Relevant bibliographies by topics / Learning trends

Academic literature on the topic 'Learning trends'

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

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Journal articles on the topic "Learning trends"

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McCourt, Kath. "Learning global trends." Nursing Standard 25, no. 43 (June 29, 2011): 64. http://dx.doi.org/10.7748/ns2011.06.25.43.64.p5721.

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McCourt, Kath. "Learning global trends." Nursing Standard 25, no. 43 (June 29, 2011): 64. http://dx.doi.org/10.7748/ns.25.43.64.s56.

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Lee, Kian Yang. "Study on Deep Learning: Applications and Research Trends." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 1603–11. http://dx.doi.org/10.5373/jardcs/v12sp7/20202264.

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Ksiazek, Kelly, Karen McGlathery, Laura Reynolds, Arthur Schwarzschild, Carissa Wilkerson, Tim Carruthers, Cassie Gurbisz, Joanna L. Woerner, and Laura Murray. "Learning about Coastal Trends." Science Activities: Classroom Projects and Curriculum Ideas 46, no. 3 (September 2009): 27–31. http://dx.doi.org/10.3200/sats.46.3.27-31.

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Topping, Keith J. "Trends in Peer Learning." Educational Psychology 25, no. 6 (December 2005): 631–45. http://dx.doi.org/10.1080/01443410500345172.

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Kovalenko, T. V. "Current European Trends in the Development of Lifelong Learning." Business Inform 4, no. 495 (2019): 72–77. http://dx.doi.org/10.32983/2222-4459-2019-4-72-77.

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Serafín, Čestmír. "Lifelong Learning and Constructivism." Lifelong Learning 1, no. 2 (2011): 7–13. http://dx.doi.org/10.11118/lifele201101027.

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Changes in education, in its concept, has always changed in response to changes in society. The current trend of lifelong learning is therefore closely tied not only to societal trends, but also to education and, thus, with creatively humanist, trends whose goal is personality development and the constructivist creation of new knowledge. The primary aim of educators is the personality development of the learner, who is to be educated and consequently equipped not only with the necessary knowledgeable, but also with cognitive and social competences, and the moral and spiritual values of life.
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MAREŠOVÁ, Hana, and Milan KLEMENT. "CURRENT TRENDS IN E-LEARNING DEVELOPMENT." Journal of Technology and Information 4, no. 3 (December 1, 2012): 54–59. http://dx.doi.org/10.5507/jtie.2012.050.

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Rajdev, Ankita, and Sunita Ramchandani. "TRADITIONAL LEARNING TO BLENDED LEARNING: TRENDS AND ISSUES." BSSS Journal of Education 10, no. 1 (June 30, 2021): 103–12. http://dx.doi.org/10.51767/je1011.

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As Benjamin Franklin quoted, “Tell me and I forget,Show me and I remember, Involve me and I learn.” This statement is true as it forms the essence of Blended Learning. Blended learning methods leads to continuous understanding and learning. It provides methods of teaching which leads to sharpen the skills and attitude furtherto seek resolutions to problems and to create new knowledge and awareness. This research intends to introduce blended learning to its readers and to analyze the trends and issues specially related to mathematics and nursing field.Theresearch focuses on different components of blended learning with emphasis on flexibility as the core component. This is a secondary research analyzing different journals, research articles, thesis, books etc. Lastly, it will highlight the comparison of blended learning with traditional methods. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice
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Uther, Maria. "Mobile Learning—Trends and Practices." Education Sciences 9, no. 1 (February 5, 2019): 33. http://dx.doi.org/10.3390/educsci9010033.

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Mobile learning has become one of the more influential aspects in the field of educational technology given the ubiquity of modern mobile devices and proliferation of educational applications or ‘apps’ for mobile devices. Within this special issue, there are a range of studies and reviews which cover a breadth of current topics in the field, namely user motivations for using mobile learning, issues in evaluation and domain-specific considerations (e.g., use within language learning or audio-based applications). Together these studies represent the synthesis of a range of methods, approaches and applications that highlight benefits and areas of future growth of mobile technologies.
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Dissertations / Theses on the topic "Learning trends"

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Prieto, Pérez Nevia, and Martín Silvana San. "Teaching and learning Methods: Theories and Trends in L2." Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110138.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.
After many years of hard study and careful research, we can state that focusing on the teaching area is not the key to achieve a good proficiency when learning a foreign language. This idea is based on the fact that, even though there have been many attempts to develop a good method for teaching languages through many decades, none of them has proved to be accepted by the whole language teaching community. Since our work was originally planned to encompass teaching and learning, from our point of view the process of learning is undoubtedly the most important thing. Consequently it must be studied in depth.
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Wildt, Johannes. "Bestandsaufnahme und Trends guter Lehre." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-137963.

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Die Szene der Qualitätsentwicklung in Lehre und Studium ist in Bewegung. Wissenschaftsorganisationen wie der Wissenschaftsrat (2008) oder die Hochschulrektorenkonferenz (2008) empfehlen mit Nachdruck, neue Initiativen und Anstrengungen in Lehre und Studium voranzutreiben. Allerorten werden zudem auf Hochschul-, Landes- und Bundesebene Lehrpreise ausgelobt.
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Fischer, Helge, Linda Heise, Matthias Heinz, Kathrin Möbius, and Thomas Köhler. "Trends der digitalen Lehre. Befunde einer Analyse des wissenschaftlichen Fachdiskurses." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-154002.

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Wie geht es mit E-Learning weiter? Welche E-Learning-Trends dominieren an Hochschulen? Welche Anwendungen stehen kurz vor dem Durchbruch? Der vorliegende Beitrag liefert ein differenziertes Bild über Trends und Hypes im E-Learning an deutschsprachigen Hochschulen. Basierend auf konzeptionellen Überlegungen und empirischen Befunden, resultierend aus der inhaltsanalytischen Auswertung von Fachbeitragen wissenschaftlicher E-Learning-Leitkonferenzen, im Zeitraum von 2007 bis 2013, werden Entwicklungstendenzen einzelner Anwendungen identifiziert und diskutiert.
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Wildt, Johannes. "Bestandsaufnahme und Trends guter Lehre." Hochschuldidaktisches Zentrum, 2010. https://ul.qucosa.de/id/qucosa%3A11297.

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Die Szene der Qualitätsentwicklung in Lehre und Studium ist in Bewegung. Wissenschaftsorganisationen wie der Wissenschaftsrat (2008) oder die Hochschulrektorenkonferenz (2008) empfehlen mit Nachdruck, neue Initiativen und Anstrengungen in Lehre und Studium voranzutreiben. Allerorten werden zudem auf Hochschul-, Landes- und Bundesebene Lehrpreise ausgelobt.
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Wood, Samantha (Soprano). "Distance Learning in Singing Education: An Overview of Historical and Modern Approaches and Future Trends." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505254/.

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This research of distance learning in singing study provides some historical framework of long-distance singing study, including research on three former distance singing courses, which exemplify the "best practices" of their time: Siegel-Myers Correspondence School of Music, the Perfect Voice Institute, and the Hermann Klein Phono-Vocal Method: Based Upon the Famous School of Manuel Garcia. I also discuss current trends in long-distance singing study, including interviews and insights from current long-distance singing teachers using cutting edge technology in their virtual studios. Lastly, I make predictions and projections, based on analyses of past "best practices," where this information may have impact upon future methods of distance singing lessons, including conceivable distance singing course components of online degree programs offered at universities.
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Preece, Jenny. "Interpreting trends in graphs : a study of 14 and 15 year olds." Thesis, n.p, 1985. http://ethos.bl.uk/.

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Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.

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The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships.
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Ngai, Irene. "Developmental Trends in Social Cognition for Children with and without Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/36.

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Sruogaitė-Kuliešienė, Austė. "Trends of adult education in Europe: current situation of senior citizens' foreign language learning in Lithuania." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130606_102611-07490.

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Recent demographic changes in Europe (ageing, migration and others) demonstrate the importance of senior adult education – an urgent issue at both national and the European Union policy levels. Extended retirement age in the Member States of the EU is a big challenge in the process of employment of elderly people. Lifelong language learning (LLL) is equally important for both active, working-age citizens and for senior citizens of retirement age. The problem of the research is grounded in the challenges that many European societies currently face: the retirement age being extended, employees need to adapt to the changed working conditions and satisfy urgent demands of the market. One of the basic needs is to acquire or maintain multilingual skills, without which their status in the competitive market would become complicated. Thus, the main aim of this research is to examine current issues of adult education in Europe and Lithuania, focusing on senior citizens’ foreign language acquisition. Considering the main aim of this paper, the following research question has been raised: What is the situation (reasons, obstacles, motivational factors and others) of lifelong language learning in Lithuania (the case of senior citizens)? The following research methods were suggested by the above-mentioned research question: content analysis (the examination of the legislation, regulating senior adult education in the EU; the study of scholarly sources concerning the characteristics of... [to full text]
Demografiniai pokyčiai Europoje (visuomenės senėjimas, migracija ir kt.) pabrėžia pagyvenusių asmenų švietimo svarbą. Tai – aktuali problema tiek nacionaliniu, tiek Europos Sąjungos politikos lygmeniu. Pratęstas pensinis amžius ES valstybėse narėse tampa dideliu iššūkiu pagyvenusių asmenų užimtumo procese, todėl kalbų mokymasis visą gyvenimą yra svarbus tiek aktyviems, darbingo amžiaus gyventojams, tiek pensinio amžiaus žmonėms. Europos visuomenių patiriami iššūkiai: prailgintas pensinis amžius, darbuotojų adaptacija prie pasikeitusių darbo sąlygų ir šiandieninės rinkos poreikių patenkinimas, pagrindžia šio tyrimo problemą. Daugiakalbystės įgūdžių įgyjimas ir išlaikymas yra vienas iš pagrindinių poreikių ar reikalavimų, be kurio Europos gyventojų padėtis konkurencinėje darbo rinkoje tampa vis sudėtingesnė. Taigi, šio darbo tiklas – išanalizuoti suaugusiųjų švietimo problemas Europoje ir Lietuvoje, įtraukiant pagyvenusių asmenų užsienio kalbų mokymąsi. Kokia yra užsienio kalbų mokymosi visą gyvenimą situacija (priežastys, kliūtys, motyvaciniai ir kiti veiksniai) Lietuvoje (pagyvenusių asmenų atveju) – tyrimo klausimas, suformuluotas atsižvelgiant į pagrindinį šio darbo tikslą. Darbo tikslas nulėmė darbe taikytus tyrimo metodus, t.y. turinio analizę (teisinės bazės, reguliuojančios pagyvenusių asmenų švietimą Europos Sąjungos šalyse, analizę; mokslinių šaltinių, nagrinėjančių pagyvenusių besimokančiųjų savybes, apžvalgą; įstatymų, kitų dokumentų ir institucijų, reguliuojančių... [toliau žr. visą tekstą]
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Herrera, Mikael, and Georg Schierbeck. "Disadvantages of using non-linear video in shallow learning situations : A critical perspective on current trends." Thesis, Södertörns högskola, Medieteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31977.

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Video learning material has reported benefits to in-person lectures, and it can improve knowledge transfer (Bishop & Verleger, 2013; Kim, 2013). Modern educational methods such as flipped classroom and MOOCs (MOOC, 2016) depend on implementing video as a learning resource. Furthermore, the traditional linear video has long been challenged by nonlinear video, both in terms of having interactive material (Zhang et al. 2006) and sectioned, indexed contents. In a critical approach (Bardzell, J & Bardzell, S, 2013) we investigated disadvantages to the non-linear way of using video; in particular if non-linear video streamlines the retrieval of information. We conducted an observational experiment to examine the efficiency of non-linear video compared to linear video. Results from the observation experiment conducted in this thesis, shows that the non-linear video group tended to answer less questions, within the same amount of time as the group which used the linear video.
Video påvisas förbättra kommunikationen av kunskap genom att förmedla fakta i samband med att visuellt demonstrera information i praktiken (Bishop & Verleger, 2013; Kim, 2013). Moderna pedagogiska metoder som det flippade klassrummet och MOOCs (MOOC, 2016) grundar sig att implementera video som en lärande resurs. Det traditionella linjära videoformatet har länge ifrågasatts genom icke-linjär video, både när det gäller interaktivt material men även segmenterat och indexerat innehåll (Zhang et al. 2006). Med ett kritiskt förhållningssätt (Bardzell, J & Bardzell, S, 2013) undersöker vi det icke-linjära video formatet, i synnerhet om det icke-linjära formatet påverkar effektiviteten av inlärning. Vi har utfört ett observationsexperiment för att undersöka effektiviteten av icke-linjär jämfört med linjär video. Resultaten från experimentet visar på att gruppen som använde icke-linjär video svarade på färre frågor än gruppen som använde linjär videon.
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Books on the topic "Learning trends"

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Breitner, Michael H., Beate Bruns, and Franz Lehner, eds. Neue Trends im E-Learning. Heidelberg: Physica-Verlag HD, 2007. http://dx.doi.org/10.1007/978-3-7908-1922-9.

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Beachler, Judith. Trends in Teaching and Learning innovation. Washington, D.C: Educational Resources Information Center, 1998.

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Oneto, Luca, Nicolò Navarin, Alessandro Sperduti, and Davide Anguita, eds. Recent Trends in Learning From Data. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43883-8.

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Peña-Ayala, Alejandro, ed. Learning Analytics: Fundaments, Applications, and Trends. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52977-6.

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Chang, Maiga, Elvira Popescu, Kinshuk, Nian-Shing Chen, Mohamed Jemni, Ronghuai Huang, J. Michael Spector, and Demetrios G. Sampson, eds. Foundations and Trends in Smart Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6908-7.

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Pandian, Ambigapathy, and Sunny Siew Bek Tan. Teaching and learning language: Current trends and practices. Edited by Abdul Malik Mohamed Ismail, Shaik. [Glugor], Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011.

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Learning trends: Changes in student performance since 2000. 2nd ed. [Paris]: OECD, 2010.

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Kaiser, Gabriele, Werner Blum, Rita Borromeo Ferri, and Gloria Stillman, eds. Trends in Teaching and Learning of Mathematical Modelling. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2.

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Dasgupta, Prithviraj, Joseph B. Collins, and Ranjeev Mittu, eds. Adversary-Aware Learning Techniques and Trends in Cybersecurity. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55692-1.

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Breitner, Michael H. Neue Trends im E-Learning: Aspekte der Betriebswirtschaftslehre und Informatik. Heidelberg: Physica-Verlag, 2006.

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Book chapters on the topic "Learning trends"

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Zaidi, Shabih, and Mona Nasir. "Future Trends." In Teaching and Learning Methods in Medicine, 311–19. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_9.

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Salvaris, Mathew, Danielle Dean, and Wee Hyong Tok. "Trends in Deep Learning." In Deep Learning with Azure, 53–75. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3679-6_3.

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Specht, Marcus, Marco Kalz, and Dirk Börner. "Innovation und Trends für Mobiles Lernen." In Mobile Learning, 55–74. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19484-4_4.

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Aoyagi, Miki. "Learning Coefficients and Reproducing True Probability Functions in Learning Systems." In Trends in Mathematics, 347–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48812-7_44.

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Srivastava, N. K. "Learning Conceptual Design." In Trends in Structural Mechanics, 379–85. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5476-5_38.

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Sarkar, Dipanjan, Raghav Bali, and Tushar Sharma. "Analyzing Bike Sharing Trends." In Practical Machine Learning with Python, 307–30. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3207-1_6.

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Yin, Yueqing, and Lei Fan. "Trends of Open Educational Resources in Higher Education." In Hybrid Learning, 146–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22763-9_14.

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Zhang, Jiajun, and Chengqing Zong. "Deep Learning for Natural Language Processing." In Cognitive Computation Trends, 111–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06073-2_5.

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Zhang, Haizhang, and Jun Zhang. "Learning with Reproducing Kernel Banach Spaces." In Trends in Mathematics, 417–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48812-7_53.

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Barron, Tom. "Trends in Corporate E-Learning." In E-Learning in der Praxis, 55–69. Wiesbaden: Gabler Verlag, 2002. http://dx.doi.org/10.1007/978-3-322-82416-5_4.

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Conference papers on the topic "Learning trends"

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Aparicio, Manuela, and Fernando Bacao. "e-learning concept trends." In the 2013 International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2503859.2503872.

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Lee, Lung-Sheng, and Chun-Chin Lai. "Global Trends in Workplace Learning." In 2012 Sixth International Conference on Innovative Mobile and Internet Services in Ubiquitous Computing (IMIS). IEEE, 2012. http://dx.doi.org/10.1109/imis.2012.153.

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Singh, Tanupriya, Shubhi Lall Agarwal, and Rashmi Vipat. "Current trends in e-learning." In the International Conference & Workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1980022.1980340.

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Kumaran, Kalpana S., and Veni M. Nair. "Future trends in E-Learning." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606011.

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"New trends in learning technologies." In 2012 Tecnolog as Aplicadas a la Ense anza de la Electr nica (Technologies Applied to Electronics Teaching) (TAEE). IEEE, 2012. http://dx.doi.org/10.1109/taee.2012.6235455.

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Gaur, Jayesh, Akshav Kumar Goel, Ajay Rose, and Bharat Bhushan. "Emerging Trends in Machine Learning." In 2019 2nd International Conference on Intelligent Computing, Instrumentation and Control Technologies (ICICICT). IEEE, 2019. http://dx.doi.org/10.1109/icicict46008.2019.8993192.

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Nakabayashi, K. "Trends of learning technology standard." In IEEE International Conference on Multimedia and Expo, 2001. ICME 2001. IEEE, 2001. http://dx.doi.org/10.1109/icme.2001.1237803.

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PHAM, D. T., and A. A. AFIFY. "MACHINE LEARNING: TECHNIQUES AND TRENDS." In Proceedings of the 9th International Workshop on Systems, Signals and Image Processing. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812776266_0002.

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Cárachová, Magdaléna. "21ST CENTURY EDUCATION TRENDS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1560.

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Bostan, Atila, Cansu Ekin, Gokhan Sengul, Murat Karakaya, and Guzin Tirkes. "Deep Learning and Current Trends in Machine Learning." In 2018 3rd International Conference on Computer Science and Engineering (UBMK). IEEE, 2018. http://dx.doi.org/10.1109/ubmk.2018.8566365.

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Reports on the topic "Learning trends"

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Kim, Joungbum, Sarah E. Schwarm, and Mari Ostendorf. Detecting Structural Metadata with Decision Trees and Transformation-Based Learning. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada457891.

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Arnold, Zachary, and Helen Toner. AI Accidents: An Emerging Threat. Center for Security and Emerging Technology, July 2021. http://dx.doi.org/10.51593/20200072.

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As modern machine learning systems become more widely used, the potential costs of malfunctions grow. This policy brief describes how trends we already see today—both in newly deployed artificial intelligence systems and in older technologies—show how damaging the AI accidents of the future could be. It describes a wide range of hypothetical but realistic scenarios to illustrate the risks of AI accidents and offers concrete policy suggestions to reduce these risks.
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Sharma, Tarkeshwari, Adrian Silvescu, and Vasant Honavar. Learning Classification Trees from Distributed Horizontally and Vertically Fragmented Data Sets. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada638206.

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Kim, Eundeok. A Service-Learning Project with a Local Apparel Business Integrated into Trend Analysis and Forecasting Class. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-78.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Quak, Evert-Jan. K4D’s Work on the Indirect Impacts of COVID-19 in Low- and Middle- Income Countries. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.093.

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This report is not an in-depth nor exhaustive analysis of the many indirect impacts of the pandemic on LMICs. The content is purely based on the requests from FCDO to the K4D services on this topic, and as such can only give an illustrative overview of the findings from these requests. Furthermore, insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO (e.g. purpose of the request, adviser’s cadre), hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The selection of relevant K4D outputs on the pandemic’s indirect impacts was based on an extensive search in the K4D repository on titles and research questions. The Annex shows all K4D outputs included in this report. The purpose of this report is to inform FCDO about some of the specifics of their requests on the indirect impacts of COVID-19, in general. This report will also be used as input for a K4D-FCDO learning event that takes place on the 6th of July 2021. During the event learning and evidence, trends will be discussed and how evidence and learning informed decision-making on policy and programming.
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Cengiz, Doruk, Arindrajit Dube, Attila Lindner, and David Zentler-Munro. Seeing Beyond the Trees: Using Machine Learning to Estimate the Impact of Minimum Wages on Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28399.

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Hart, Carl R., D. Keith Wilson, Chris L. Pettit, and Edward T. Nykaza. Machine-Learning of Long-Range Sound Propagation Through Simulated Atmospheric Turbulence. U.S. Army Engineer Research and Development Center, July 2021. http://dx.doi.org/10.21079/11681/41182.

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Conventional numerical methods can capture the inherent variability of long-range outdoor sound propagation. However, computational memory and time requirements are high. In contrast, machine-learning models provide very fast predictions. This comes by learning from experimental observations or surrogate data. Yet, it is unknown what type of surrogate data is most suitable for machine-learning. This study used a Crank-Nicholson parabolic equation (CNPE) for generating the surrogate data. The CNPE input data were sampled by the Latin hypercube technique. Two separate datasets comprised 5000 samples of model input. The first dataset consisted of transmission loss (TL) fields for single realizations of turbulence. The second dataset consisted of average TL fields for 64 realizations of turbulence. Three machine-learning algorithms were applied to each dataset, namely, ensemble decision trees, neural networks, and cluster-weighted models. Observational data come from a long-range (out to 8 km) sound propagation experiment. In comparison to the experimental observations, regression predictions have 5–7 dB in median absolute error. Surrogate data quality depends on an accurate characterization of refractive and scattering conditions. Predictions obtained through a single realization of turbulence agree better with the experimental observations.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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