aimed to help mitigate problems with food assistance benefits and healthy eating issues faced by resettled refugees in Hillsborough County through an applied intervention in local English as a Second Language (ESOL) classes. ESOL materials designed to teach refugee students about healthy eating and accessing, maintaining, and using food assistance benefits such as SNAP and WIC were piloted in two classes of intermediate to advanced English ESOL students. The results of this research indicate that ESOL classes can be an effective site for intervention for food assistance, dietary, and nutritional issues affecting refugee communities. Future applications for this research can help shape future programming for other populations and communities to better address similar issues and target students with lower English abilities.
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Simon, Julien. "Learning to drive with Advanced Driver Assistance Systems. Empirical studies of an online tutor and a personalised warning display on the effects of learnability and the acquisition of skill." Doctoral thesis, Universitätsbibliothek Chemnitz, 2006. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200600713.
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Beside all the technical challenges concerning sensor quality and control algorithms one of the main issues related to the introduction of advanced driver assistance systems (ADAS) constitutes the human-machine interaction. This covers not only the physical interface between the driver and the system but also the understanding and cognitive model the driver needs to operate the system. The explorative analysis of a long-term field study of the use of ACC, was aimed at identifying characteristics of the learning process and their potential implications for conceptualising novel displays to increase, particularly in the early phases, usability and safety of the system through the adaptation of information to the drivers. The analysis of the learning aspects derived from drivers’ interaction with the system enabled the identification of learning aims for the usage of an ACC system and an objective classification of observable behaviours from which different levels of skill can be interpreted. It was concluded that by responding to the difficulties met by users in the actual situation and by adapting the information to the drivers’ experience, drivers’ learning progress could be accelerated through better comprehensibility and predictability of the system. To this aim, two innovative help-systems were conceived, implemented and evaluated in terms of drivers driving behaviour and interactions with the ACC system, in the BMW fixed-base driving simulator. A learn-adaptive, multi-modal, on-line tutor system that covered interactions with the system at every level of the driving task (Reichart, 2001) for which learning must be effectuated, was tested with 11 participants. A personalised learning model of the driver was used to relate the drivers’ prior usage of the system and his situational experience, to give the driver additional advice and explanation in order to shorten the learning period. A main effect was found between the experimental groups’ understanding of the system and in participants’ ability to predict when to reclaim control of the system, as measured by the reduction in unnecessary interventions and reduced number of panic reactions. The use of cognitive apprenticeship methods (Cognition and Technology Group at Vanderbilt, 1993) on an online adaptation of feedback showed a positive influence on the learning process, increasing the speed of the learning process towards the acquisition of skill. The second experiment’s objective was to develop an interface that most effectively helped drivers learn to predict the need to reclaim control and the appropriate sensitivity of response in take-over situations. Drivers interactions with a didactic, two-step warning display, based on a time algorithm that was personalised to drivers maximum preferred deceleration level, was tested with 24 participants. Display effects were observed in time-to-collision, reaction times, the number of false alarms (unnecessary driver interventions) and misses (collision or near collisions). Significant differences were also found in distance error, adequate deceleration rates, panic braking and reaction times on the peripheral detection task. These results were also largely supported by the subjective measures. The proposed concepts have shown methods of reducing the ADAS learning phase and accelerating drivers behaviour to a skill level. The theoretical and empirical work described in this thesis plays an important role in deriving recommendations for systems that reduce the amount of learning demand on the driver and eliminates learnability issues that can lead to safety-critical traffic situations.
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Makabe, Maria Luisa Faria [UNIFESP]. "A Integração na Atenção Básica à Saúde na Comunidade em um Curso médico: a visão discente a respeito de sua formação humanística." Universidade Federal de São Paulo (UNIFESP), 2009. http://repositorio.unifesp.br/handle/11600/8831.
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Publico-11790d.pdf: 1650644 bytes, checksum: 032d2ac4ff0bc0bec2badb625bc75190 (MD5)A sucessão histórica de modelos curriculares na educação médica apontam para a necessidade de aprendizagem em novos cenários, colocando o aluno em contato com o paciente e suas necessidades desde o início do curso médico. É na prática constante, longitudinal, que este irá desenvolver a gama de competências para sua futura atuação profissional, em um mundo do trabalho que requer atributos tais como criatividade, autonomia na busca do conhecimento, e capacidade de trabalhar em ambientes multiprofissionais. A reflexão assume um papel fundamental, juntamente com uma visão humanística do seu paciente, entendendo e respeitando na sua complexidade. Assim sendo, o presente trabalho teve por objetivo investigar como um programa de inserção longitudinal de estudantes de medicina em cenários comunitários poderia influenciar sua formação humanística. Por meio de questionários e entrevistas, observou-se que a aprendizagem comunitária – particularmente em visitas domiciliárias acompanhando Agentes Comunitários de Saúde – resultou em profundas reflexões sobre a inserção social dos sujeitos como alunos e futuros profissionais. Alguns pesquisados inclusive consideraram o trabalho na atenção básica como uma possibilidade de escolha de Residência Médica. De alguma forma, todos os sujeitos valorizaram a experiência como um importante componente da humanização de suas práticas e reflexões atuais e futuras, demonstrando que o ensino integrado da academia com os serviços pode efetivamente constituir-se em uma estratégia curricular formalmente planejada voltada para uma formação mais global e humanizada na gradação médica.
The historical design of medical under graduation curricula have evidenced the importance of diversification of learning sceneries, where the student can establish close contact with patients and their families since the very beginning of the course. Only practicing constantly the medical student will have the opportunity of developing the several dimensions of his future professional actuation, in a world that demands qualities such as creativity, autonomy in searching information and the ability of working in multiprofessional teams. Internal reflection becomes a key hole, as well as a humanistic vision of the patient, understanding and respecting his complexity as a human been. This work aimed at investigating if and how a longitudinal insertion of medical students can have an influence in their humanistic formation. Analyzing answhttp://repositorio.unifesp.br/ers from questionnaires and interviews, we could observe that learning medicine in the community – particularly in home visits with “Community Health Agents”, has evoked deep reflections about the social insertion of the students and future doctors. Some of the subjects even considered working in primary care, in their future professional lives. In a way or in another, all subjects valued the curricular experience as an important component of their practices and reflections, suggesting that integration of academy and services may constitute a formal curricular planning aiming to a formation more global and humanized in medical undergraduation.
TEDE
BV UNIFESP: Teses e dissertações
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Jones, Lisa Mali. "Service Learning in Business Schools: What the H.E.L.P. Honduras Story Teaches About Building, Sustaining, and Replicating International Initiatives in Graduate Programs." BYU ScholarsArchive, 2001. https://scholarsarchive.byu.edu/etd/4838.
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This document outlines the foundation and first year results of the H.E.L.P. Honduras organization, which was formed as a student-based, student-governed international outreach initiative at the Marriott School of Management at Brigham Young University. Specifically, in its first year the organization focused on providing microcredit and service relief to victims of Hurricane Mitch in Honduras.After studying the case of H.E.L.P. Honduras, readers should conclude that educators interested in sponsoring sustainable student-run service learning organizations at private universities must address three primary issues: the problem of student selection and turnover, the need for administrative and faculty endorsement, and the need for sustainable internally-generated funds.This document outlines how the H.E.L.P. organization has changed in the three years since its inception, and it provides tactical suggestions meant to guide all parties interested in replicating the H.E.L.P. model. It also contains suggestions on how the current teaching and implementation model could more closely match with the basic tenets of service learning.After reading the following information and reviewing related literature, readers should conclude that at private universities, such as Brigham Young University, students and faculty interested in managing student-based initiatives need to take more time to build support across their institution. They also need to improve the process of student selection, find sustainable sources of funds, and tightly ground their work in the basic tenets of service learning.
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Geiger, Chris, Niklas Maier, Florian Kalinke, and Marcus Geimer. "Assistance system for an automated log-quality and assortment estimation based on data-driven approaches using hydraulic signals of forestry machines." Technische Universität Dresden, 2020. https://tud.qucosa.de/id/qucosa%3A71221.
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The correct classification of a logs assortment is crucial for the economic output within a fully mechanized timber harvest. This task is especially for unexperienced but also for professional machine operators mentally demanding. This paper presents a method towards an assistance system for machine operators for an automated log quality and assortment estimation. Therefore, machine vision methods for object detection are combined with machine learning approaches for estimating the logs weight based on a Convolutional Neural Network (CNN). Based on the dimensions oft he object ´log, a first categorisation into a specific assortment is done. By comparing the theoretical weight of a healthy log of such dimensions to the real weight estimated by the CNN-based crane scale, quality reducing properties such as beetle infestation or red rod can be detected. In such cases, the assistance system displays a visual warning to the operator to check the loaded log.