Relevant bibliographies by topics / Learning Circles

Contents

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

Academic literature on the topic 'Learning Circles'

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

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Journal articles on the topic "Learning Circles"

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Hiebert, Joan L. "Learning Circles." Nurse Educator 21, no. 3 (May 1996): 37–42. http://dx.doi.org/10.1097/00006223-199605000-00011.

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Davie, Lynn E. "Learning Qualitative Research: Electronic Learning Circles." Qualitative Health Research 6, no. 3 (August 1996): 453–57. http://dx.doi.org/10.1177/104973239600600311.

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Mungiu-Pippidi, Alina. "Learning from Virtuous Circles." Journal of Democracy 27, no. 1 (2016): 95–109. http://dx.doi.org/10.1353/jod.2016.0000.

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Simándi, Szilvia. "Intergenerational learning – lifelong learning." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 63–71. http://dx.doi.org/10.2478/atd-2018-0012.

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Abstract Introduction: Nowadays, providing the access to learning appears as an emphasized priority for every stage of life, due to the demographic changes, even near the place of residence or with the utilization of the possibilities of the new informational and communicational technologies, which bring new possibilities also in the dimension of learning between generations. Purpose: Intergenerational learning can also be defined as a mutual learning relationship and interaction between the young and the old. The starting point of the study is that the younger and older age groups can learn from each other in their free time, in a non-formal learning environment in the framework of study circles. This paper drafts some practical directives for planning and organizing intergenerational study circles in a non-formal learning environment. Methods: We intend to make a synthesis based on former research and literature - learning between generations, spending free time, learning at an old age, study circles - and following this, a methodological guide is going to be made for planning and organizing intergenerational study circles. Conclusions: Study circles can be seen as intergenerational learning possibilities - young and old people with different preliminary knowledge can make a profit from the experiences gained during joint work, and from the topics examined from different points of views. The younger and older generations can work together in a non-formal learning environment and there is an opportunity for common learning and knowledge sharing as well.
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James, Nicole. "Learning Circles: Learning Online Together at the Cologne Public Library." Bibliothek Forschung und Praxis 44, no. 1 (April 3, 2020): 30–33. http://dx.doi.org/10.1515/bfp-2020-2086.

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AbstractThe Cologne Public Library has offered small, facilitated study groups for online learning, called learning circles, for the past two years. The development of learning circles by Peer 2 Peer University (P2PU) is discussed, as well as the Library’s experiences with this learning model. An introduction is given to the Erasmus+ project Learning Circles in Libraries (LCIL).
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Lawry, John D. "How Circles can Change Learning." About Campus: Enriching the Student Learning Experience 3, no. 1 (March 1998): 27. http://dx.doi.org/10.1177/108648229800300108.

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King, Jonathan, Jonathan T. Down, and David A. Bella. "Learning to Think in Circles." Journal of Management Inquiry 11, no. 2 (June 2002): 161–70. http://dx.doi.org/10.1177/10592602011002010.

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Riel, Margaret. "Cooperative learning across classrooms in electronic Learning Circles." Instructional Science 19, no. 6 (1990): 445–66. http://dx.doi.org/10.1007/bf00119390.

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McArthur, Tom. "Learning Circles and the M-Bone." English Today 11, no. 2 (April 1995): 2. http://dx.doi.org/10.1017/s0266078400008154.

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Wade, Sian, and Marilyn Hammick. "Action Learning Circles: action learning in theory and practice." Teaching in Higher Education 4, no. 2 (April 1999): 163–78. http://dx.doi.org/10.1080/1356251990040202.

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Dissertations / Theses on the topic "Learning Circles"

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Lulkin, Elyse R. "Literature circles in the multicultural classroom, who's learning what?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62987.pdf.

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Gunness, Cheryl Beth. "Circles of learning : encyclopedias and novels in eighteenth-century Britain /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488204276532364.

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Thiessen, Stephen George. "Can learning circles be used as an effective tool to inform the learning organization?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59486.pdf.

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Curtin, Jolinda Kae. "Family reading circles (circulos literarios de familia): Supporting literacy development among English learners." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/676.

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Faulkner, Val, and N/A. "Adolescent literacies, middle schooling and pedagogic choice: Riverside's response to the challenge." University of Canberra. Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20050411.094459.

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This study looks at the ways in which middle schooling initiatives (particularly notions such as 'authentic pedagogy') are impacting on teachers' pedagogic choices and practices especially in the area of literacy teaching. There has been no research to date which explores the linkages between curriculum/school reform such as proposed in middle schooling initiatives and choices/practices demonstrated by teachers caught up in this initiative in particular schools. My research attempts to theorise the connection between crucial features of middle school reform, teacher decisions and practices in the classroom and their impact on students' own learning/adolescent literacies. I assume that if the reform is to have continuity and to contribute to higher levels of adolescent engagement and deep learning, it needs to support and facilitate certain kinds of decisions and practices in the school and classroom environments. Where I find evidence of engagement, sustained/substantial conversation across lessons, within lessons and 'deep learning' in transdisciplinary work by students, then it is fair to say that middle schooling is working for students and teachers. Where I find little or no evidence of these things, then it is necessary to apply a critical and constructive reading of reform initiatives. This critical and constructive reading attempts to outline the necessary and sufficient conditions which must be in place in schools if middle schooling is to thrive and to make the difference in young peoples' school lives it claims to make. My research is a contribution to the sustained and substantial conversation that is so necessary to middle schooling reform. Many previous studies surrounding middle schooling have remained at the level of "description". These commentaries either support or oppose the reform initiative. In making a commitment to move beyond description, generated by participant observation and ethnographic conversations, to also involve extensive D/discourse analysis (Gee, 1999; Bernstein, 1990) of pedagogic practice, this thesis sought to develop an awareness of the notion of authentic literacy pedagogy through close analysis of pedagogic choice enacted in three middle school homerooms. A further significance lies in the perspectives that it offers on adolescent literacies. The data collected raised questions about the "actual" impact of the middle school reform initiative at one school, Riverside', how this approach to schooling for young adolescents impacts on the way that teachers and students construct literacies; and whether or not these constructions are mindful of the range of those "private" and "public" literacies found in the multiple life-worlds of adolescents (Phelps, 1998). It challenges some "myths" about literacy pedagogic transformation linked to middle schooling, as well as, highlights those factors, both physical and intrinsic, that impact on reform initiatives and change. Acknowledgement of the need to engage in a theorisation of adolescent literacies that moves beyond the current narrow macro-level D/discourse agenda, which focuses on the "public" school-based literacies, also emerged. This highlights those tensions that exist between the macro, meso and micro educational environments when considering what it means to be "literate" for young adolescents. The study also highlights those disjunctions and tensions found within the progressivist middle school approach. As a result there are a number of implications that emerge. These are linked to the preparation of pre-service teachers; a concern for the physical/material landscape of middle schools; the establishment of Learning Circles as critical in creating the "ferment of change"; the need to continue theorising the notion - adolescent literacies; the need to link professional learning for teachers to those phases of pedagogic change highlighted as part of the reform process; as well as an acknowledgement of the importance of the need to support the development of more authentic pedagogies.
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Hillyard, Susan. "Circles of Support and Accountability (CoSAs) : their use and development for young people with learning disabilities who exhibit sexually harmful behaviour in England." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23518/.

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A Circle of Support and Accountability (CoSA) is an offender support model associated with high risk adult sex offenders after release from prison. It works by establishing a supportive social network of community volunteers who assist the ex-offender (core member) with reintegration and his/her ongoing risk responsibilities. This thesis critically explores the application of this model to a small group of young/adolescent men with learning disabilities who were assessed as posing a risk of exhibiting sexually harmful behaviour. Focus groups, interviews and case record data were gathered between January, 2013 and December 2015 to establish four qualitative case studies. Data was explored by considering how the model was adapted for young people with learning disabilities, the tensions between the dual aims of support and accountability and the viability of managing the risk of a group of vulnerable individuals. These questions were examined using theories of offender risk management, restorative justice, rehabilitation, social networks and community treatment programmes. The study explores the experiences of participants of the CoSA. Whilst social support was shown to be a strong and adaptive tool, accountability and risk management proved confusing and confrontational. The CoSAs in this study remained associated with high risk sex offenders and were troubled with problems of labelling and stigma. These findings question whether the existing model can and should be used with such vulnerable individuals. The thesis concludes by arguing that any programme for young people with learning disabilities who exhibit sexually harmful behaviour should be socially driven and welfare orientated and not a managerial, criminal justice solution determined by risk. Keywords: CoSA, Sex Offending, Learning Disability, Young People, Risk Management, Restorative Justice, Rehabilitation, Social Networks, Accountability.
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O'Brien, Christopher. "INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3339.

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For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.
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Paus, Matthias. "A revised theoretical framework for the role of communities of practice in learning and knowledge sharing within a geographically dispersed organization in an emerging economy in Latin America." Thesis, University of Gloucestershire, 2015. http://eprints.glos.ac.uk/2737/.

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This thesis is about communities of practice [hereafter: CoPs], learning and knowledge sharing within the geographically dispersed organization Komatsu in Chile, which is an emerging economy in Latin America. Chile is characterised by a unique cultural and macroeconomic context and thus particularly suitable to broaden the scope about CoP theory. The research questions revolve around the forms that CoPs take within this context as-well-as their contribution to learning and knowledge sharing. The literature review sheds light on the aspects of learning, knowledge sharing and CoPs in a comprehensive manner. It suggests that it is unsuitable to think of a single CoP that spans across geographically dispersed organizations, but rather to consider multiple interconnected CoPs. The boundary processes constitute the pivotal aspect in fostering learning and knowledge sharing among them. This exploratory case study about shovel maintenance within Komatsu Chile, conducted within the social constructionism paradigm, provides evidence that CoPs are organised within a hierarchically-structured network. Extending beyond the premise that CoPs are bound together by shared practice (Brown & Duguid, 1991, 2001b), the research puts forward the argument that CoP Glue, (meaning a reified abstraction, known and accepted throughout the network of CoPs) constitutes the mechanism that holds them together. As part of the revised theoretical framework, it is advocated that CoP Alterity, along the dimensions of practice, domain and community (Wenger, 2011), is the aspect according to which CoPs can be differentiated. This revised theory opens up an interesting field of future academic enquiry. From a practitioner perspective the research has generated interesting findings and suggestions, which ought to be considered by those wishing to enhance learning and knowledge sharing within geographically dispersed organizations.
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Lindholm, Yvonne. "Mötesplats skolutveckling : Om hur samverkan med forskare kan bidra till att utveckla pedagogers kompetens att bedriva utvecklingsarbete." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8145.

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The main aim of this thesis is to illuminate how researchers might provide support to the improvement of educators' competence, in a school development context. The thesis also sheds light on conditions and obstacles for such development. The theoretical approach derives inspiration from several lines of thought but above all from action theory and theories on adult learning and development. The approach of the thesis can be characterized as “contextual-constructivist” or “social constructivist”. Four different forms of collaboration between researchers and educators are studied and compared. The methods used were interviews, questionnaires and document study. The similarities between the different types of collaboration are striking. The educators’ competence for action and development seems to have increased in all types of collaboration, for example towards increased communicative and meta-cognitive competence. This, however, cannot be attributed solely to the researchers; rather it seems to be a result of the whole interplay with the environment that was initiated by the collaboration. One group of educators also turned out to act as bridge-builders between the researchers and their own colleagues. Further, the educators have had access to various tangible tools, which have appeared to be useful not only in developmental work but also in the everyday work. Finally, the utility aspect of school research is discussed, as well as the double, sometimes triple, helix of learning and developmental processes that educators may share as a result of the collaboration with researchers.
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Costa, Fabiola Nogueira. "Estratégias de ensino-aprendizagem de ciências no Ensino Fundamental I para o início da alfabetização e letramento científico e atuação na ZDP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-06022017-113329/.

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A presente pesquisa, de abordagem qualitativa, propôs-se a investigar estratégias voltadas a alunos do Ensino Fundamental I para promover o início da alfabetização e letramento científico, a serem desenvolvidos ao longo da Educação Básica. Para isso, partiu das seguintes questões: Como trabalhar de forma a levar o aluno à aprendizagem de ciências naturais e desenvolvimento de habilidades fundamentais à formação do indivíduo alfabetizado e letrado cientificamente, como previsto nos Parâmetros Curriculares Nacionais (PCN)? Que tipo de texto seria mais interessante para a prática pedagógica com vistas a essa aprendizagem? Trabalhando com alunos do 3º ano do Ensino Fundamental, ciclo I, de uma escola pública da Rede Municipal de Ensino de Guaratinguetá-SP, a pesquisa utilizou rodas de leitura como metodologia de ensino-aprendizagem de conteúdos de Ciências Naturais. Elegendo como suporte os textos de divulgação científica da revista Ciência Hoje das Crianças - CHC, a pesquisa desenvolveu as etapas de aplicação das atividades das rodas de leitura, avaliadas através da observação e análise das interações verbais e atividades complementares de representação verbal, icônica e cênica do conhecimento, além de sessão de jogos. Os resultados revelam o papel central do parceiro mais capaz atuando na ZDP durante as interações, contribuindo favoravelmente para a introdução do aluno no universo da ciência como um saber escolar, iniciando o seu processo de alfabetização e letramento científico e desenvolvendo melhor compreensão e interesse pelos conteúdos das Ciências Naturais. Diante disso, abriram-se perspectivas para a elaboração de uma heurística que o professor poderá levar em consideração se tiver como objetivo uma atuação eficiente na ZDP e a iniciação do aluno nos processos de alfabetização e letramento científico.
The present research, with qualitative approach, aimed to examine strategies focused on Elementary School students to promote the beginning of early and scientific literacies, both to be developed along Basic Education. To that end, it was based on the following questions: How to work in a way that takes the student to the learning of natural sciences and the development of abilities that are fundamental to the formation of the early and scientific literate individual, as fixed by the National Curriculum Parameters (NCP)? What kind of text would be more interesting to the pedagogical practice with focus on that learning? Working with students from the 3rd grade of the Elementary School, cycle I, of a public school of the Municipal Education System of Guaratinguetá-SP, the research used literature circles as a methodology for teaching and learning Natural Sciences contents. Electing scientific divulgation texts of the magazine Ciência Hoje das Crianças - CHC as support, the research developed the stages of application of the literature circles activities, evaluated through the observation and analysis of the oral interactions and complementary activities of oral, iconic and scenic representation of the knowledge, besides game sessions. The results reveal the main role of the more capable partner acting in the ZPD during the interactions, contributing favorably to the introduction of the student into the universe of science as a school knowledge, initiating his early and scientific literacies process and developing better comprehension and interest in the Natural Science contents. As a result, many perspectives were open up to the elaboration of a heuristic that the teacher will be able to take into account if he has an effective operation in the ZPD and the student initiation in the early and scientific literacies processes as goals.
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Books on the topic "Learning Circles"

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National Foundation for Educational Research in England and Wales., ed. Going round in circles: Implementing and learning from Circle Time. London: NFER, 2003.

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Johnson, David W. Circles of learning: Cooperation in the classroom. 4th ed. Edina, Minn: Interaction Book Co., 1993.

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Johnson, David W. Circles of learning: Cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1988.

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W, Johnson David. Circles of learning: Cooperation in the classroom. Edina, Minn: Interaction Book Co., 1986.

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Johnson, David W. Circles of learning: Cooperation in the classroom. 4th ed. Edina, Mn: Interaction Book Co., 1993.

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Johnson, David W. Circles of learning: Cooperation in the classroom. 4th ed. Edina, Minn: Interaction Book Co., 1993.

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Widening circles. New York: New American Library, 1985.

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Souto-Manning, Mariana. Freire, teaching, and learning: Culture circles across contexts. New York: Peter Lang, 2010.

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Souto-Manning, Mariana. Freire, teaching, and learning: Culture circles across contexts. New York: Peter Lang, 2010.

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1940-, Strong Mary, ed. Literature circles: Cooperative learning for grades 3-8. Englewood, Colo: Teacher Ideas Press, 1992.

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Book chapters on the topic "Learning Circles"

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Hamid, Tarek K. A. "Learning by Doing." In Thinking in Circles About Obesity, 265–75. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-09469-4_14.

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Paluszek, Michael, and Stephanie Thomas. "Finding Circles with Deep Learning." In Practical MATLAB Deep Learning, 43–63. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5124-9_3.

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Grealish, Laurie, Lyn Armit, Thea van de Mortel, Stephen Billett, Julie Shaw, Valda Frommolt, Creina Mitchell, and Marion Mitchell. "Using Learning Circles to Develop Intersubjectivity." In Professional and Practice-based Learning, 163–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05560-8_8.

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Heijs, Joost. "Innovation Capabilities and Learning: Virtuous and Vicious Circles." In Interactive Learning for Innovation, 206–33. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230362420_10.

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Zhu, Yuanyuan. "Circles and Straight Lines: Teachers’ Life Worlds." In Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools, 139–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_6.

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Morice, Sylvie. "Bringing Imagination and Literacy Circles into the Math Classroom." In Creative Dimensions of Teaching and Learning in the 21st Century, 269–75. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-047-9_27.

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Cassella, Sally, and Judie Taylor. "An evaluation of peer coaching circles within higher education." In Learning as a Creative and Developmental Process in Higher Education, 154–69. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315142142-16.

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Nederman, Cary J. "Textual Communities of Learning and Friendship Circles in the Twelfth Century: An Examination of John of Salisbury’s Correspondence." In Communities of Learning, 73–83. Turnhout: Brepols Publishers, 2011. http://dx.doi.org/10.1484/m.es-eb.3.5047.

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Cartmel, Jennifer. "A Considered Curriculum for Preparing Human Services Practitioners: Structuring Circles of Learning and Change." In Professional and Practice-based Learning, 101–18. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3937-8_6.

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Wake, Alexandra. "Listening Circles Provide Model for Students in Disrupted Journalism Industry." In Enriching Higher Education Students' Learning through Post-work Placement Interventions, 247–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48062-2_14.

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Conference papers on the topic "Learning Circles"

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Chan, Tina, Josephine McMurray, AnneMarie Levy, Heidi Sveistrup, and James Wallace. "Post-Hackathon Learning Circles: Supporting Lean Startup Development." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3334480.3375216.

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Rahimian, Mohammad Amin, and Ali Jadbabaie. "Learning without recall in directed circles and rooted trees." In 2015 American Control Conference (ACC). IEEE, 2015. http://dx.doi.org/10.1109/acc.2015.7171992.

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Henry, Laurie, and Lisa Zawilinski. "LITERATURE CIRCLES IN 3D: MULTIMODAL COMMUNICATIONS FOR LITERACY LEARNING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1721.

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Sorodoc, Ionut, Angeliki Lazaridou, Gemma Boleda, Aurėlie Herbelot, Sandro Pezzelle, and Raffaella Bernardi. "“Look, some Green Circles!”: Learning to Quantify from Images." In Proceedings of the 5th Workshop on Vision and Language. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-3211.

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Kamal, A., M. M. Lutfe Elahi, Bruce Poon, and M. Ashraful Amin. "Fusion based approach to discovering social circles in EGO networks." In 2015 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2015. http://dx.doi.org/10.1109/icmlc.2015.7340609.

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Berk, Gozde, and Alexandra Wallinger. "Learning Fashion Outside Academia: From Sewing Circles to Maker Spaces." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01069.

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Berk, Gozde, and Alexandra Wallinger. "Learning Fashion Outside Academia: From Sewing Circles to Maker Spaces." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.08069.

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Yu, Yonghong, Qiang Wang, Li Zhang, Can Wang, Sifan Wu, Boyu Qi, and Xiaotian Wu. "Integrating Social Circles and Network Representation Learning for Item Recommendation." In 2019 International Joint Conference on Neural Networks (IJCNN). IEEE, 2019. http://dx.doi.org/10.1109/ijcnn.2019.8852217.

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Zhu, Yuhong, Zahra Moayed, Barbara Bollard-Breen, Ashray Doshi, Jean Baptiste Ramond, and Reinhard Klette. "Detection of Fairy Circles in UAV Images Using Deep Learning." In 2018 15th IEEE International Conference on Advanced Video and Signal Based Surveillance (AVSS). IEEE, 2018. http://dx.doi.org/10.1109/avss.2018.8639450.

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Zheng, Jiangchuan, and Lionel M. Ni. "An unsupervised learning approach to social circles detection in ego bluetooth proximity network." In UbiComp '13: The 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2493432.2493512.

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Reports on the topic "Learning Circles"

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Yaoyuneyong, Gallayanee, JuYoung Lee, Jan Haynes, and Brigitte Burgess. A Cotton Sustainability Learning Circle: Using Interschool Collaboration to Enable Student Success. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-67.

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