Relevant bibliographies by topics / Learning resources

Contents

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

Academic literature on the topic 'Learning resources'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Learning resources"

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Glass, Conrad. "LEARNING RESOURCES." Educational Gerontology 26, no. 4 (June 2000): 409–12. http://dx.doi.org/10.1080/036012700407884.

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Jr, J. Conrad Glass. "LEARNING RESOURCES." Educational Gerontology 26, no. 5 (July 2000): 499–500. http://dx.doi.org/10.1080/03601270050111896.

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Jr, Conrad Glass. "LEARNING RESOURCES." Educational Gerontology 26, no. 6 (September 2000): 605–8. http://dx.doi.org/10.1080/03601270050133928.

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Jr, J. Conrad Glass. "LEARNING RESOURCES." Educational Gerontology 26, no. 7 (October 2000): 691–92. http://dx.doi.org/10.1080/03601270050200671.

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Wolf, Mary Alice. "LEARNING RESOURCES." Educational Gerontology 27, no. 6 (September 2001): 525–27. http://dx.doi.org/10.1080/036012701316894216.

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Jr, J. Conrad Glass. "LEARNING RESOURCES." Educational Gerontology 27, no. 2 (March 2001): 199–202. http://dx.doi.org/10.1080/03601270151075624.

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Smith, Abby M. "Learning Resources." Educational Gerontology 33, no. 8 (July 16, 2007): 701–2. http://dx.doi.org/10.1080/03601270701439172.

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Noel, Sandra L. "Learning Resources." Educational Gerontology 33, no. 8 (July 16, 2007): 702–3. http://dx.doi.org/10.1080/03601270701439180.

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Jr., J. Conrad Glass,. "LEARNING RESOURCES." Educational Gerontology 25, no. 8 (December 1999): 755–59. http://dx.doi.org/10.1080/036012799267486.

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Glass, J. Conrad. "LEARNING RESOURCES." Educational Gerontology 25, no. 7 (November 1999): 685–87. http://dx.doi.org/10.1080/036012799267530.

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Dissertations / Theses on the topic "Learning resources"

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Kurdziolek, Margaret Angela. "Classroom resources and impact on learning." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28687.

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In the past, educators and policy makers believed that by providing more resources they could directly improve student-learning outcomes. To their frustration, this turns out not to be entirely true. Resources may be necessary but they are not sufficient. Resources themselves are not self-enacting, that is, they do not make change inevitable. Differences in their effects depend on differences in their use. This is also true in the case of educational technologies. As developers of these technologies we need to understand how resources fit within the classroom environment as enacted and how they can be effectively used to increase student learning. I report on four case studies conducted within the context of the Scaling-Up SimCalc study. In the study, â treatmentâ teachers were given a set of new resources to use: a combination of curriculum, educational software, and teacher professional development. â Delayed treatmentâ (control) teachers were asked to use their usual curriculum. Year-one study results demonstrated by randomized controlled testing the successful use of technology in class settings; however, there was little information on how the students and teachers actually interacted with the resources. Case study classrooms were selected to examine the effects of variation of computational resource arrangements: one utilized a computer lab, two used mobile laptop carts, and one used a laptop connected to a projector. The first round coding and analysis shows that the observed classrooms varied not only in their classroom set-ups but also in how teachers and students interacted with the software, the workbooks, and with one another. The variety of resource interaction points to the robustness of the SimCalc project: students and teachers can interact with the SimCalc resources in a variety of ways and still achieve student-learning gains. However, through subsequent review and analysis of the observation data five themes emerged. These themes suggest commonalities in classrooms practices surrounding the use of resources. Two new theoretical constructs, â socio-physical resource richnessâ and â resource use withitnessâ , help describe (1) physical and social arrangements of resources and (2) how teachers and students manage resource use.
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Jolliffe, Wendy. "The implementation of cooperative learning : a case study of cooperative learning in a networked learning community." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4453.

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This thesis presents a case study of the implementation of cooperative learning in a networked learning community of two secondary schools and eight primary schools in the north of England. How this came about in a context of national educational prescription, in which cooperative learning has played little part, has driven this research. Before examining this further, however, it is important to clarify what is meant by cooperative learning. Based on this, the rationale for the research will be presented, together with the research questions. The chapter will conclude with an overview of the structure of the thesis.
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Panayiotou, Christiana. "Viewpoint discrepancies in ontological learning resources." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531607.

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R, Wilson Andrew. "Teacher educators and learning styles in the learning and skills sector." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:14099.

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The aims of this thesis were to describe the use of learning styles within the Learning and Skills sector; to investigate the reproduction of the conceptual confusion by teacher educators, to critically analyse the underpinning evidence in the learning styles debate and identify the reasons for the promotion of learning styles. The central research question investigated the extent to which teacher educators within the sector were aware of the debate around learning styles. The sub questions uncovered the beliefs of teacher educators towards learning styles and the rationales they used to justify their use. A critical realist ontology was paired with a social constructionist epistemology and a qualitative design was applied. The chosen methodology was the in-depth, semi structured qualitative interview with a grounded theory approach to the data analysis. Sixteen respondents were recruited by theoretical sampling with nine of them being identified as ‘supporters’ of learning styles and six of them as ‘detractors’. The interviews took place outside of the interviewee’s place of work and all relevant ethical guidelines were followed. The conversations were digitally taped and transcribed using a denaturalised strategy. The transcripts were coded using QSR NVivo and six major themes emerged. Two were In vitro themes ‘Knowledge and Use of VAK’ and ‘Conceptual Confusion’. The rest were in vivo themes, ‘Beliefs About Stereotyping’, ‘The Ofsted Hypothesis’,’ The Learning Styles Debate’ and ‘Enthusiastic Socialisation’. The analysis of the themes provided a number of elements of interest and relevance. It was found that the VAK approach was not the most popular inventory used within the sector. That the conceptual confusion recorded in the literature, concerning learning styles, was reproduced almost identically amongst the supporters’ beliefs. Both supporters and detractors believed that learning style diagnosis was unlikely to lead to the stereotyping of student approaches to learning. The belief that Ofsted supported and rewarded the use of learning styles’ practice at inspection was influential amongst both groups. The supporters tended to suppress and distort the implications of the debate surrounding learning styles; they were shown to be less willing to present the debate as a part of their teaching practice when compared to the detractors. The analysis also showed that supporters were more likely to experience an enthusiastic introduction to learning styles. This analysis provided answers for all of the research questions as it highlighted that all of the interviewees were all cognizant of the styles’ debate. The beliefs of the supporters and detractors alike regarding learning styles were compared and contrasted and their rationales and justifications were highlighted. The grounded theories that emerged from the analysis offered a number of strands of new knowledge. The most important new knowledge to emerge regarded the role of initial teacher training and/or colleagues in providing an enthusiastic socialisation into learning styles theory and practice. If such an introduction occurs it can facilitate a confirmation bias that leads to a robust and positive belief system that rejects modifies or ignores contentious research evidence. The supporters of learning styles exhibited a reliance on personal opinion and experience in preference to empirical evidence as a result of the bias. Recommendations were proffered to modify the practice of teacher educators to ensure that the debate around learning styles was presented accurately. Directions for future research were described.
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George, Susan B. "Music and learning resources : a natural combination /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47451.pdf.

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Kubilinskienė, Svetlana. "Extended metadata model for digital learning resources." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120402_093822-17816.

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The key aim of using information technology (IT) in learning is to increase the learning quality and efficiency, to facilitate a learner’s and a teacher’s work. We can distinguish two main directions of IT application in training: (1) if applying IT we strive to improve the traditional methods; (2) if new methods are developed that are applicable only if IT is used. In both cases, sharing the good experience of teachers and mastering of the learning methods are of great importance. The research work is meant for solving the problems of using methodological resources and learning methods, which arise due to insufficiency of information in the metadata repositories of learning object (LO). The main models of LO metadata standards, used to describe digital learning resources in a formal way, have been analyzed and compared. Scientific and practical principles for applied model design of LO metadata standards have been explored. The content LO developing models that ensure LO compatibility have been considered. The empirical research performed enabled us to determine a further trend of research and influenced the creation of an extended LO metadata applied model. The design process of a metadata applied model consists of the following phases: 1) determination of sets of metadata elements that describe methodological resources and learning method objects, 2) composition of controlled vocabularies, aimed at description of metadata elements, with a view to ensure the compatibility... [to full text]
Pagrindinis informacinių technologijų (IT) naudojimo mokymuisi tikslas – didinti mokymosi kokybę ir efektyvumą, lengvinti besimokančiojo ir mokytojo darbą. Galima išskirti dvi IT taikymo ugdymui kryptis: 1) kai naudojant IT siekiama gerinti tradicinius metodus 2) kai sukuriami nauji metodai, kuriuos taikyti įmanoma tik naudojant IT. Abiem atvejais svarbus mokytojų gerosios patirties dalijimasis, mokymosi metodų įvaldymas. Disertacinis darbas skirtas metodinių išteklių ir mokymosi metodų naudojimo problemoms, kylančioms dėl informacijos nepakankamumo mokymosi objektų (MO) metaduomenų saugyklose, spręsti. Išanalizuoti ir palyginti pagrindiniai MO metaduomenų standartų modeliai, naudojami skaitmeniniams mokymosi ištekliams formaliuoju būdu aprašyti. Ištirti MO metaduomenų standartų taikymo modelių sudarymo moksliniai ir praktiniai principai. Išanalizuoti turinio MO kūrimo modeliai, kurie užtikrina MO suderinamumą. Atliktas empirinis tyrimas leido nustatyti tolesnę tyrimo kryptį ir turėjo įtakos išplėsto MO metaduomenų taikomojo modelio kūrimui. Metaduomenų taikomojo modelio projektavimo procesą sudaro šie etapai: 1) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų elementų aibių išskyrimas; 2) valdomųjų žodynų, skirtų metaduomenų elementams aprašyti, formavimas siekiant užtikrinti metaduomenų suderinamumą; 3) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų lyginamoji analizė; 4) išplėsto MO metaduomenų modelio išbaigimas ir diegimas... [toliau žr. visą tekstą]
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Dagenais, Barthélémy. "Analysis and recommendations for developer learning resources." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110512.

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Developer documentation helps developers learn frameworks and libraries, yet developing and maintaining accurate documentation require considerable effort and resources. Contributors who work on developer documentation need to at least take into account the project's code and the support needs of users. Although related, the documentation, the code, and the support needs evolve and are not always synchronized: for example, new features in the code are not always documented and questions repeatedly asked by users on support channels such as mailing lists may not be addressed by the documentation. Our thesis is that by studying how the relationships between documentation, code, and users' support needs are created and maintained, we can identify documentation improvements and automatically recommend some of these improvements to contributors. In this dissertation, we (1) studied the perspective of documentation contributors by interviewing open source contributors and users, (2) developed a technique that automatically generates the model of documentation, code, and users' support needs, (3) devised a technique that recovers fine-grained traceability links between the learning resources and the code, (4) investigated strategies to infer high-level documentation structures based on the traceability links, and (5) devised a recommendation system that uses the traceability links and the high-level documentation structures to suggest adaptive changes to the documentation when the underlying code evolves.
La documentation pour les développeurs aide ces derniers à apprendre à utiliser des bibliothèques de fonctions et des cadres d'applications. Pourtant, créer et maintenir cette documentation requiert des efforts et des ressources considérables. Les contributeurs qui travaillent sur la documentation pour les développeurs doivent tenir compte de l'évolution du code et des besoins potentiels des utilisateurs de la documentation. Même s'ils sont reliés, la documentation, le code et les besoins des utilisateurs ne sont pas toujours synchronisés: par exemple, les nouvelles fonctionnalités ajoutées au code ne sont pas toujours documentées et la documentation n'apporte pas nécessairement de réponse aux questions posées à répétition sur des forums de discussion. Notre thèse est qu'en étudiant comment les relations entre la documentation, le code, et les besoins des utilisateurs sont crées et maintenues, nous pouvons identifier des possibilités d'améliorations à la documentation et automatiquement recommander certaines de ces améliorations aux contributeurs de documentation. Dans cette dissertation, nous avons (1) étudié la perspective des contributeurs de documentation en interviewant des contributeurs de projets en code source libre, (2) développé une technique qui génère automatique un modèle de la documentation, du code, et des questions des utilisateurs, (3) développé une technique qui recouvre les liens de traçabilité entre les ressources d'apprentissage et le code, (4) examiné des stratégies pour inférer des structures abstraites de documentation à partir des liens de traçabilité et (5) développé un système de recommandation qui utilise les liens de traçabilités et les structures abstraites de documentation pour suggérer des changements adaptatifs quand le code sous-jacent évolue.
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Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.

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As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the activity. The results of the second project revealed that the appearance of two simulations’ user interfaces does not have a significant effect on learning outcomes. However, many students responded that these simulations did increase their understanding of the concepts, indicating simulations can play an important role in the biology classroom.
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Costello, Robert. "Adaptive intelligent personalised learning (AIPL) environment." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:6251.

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As individuals the ideal learning scenario would be a learning environment tailored just for how we like to learn, personalised to our requirements. This has previously been almost inconceivable given the complexities of learning, the constraints within the environments in which we teach, and the need for global repositories of knowledge to facilitate this process. Whilst it is still not necessarily achievable in its full sense this research project represents a path towards this ideal. In this thesis, findings from research into the development of a model (the Adaptive Intelligent Personalised Learning (AIPL)), the creation of a prototype implementation of a system designed around this model (the AIPL environment) and the construction of a suite of intelligent algorithms (Personalised Adaptive Filtering System (PAFS)) for personalised learning are presented and evaluated. A mixed methods approach is used in the evaluation of the AIPL environment. The AIPL model is built on the premise of an ideal system being one which does not just consider the individual but also considers groupings of likeminded individuals and their power to influence learner choice. The results show that: (1) There is a positive correlation for using group-learning-paradigms. (2) Using personalisation as a learning aid can help to facilitate individual learning and encourage learning on-line. (3) Using learning styles as a way of identifying and categorising the individuals can improve their on-line learning experience. (4) Using Adaptive Information Retrieval techniques linked to group-learning-paradigms can reduce and improve the problem of mis-matching. A number of approaches for further work to extend and expand upon the work presented are highlighted at the end of the Thesis.
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Bradley, Jennifer. "Facilitating choice for people with learning disabilities." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5792.

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Background: Choice constitutes a core element of the human experience. To deny this right can be seen as a denial of basic human rights and yet for people with learning disabilities this has often been a reality. Some argue that choice is different for people with learning disabilities for a variety of intellectually based reasons. The effect of choice on people with learning disabilities therefore is an important area of concern for researchers to establish the underlying meaning and drivers for increasing choice for this group of people. Method: A systematic literature review was conducted to bring together studies examining the effects of choice for people with learning disabilities. The review utilised three databases and selected reference lists to find relevant articles and these were brought together in a summary of findings. Results: Studies focused heavily on task behaviours and challenging behaviours and whether and how this would be altered by introducing elements of choice or preference. A large majority of studies demonstrated that the main basis for the improvement of tasks and behaviours was the introduction of preferred stimuli rather than the being able to actively choose between stimuli. Other studies demonstrated that choice has a positive effect on mood, quality of life and motivation during a self care exercise.
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Books on the topic "Learning resources"

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Bailey, Mona H. Selecting learning resources. Olympia, WA: Superintendent of Public Instruction, 1985.

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Brown, Sally. Resources for learning. Newcastle-upon-Tyne: University of Northumbria at Newcastle, Materials and Resources Centre for Education and Technology, 1995.

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Chris, Watkins, ed. Learning about learning: Resources for supporting effective learning. London: Routledge, 2000.

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Hancock, Paula. Learning resources in midwifery. London: ENB Learning Resources Unit, 1988.

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Churchill, Daniel. Digital Resources for Learning. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3776-4.

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Dawson, Graham. Learning resources: Final report. [Brighton: Brighton Polytechnic, 1991.

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Alberta. Alberta Learning. Learning Resources Centre. Resources catalogue. [Edmonton]: Alberta Learning, 2002.

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Resource-based learning: Using open and flexible learning resources for continuous development. London: McGraw-Hill Book Co., 1993.

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Elementary learning and teaching resources. [Edmonton]: Alberta Education, 1995.

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Kagan, Spencer. Cooperative learning resources for teachers. Riverside: Printing and Reprographics, University of California, Riverside, 1989.

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Book chapters on the topic "Learning resources"

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Dainty, Paul, and Moreen Anderson. "Learning Resources." In The MBA Companion, 325–36. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-29456-2_21.

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Joshi, Bipin. "Learning Resources." In Beginning jQuery 2 for ASP.NET Developers, 301–2. Berkeley, CA: Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-6305-0_12.

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Adams, Bridget. "Learning Resources." In The Psychology Companion, 305–61. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-10435-9_10.

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Sewak, Mohit. "Implementation Resources." In Deep Reinforcement Learning, 89–94. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8285-7_7.

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Liu, Zhiyuan, Yankai Lin, and Maosong Sun. "Resources." In Representation Learning for Natural Language Processing, 319–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5573-2_10.

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Churchill, Daniel. "Presentation Resources." In Digital Resources for Learning, 75–104. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3776-4_4.

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Churchill, Daniel. "Practice Resources." In Digital Resources for Learning, 105–15. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3776-4_5.

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Lamy, Marie-Noëlle, and Regine Hampel. "Resources." In Online Communication in Language Learning and Teaching, 209–24. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592681_19.

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Rose, David J. "Resources and Reserves." In Learning about Energy, 203–43. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4757-5647-0_5.

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Sims, Lisa. "Free Online Resources." In Effective Digital Learning, 93–101. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-6864-3_11.

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Conference papers on the topic "Learning resources"

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Dai, Zhuyun, Yubin Kim, and Jamie Callan. "Learning To Rank Resources." In SIGIR '17: The 40th International ACM SIGIR conference on research and development in Information Retrieval. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3077136.3080657.

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Zhuhadar, Leyla, and Rong Yang. "Cyberlearners and learning resources." In the 2nd International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2330601.2330621.

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Odi, Uchenna, and Thomas Nguyen. "Geological Facies Prediction Using Computed Tomography in a Machine Learning and Deep Learning Environment." In Unconventional Resources Technology Conference. Tulsa, OK, USA: American Association of Petroleum Geologists, 2018. http://dx.doi.org/10.15530/urtec-2018-2901881.

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Suzhen, Lin, and Li Hongyan. "On Intangible Learning Resources in E-learning." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.1368.

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Weir, Iain, Rhys Gwynllyw, and Karen Henderson. "OPEN ACCESS STATISTICS RESOURCES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1123.

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Sneed, Jessamyn. "Predicting ESP Lifespans With Machine Learning." In Unconventional Resources Technology Conference. Tulsa, OK, USA: American Association of Petroleum Geologists, 2017. http://dx.doi.org/10.15530/urtec-2017-2669988.

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Consiglio, Teresa, Gerrit van der Veer, and Niek de Moel. "Learning Resources for Task Analysis." In The 26th BCS Conference on Human Computer Interaction. BCS Learning & Development, 2012. http://dx.doi.org/10.14236/ewic/hci2012.112.

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Volkodav, Tatiana. "Digital Learning Resources In Teaching." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.25.

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Ma, Li, and Jun Yang. "Construction on Mobile Learning Resources." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.193.

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Yen, Neil Y., Timothy K. Shih, and Louis R. Chao. "Adaptive learning resources search mechanism." In the second ACM international workshop. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878052.1878055.

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Reports on the topic "Learning resources"

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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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Lovett, C. Denver. Manufacturing technology learning modules - sharing resources for school outreach. Gaithersburg, MD: National Institute of Standards and Technology, 1999. http://dx.doi.org/10.6028/nist.ir.6313.

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Harris, Philip. Physics Community Needs, Tools, and Resources for Machine Learning. Office of Scientific and Technical Information (OSTI), March 2022. http://dx.doi.org/10.2172/1873720.

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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Lohn, Andrew. Poison in the Well: Securing the Shared Resources of Machine Learning. Center for Security and Emerging Technology, June 2021. http://dx.doi.org/10.51593/2020ca013.

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Modern machine learning often relies on open-source datasets, pretrained models, and machine learning libraries from across the internet, but are those resources safe to use? Previously successful digital supply chain attacks against cyber infrastructure suggest the answer may be no. This report introduces policymakers to these emerging threats and provides recommendations for how to secure the machine learning supply chain.
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Kleynosova, N. P. Distance learning course «Modern information systems and resources in the economy». OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24865.

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7

Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Rodriguez Muxica, Natalia. Open configuration options Bioinformatics for Researchers in Life Sciences: Tools and Learning Resources. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003982.

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The COVID-19 pandemic has shown that bioinformatics--a multidisciplinary field that combines biological knowledge with computer programming concerned with the acquisition, storage, analysis, and dissemination of biological data--has a fundamental role in scientific research strategies in all disciplines involved in fighting the virus and its variants. It aids in sequencing and annotating genomes and their observed mutations; analyzing gene and protein expression; simulation and modeling of DNA, RNA, proteins and biomolecular interactions; and mining of biological literature, among many other critical areas of research. Studies suggest that bioinformatics skills in the Latin American and Caribbean region are relatively incipient, and thus its scientific systems cannot take full advantage of the increasing availability of bioinformatic tools and data. This dataset is a catalog of bioinformatics software for researchers and professionals working in life sciences. It includes more than 300 different tools for varied uses, such as data analysis, visualization, repositories and databases, data storage services, scientific communication, marketplace and collaboration, and lab resource management. Most tools are available as web-based or desktop applications, while others are programming libraries. It also includes 10 suggested entries for other third-party repositories that could be of use.
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Tillett, Will, and Oliver Jones. ‘Improving Rural Sanitation in Challenging Contexts’ Sanitation Learning Hub Learning Brief 8. The Sanitation Learning Hub, Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/slh.2021.006.

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Of the two billion people worldwide lacking access to at least basic sanitation, seven out of ten live in rural areas. Progress has been made on increasing rural sanitation and access levels are rising, but barriers remain in reaching the ‘last mile’ or some 10 to 20 per cent of the population who live in the most challenging contexts. The factors affecting the ability of households to construct and use toilets, as well as the challenges sanitation programmes face in reaching specific groups, are highly diverse. Applying one-size fits all approaches has been proven not to work; therefore, we need more nuanced, adapted, and targeted approaches to capture the universality element of the Sustainable Development Goals (SDGs) and ensure that no one is left behind. However, we recognise that challenges can be persistent and there are limited documented examples of how to overcome these challenges at scale. The Sanitation Learning Hub, UNICEF, and WaterAid commissioned this study to map rural sanitation approaches in challenging contexts and the guidance currently being used, drawing out emerging experiences and lessons. It involved key informant interviews (KIIs) with 44 interviewees, and consulting over 180 documented resources. This Learning Brief provides an overview of the study findings.
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Valko, Nataliia V., Viacheslav V. Osadchyi, and Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4444.

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The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
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