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Dean, Bonnie, Michelle J. Eady, and Venkata Yanamandram. "Editorial: Advancing Non-placement Work-integrated Learning Across the Degree." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 2–8. http://dx.doi.org/10.53761/1.17.4.1.
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Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.
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ud Din, Adnan Fayyaz, Imran Mir, Faiza Gul, Suleman Mir, Nasir Saeed, Turke Althobaiti, Syed Manzar Abbas, and Laith Abualigah. "Deep Reinforcement Learning for Integrated Non-Linear Control of Autonomous UAVs." Processes 10, no. 7 (July 1, 2022): 1307. http://dx.doi.org/10.3390/pr10071307.
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In this research, an intelligent control architecture for an experimental Unmanned Aerial Vehicle (UAV) bearing unconventional inverted V-tail design, is presented. To handle UAV’s inherent control complexities, while keeping them computationally acceptable, a variant of distinct Deep Reinforcement Learning (DRL) algorithm, namely Deep Deterministic Policy Gradient (DDPG) is proposed. Conventional DDPG algorithm after being modified in its learning architecture becomes capable of intelligently handling the continuous state and control space domains besides controlling the platform in its entire flight regime. Nonlinear simulations were then performed to analyze UAV performance under different environmental and launch conditions. The effectiveness of the proposed strategy is further demonstrated by comparing the results with the linear controller for the same UAV whose feedback loop gains are optimized by employing technique of optimal control theory. Results indicate the significance of the proposed control architecture and its inherent capability to adapt dynamically to the changing environment, thereby making it of significant utility to airborne UAV applications.
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Green, Elyce, Sarah Hyde, Rebecca Barry, Brent Smith, Claire Ellen Seaman, and Jayne Lawrence. "Placement Architectures in Practice: An Exploration of Student Learning during Non-Traditional Work-Integrated Learning in Rural Communities." International Journal of Environmental Research and Public Health 19, no. 24 (December 16, 2022): 16933. http://dx.doi.org/10.3390/ijerph192416933.
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Background: Work-integrated learning (WIL) in rural communities provides students with important learning opportunities while also providing a service to those communities. To optimise the potential benefits of work-integrated learning for health students and rural communities it is important to explore the practices and outcomes of these experiences. Methods: This study used a qualitative research design underpinned by the theoretical framework of Theory of Practice Architectures to examine the way students learn during these placements. Purposive sampling was used to identify students for participation in the study. Seven students from the disciplines of paramedicine, physiotherapy, and speech pathology participated in semi-structured interviews. Data were analysed using inductive thematic analysis. Results: The learning described by the students was examined, followed by a critical interrogation of the data to assess how these learnings and associated practices were made possible given the site-specific practice architectures. The findings of the research are represented by three themes: learning affordances related to placement design, learning through relationships between people and professions, and learning through rural embeddedness. Conclusion: Being embedded in rural communities gave the students access to several arrangements that fostered learning, particularly through the sayings, relatings and doings that the students engaged with. This research demonstrates the transformative potential of rural WIL opportunities for learning and future rural practice.
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Siu, Kin Wai Michael. "Problems and Possibilities to Enhance Non-Local Work-Integrated Learning Experience for Postgraduate Design Research." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 3 (July 2014): 68–87. http://dx.doi.org/10.4018/ijqaete.2014070103.
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In recent years, postgraduate research students have been more expected to gain knowledge and experience through work-integrated learning. The key advantages of work-integrated learning include non-conventional university support and facility for research. Students can also gain alternative and other in-depth and comprehensive experience in the research area. This off-campus learning also provides opportunities for students to explore other research interests. On the other hand, work-integrated learning has its deficiencies and limitations. Since the learning is conducted outside the university, it is difficult to make arrangement and be available, in particular most of the time not the best available locally. Therefore, work-integrated learning is sometimes necessary to be carried out in remote regions. This situation creates more barriers and un-predictable matters for planning, implementation and management of the learning. To review the needs of work-integrated learning, this paper takes a collaboration of work-integrated learning for postgraduate design research students between the Chinese mainland and Hong Kong as a case study. The paper then identifies some key issues and problems. After that, the paper identifies and discusses possibilities for improvement and directions for further investigation.
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Atabekova, Anastasia, Rimma Gorbatenko, Aleksandr Belousov, Ruslan Grebnev, and Olga Sheremetieva. "What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?" International Education Studies 9, no. 6 (May 26, 2016): 62. http://dx.doi.org/10.5539/ies.v9n6p62.
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<p class="apa">The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students’ academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students’ learning process, draws attention to challenges and benefits students experienced through non-formal Law and Language integrated learning. Emphasis is laid on those non-formal learning activities that may be viewed as part of the university students’ training for their future professional activities. The paper provides the results of students’ interviews and questionnaires revealing the issues that students consider important regarding non-formal content and language learning. The research findings aim to contribute to a better understanding of the overall interdependence of formal and non-formal learning within the university academic environment.</p>
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Suartama, I. Kadek, Punaji Setyosari, Sulthoni Sulthoni, Saida Ulfa, Muhammad Yunus, and Komang Anik Sugiani. "Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 03 (February 12, 2021): 36. http://dx.doi.org/10.3991/ijet.v16i03.14953.
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This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.
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Filipiak, Sara, and Beata Łubianka. "Comparative Analysis of Personality and Preferences of Values of Polish Early Adolescents Learning in Integrated and Non-integrated Classes." Psychologia Rozwojowa 25, no. 4 (2020): 29–43. http://dx.doi.org/10.4467/20843879pr.20.025.13433.
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The aim of the present study was to analyse the personality traits and value preferences of students from integrated and non-integrated classes. Sixty-nine primary school sixth graders were surveyed (M = 12.45; SD = .58). The group of students attending integrated classes included 38 individuals. The remaining 31 students attended non-integrated classrooms. Personality traits were measured using the Picture-Based Personality Survey for Children (PBPS-C ) and value preferences were determined on the basis of the Picture-Based Value Survey for Children (PBVS-C). The results showed that youth from the integrated classes did not differ significantly from their peers from the non-integrated classes in terms of personality traits. In case of values, students from the non-integrated classes cherished values of Universalism more than their peers from the integrated classes. Correlation analyses showed that the patterns of relations between personality traits and preferred values were partially different for the two groups. Nevertheless, a similar pattern of relations was observed in both groups between Openness to Experience and values in the categories of Self-direction and Universalism.
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Amri, Samsul, and Syafrizal. "Boosting English Competency and Learning Motivation Through the Integrated Approach For Non-English Departments Students." ELT-Lectura 8, no. 1 (February 20, 2021): 1–14. http://dx.doi.org/10.31849/elt-lectura.v8i1.5556.
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At the tertiary level, English as a General Subject supports the learning process's main course. The observations show they are not yet proficient enough to use it. It causes indisposed motivation, dearth vocabulary, low learning interest, short time allocation, and others. Therefore, the researchers provide a solution by applying the Integrated Approach. The research objectives are to determine whether the Integrated Approach can improve English competency and learning motivation, how the learners’ improvement process, and what factors influence these improvements. It is action research, which was Accounting majoring students as subjects - Islamic University of Indragiri. The data collection process used tests and questionnaires. Furthermore, the results showed an increase in their competence and motivation to learn English before and after the Integrated Approach. The improvement process covers several activities; socializing, analyzing, monitoring, guiding, and practicing. Meanwhile, the development affecting factors are internal and external factors such as learning motivation, teaching methods, and the instructors’ roles. In conclusion, the Integrated Approach application positively contributes to the learners’ learning outcomes and motivation.
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Nuril Hidayati and Trio Ageng Prayitno. "Efektivitas Pembelajaran Science Environment Technology and Society pada Materi Sistem Kardiovaskular di Tingkat Sarjana." Jurnal Biologi dan Pembelajarannya (JB&P) 9, no. 1 (August 11, 2022): 55–61. http://dx.doi.org/10.29407/jbp.v9i1.18037.
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The weakness of online learning in human anatomy and physiology courses is that the expected final ability cannot be achieved which has an impact on the quality of learning that is less and less than optimal output. There needs to be a learning process in which there is the use of integrated learning media, innovative learning approaches, one of which is the approach of science, environment, technology, and society. The purpose of this study was to determine the effect of learning SETS integrated with learning media on students' critical thinking skills. The research method used a quasi-experimental design with a pretest-posttest non-equivalent control group design. The results of the study showed that there was an effect of learning SETS integrated learning media on students' thinking skills with a significance value of anaova test of 0.00. The conclusion of this study is that there is a positive influence between the use of SETS learning integrated with learning media on students' critical thinking skills.
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Warsono, Warsono, Puji Iman Nursuhud, Rio Sandhika Darma, Supahar Supahar, Danis Alif Oktavia, Ahdika Setiyadi, and Mas Aji Kurniawan. "Multimedia Learning Modules (MLMs) Based on Local Wisdom in Physics Learning To Improve Student Diagram Representations in Realizing the Nature of Science." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 06 (April 17, 2020): 148. http://dx.doi.org/10.3991/ijim.v14i06.11640.
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This research was conducted to determine the feasibility of the instrument diagram representation test and the effectiveness of Multimedia Learning Modules (MLMs) integrated local wisdom in physics learning activities. The study design used a pretest-posttest control group design. The research instrument consisted of tests and non tests. The test instrument was in the form of five items arranged according to the diagram representation indicators, namely drawing diagrams and their components and performing mathematical calculations according to the diagram explanation. Non-test instrument is a questionnaire study of test instruments. The validation of the test instrument was carried out using Aiken's V. Data analysis techniques used the General Linear Model (GLM) with a significance level of 0.05 to test the effectiveness of integrated local wisdom MLMs in improving student diagram representation. The results showed that the overall item items were declared valid with Aiken's V score in the range of 0.88 to 0.92 and the integrated local wisdom MLMs were effectively used in physics learning activities to improve student diagram representation based on Mean Difference (MD) values of -54,449.
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Abdelrady, Abbas Hussein, and Huma Akram. "An Empirical Study of ClassPoint Tool Application in Enhancing EFL Students’ Online Learning Satisfaction." Systems 10, no. 5 (September 15, 2022): 154. http://dx.doi.org/10.3390/systems10050154.
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Keeping in view the basic necessity of the time, integrating Information and Communication Technology (ICT) in teaching-learning practices has become an integral part of higher education. In relation to English as a foreign language (EFL) learning, several forms of interactive platform have been applied to enhance students’ engagement, interest and learning satisfaction. Likewise, this quasi-experimental study was designed to investigate the role of ClassPoint tool integrated activities in strengthening e-learning satisfaction of undergraduate female EFL learners in Saudi Arabia. The intervention, i.e., the ClassPoint tool-integrated instruction for the experimental group, lasted for around a month, whereas the students from the controlled group received non-ClassPoint integrated instructions. Subsequently, the data from both groups was analyzed statistically via a t-test. Based on the analysis, the use of ClassPoint tool activities showed a significant increase in the e-learning satisfaction enrichment of EFL learners compared to the non-ClassPoint traditional instruction. Therefore, the study suggests using the ClassPoint tool at all educational levels in all modes of learning to keep learners stay engaged, motivated, and satisfied with their learning.
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Demina, Ridwal Trisoni, Darmansyah, Hasse Jubba, and Adam Mudinillah. "Implementation Of Integrated Learning of Islamic Religious Education to Improve Student's Social Attitude Competence." TADRIS: Jurnal Pendidikan Islam 17, no. 1 (June 27, 2022): 85–99. http://dx.doi.org/10.19105/tjpi.v17i1.5818.
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This study aims to analyze the improvement of students' social attitudes through integrated learning on Islamic Religious Education subjects at MIN 1 Tanah Datar. The research method used is a quasi-experimental non-equivalent control group design. The research data was obtained using interviews and a questionnaire sheet that had been validated and then tested with the Tesmer model. Interview guidelines were distributed to four PAI teachers and a questionnaire to collect data on the social competence of 51 fourth graders. The data obtained were then analyzed using descriptive analysis to determine the percentage of students' social competence through integrated learning. This study shows a significant increase in students' social attitudes through integrated learning. Integrated learning is carried out in order to provide opportunities for students to be more active in a more inclusive learning process.
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Pavlova, O. O., and L. V. Monastyrova. "Prospects of subject-language methodology Integrated learning in the non-minor heights of ukraine." Innovate Pedagogy 18, no. 3 (2019): 78–82. http://dx.doi.org/10.32843/2663-6085-2019-18-3-16.
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Yamin, Y., Anna Permanasari, S. Redjeki, and W. Sopandi. "PROJECT BASED LEARNING TO ENHANCE CREATIVE THINKING SKILLS OF THE NON-SCIENCE STUDENTS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 4, no. 2 (September 30, 2020): 107–11. http://dx.doi.org/10.33751/jhss.v4i2.2450.
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This study was aimed to describe students' creative thinking skills in integrated science learning on the theme of water pollution using project-based learning. The method used in this study was a descriptive method. The population and sample in this study were non-science students at a university in Bogor. The instruments used in this study were tests of creative thinking skills, peer assessment and product creativity assessment rubrics. The results showed that the average test score of students' creative thinking skills was 89% (very good category). The achievement of peer assessment indicators is 87%, while the achievement of product creativity indicators is 88%. Thus, it can be concluded that project-based integrated science learning can be used to improve the creative thinking skills of non-science students
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Cimermanová, Ivana. "A Review of European Research on Content and Language Integrated Learning." Integration of Education 25, no. 2 (June 30, 2021): 192–213. http://dx.doi.org/10.15507/1991-9468.103.025.202102.192-213.
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Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.
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Pandit, Madhukar. "Integrated Extruder Plant Automation with Learning Control." Key Engineering Materials 424 (December 2009): 273–80. http://dx.doi.org/10.4028/www.scientific.net/kem.424.273.
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Integrated automation in a manufacturing plant demands control of manufacturing and material and product flow processes. Efficient data archiving and retrieval, quality control and process automation facilities are essential components which should be deployed to form one coherent system. As managers of extruder plants running look for ways and means for meeting market requirements, the demand for such integrated automation systems is rising. Integrated Process automation involves: - Overall production and process control - Data acquisition, archiving evaluation with feed-back to production planning and process control - Decentral control in local control loops for achieving isothermal extrusion - On-line visualisation of process variables for tighter man-machine interaction Providing the facility for prescribing the ranges of relevant process variables viz. billet temperature, die temperature, profile temperature at die exit, rate of cooling of the profile and extrusion speed is part of the integrated automation system. At the heart of the system are processes for mastering the core task of management of the thermal processes in the extruder by employing sensors and control techniques. Goal is to minimise the time to extrude a billet and simultaneously keep the process variables within prescribed limits. Automation in extrusion plants is made possible by progress in sensor technology and enhanced possibilities of data processing and organisation, advanced control methods which require simple models and facilities of integration of hardware and software employing state-of-the-art networking and protocols. Crucial is the non-contact temperature measurement of the billet and the profile at die exit. Since about two decades there has been a continuous progress in temperature measurement technology based on multi-spectral radiation pyrometers. They perform well for a large number of alloys and surface finishes and are reliable for industrial use. Disturbances can be suppressed using adequate signal processing
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Drysdale, Maureen T. B., Margaret L. McBeath, Kristina Johansson, Sheri Dressler, and Elena Zaitseva. "Psychological attributes and work-integrated learning: an international study." Higher Education, Skills and Work-Based Learning 6, no. 1 (February 8, 2016): 20–34. http://dx.doi.org/10.1108/heswbl-02-2015-0004.
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Purpose – The purpose of this paper is to explore – on an international level – the relationship between work-integrated learning (WIL) and several psychological attributes (i.e. hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labor market. Design/methodology/approach – A between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs. Findings – WIL and non-WIL students in the four countries shared several attributes – however – significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students. Research limitations/implications – Self-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations. Originality/value – The positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data are provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.
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Chairunnisa, Hasna, and Zulfiani Zulfiani. "Analysis of students’ question types in biology learning using problem based learning integrated with ‘questions-students-have’ strategy." JPBIO (Jurnal Pendidikan Biologi) 6, no. 2 (November 30, 2021): 153–65. http://dx.doi.org/10.31932/jpbio.v6i2.1121.
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Students' thinking abilities can be identified through the questions they ask during the learning process. This study aims to analyze the types of students’ questions with the Problem Based Learning model integrated with ‘Questions-Students-Have’ (QSH) strategy. This study was conducted at SMAN Tangerang Year XI MIA 3. The research method used was descriptive research. Sampling was in the form of non-probability sampling with purposive sampling technique. Instruments were in the form of teacher observation sheets, student observation sheets, and student worksheets. The data analysis technique was done by quantitative descriptive. The result of this study is the Problem Based Learning model integrated with the ‘Questions-Students-Have’ strategy can stimulate students to ask questions and be able to improve students' ability to ask questions.
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Sylvén, Liss Kerstin, and Amy S. Thompson. "Language learning motivation and CLIL." Journal of Immersion and Content-Based Language Education 3, no. 1 (February 9, 2015): 28–50. http://dx.doi.org/10.1075/jicb.3.1.02syl.
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Language learning is multifaceted, and within Second Language Acquisition (SLA) research, motivation is one of the most frequently studied aspects. The impetus of the current study is to further explore second language learning motivation as well as its impact on the language acquisition process within the context of Content and Language Integrated Learning (CLIL). This study uses Dörnyei’s (2009) framework of the L2 Motivational Self System from which the Motivational Factors Questionnaire (MFQ) has been created and validated by Ryan (2009). This study was conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N = 109) and non-CLIL programs (N = 68) at three different schools. In this paper, the subcategories of the MFQ are analyzed using one-way ANOVAs with CLIL/non-CLIL, L1, and gender as the independent variables. The results indicate that there are differences in attitudes and motivation of CLIL vs. non-CLIL students.
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Tapu, Thanadar Tamjeeda, HK Talukder, MAS Talukder, TA Flora, and KT Ahmad. "Current Activities to Implement Integrated Teaching Learning in Undergraduate Medical Education in Bangladesh: Students’ View." Bangladesh Journal of Medical Education 11, no. 1 (September 17, 2020): 26–31. http://dx.doi.org/10.3329/bjme.v11i1.49240.
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The present study was conducted amongst students of all phases in eight medical colleges (4 govt. & 4 non-govt.) of Bangladesh to assess views of students about the current activities to implement integrated teaching learning in undergraduate medical education in Bangladesh. Among 956 students, 387(40.5%) were male and 569(59.5%) were female. This study revealed that 605(63.3%) students had participated in integrated teaching learning session, 328(54.3%) students disagreed that the subjects of different phases are arranged sequentially in curriculum and 265(43.8%) students responded that integrated sessions were conducted in large group sessions. More than half of the students (53.7%) stated that integrated teaching helped them to get better understanding of the topic and integrated teaching also helped them to improve application of knowledge. Insufficiency of infrastructure, allocated time, teachers’ training have been identified by respondents as barriers for implementing integrated teaching learning. Study recommended more awareness and training of teachers and students regarding integrated teaching learning. Study also recommended to choose contents which have much clinical importance for integrated teaching and which have been taught repeatedly in different departments.
Bangladesh Journal of Medical Education Vol.11(1) 2020: 26-31
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Dean, Bonnie, Venkata Yanamandram, Michelle J. Eady, Tracey Moroney, and Nuala O'Donnell. "An Institutional Framework for Scaffolding Work-Integrated Learning Across a Degree." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 80–94. http://dx.doi.org/10.53761/1.17.4.6.
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Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.
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Porumb, Sanda, Cosmin Porumb, Aurel Vlaicu, and Bogdan Orza. "Advanced Learning Tools for (Non) Formal Education." Advanced Engineering Forum 8-9 (June 2013): 65–74. http://dx.doi.org/10.4028/www.scientific.net/aef.8-9.65.
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An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.
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Dalton-Puffer, Christiane, and Ute Smit. "Content and Language Integrated Learning: A research agenda." Language Teaching 46, no. 4 (September 24, 2013): 545–59. http://dx.doi.org/10.1017/s0261444813000256.
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While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders’ perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.
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Nasir, Aco, and Andriani Andriani. "Kearifan Lokal dalam Pembelajaran Bahasa Inggris: Sarana Meningkatkan Keterampilan Pelajar Bahasa Inggris Dewasa." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 16, no. 2 (November 28, 2020): 133. http://dx.doi.org/10.35329/fkip.v16i2.1769.
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This study aims at investigating the effect of the integrated local wisdom on English Learning at university Students. The research employed a quasi-experimental design. The experimental class was taught by implementing the integrated local wisdom on English Learning and the non-experimental class by conventional strategy. The subject was the 152 second semester students of Non-English Language teaching Department, Al Asyariah Mandar University. The sample was randomly selected to be one of the classes into the experimental group and the other one into the control group. Since the statistical assumptions were not fulfilled in this study therefore, the data were analyzed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The mean score of the students’ reading comprehension achievement in the end of the study was 79.63 in the experimental group while the mean score of the students’ achievement in control group was 56.76 and the p-value was .000, meaning was smaller than level of significance 0.05 (sig 0.000 < 0.05). The finding showed that the integrated local wisdom on English Learning statistically impacted students’ skill using English as Communication devise in daily life compared to one taught using the Conventional strategy.
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." Issues in Informing Science and Information Technology 13 (2016): 047–61. http://dx.doi.org/10.28945/3466.
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This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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Ngaka, Willy, George Openjuru, and Robert E. Mazur. "Exploring Formal and Non-formal Education Practices for Integrated and Diverse Learning Environments in Uganda." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 11, no. 6 (2012): 109–22. http://dx.doi.org/10.18848/1447-9532/cgp/v11i06/39059.
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Martini, Martini, Abdul Rahman Mus, Ahmad Hakim, and Akhmad Syahid. "LEARNING QUALITY MANAGEMENT AT SMP DARUL ARQAM GOMBARA MAKASSAR." Jurnal Diskursus Islam 9, no. 3 (October 11, 2021): 383. http://dx.doi.org/10.24252/jdi.v9i3.23983.
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This study examined in depth the management of learning quality by looking at the four management components, namely Planning, Organizing, Actuating, and Controlling (POAC) at SMP Darul Arqam Gombara Makassar. The research uses a qualitative phenomenological approach, with the type of research being a multi-site study. Data collection techniques through questionnaires, interviews, observation and documentation. The data were analyzed using an interactive analysis model consisting of data collection, data reduction, data presentation, verification, and conclusions. This study indicates that learning quality management at SMP Darul Arqam Makassar is implemented through four steps. First, learning planning according to Process Standards with innovative and accelerated curriculum content with the demands of the current education "market" and designed in an integrated manner between academic and non-academic activities based on progress and superiority. Second, learning organizations with well-placed resources integrated academic and non-academic schedules and internal institutional support for human resource development. Third; implementation of learning supported by competent and professional educators; adequate learning media; innovation in facilitating active, creative, fun learning; and an objective and accountable scoring system. Fourth, learning supervision by an objective and transparent performance appraisal system, internal and external supervisors with integrity.
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Sergieieva, V. Ye. "Specificity of content and language integrated learning of students of non-linguistic specialties of higher education institutions." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (350) (2022): 149–57. http://dx.doi.org/10.12958/2227-2844-2022-2(350)-149-157.
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The article deals with the specificity of the content and language integrated learning of students of non-linguistic specialties of higher educational institutions which is an innovative method of teaching the subject by means of a foreign language and the main aim of which is the study of the subject and to improve students’ communicative skills in foreign languages. Based on the results of the conducted pedagogical experiment, the author comes to the conclusion that besides the obvious advantage expressed in the increase of the level of language training, there are several other advantages of content and language integrated learning, namely: students acquire the ability to cognitive and conscious learning, because this method gives them an opportunity to use knowledge from one context as a base for another, because it helps them apply, integrate and transfer the knowledge developing critical thinking; content and language integrated learning can increase students’ motivation to study foreign languages because students interested in a particular topic will have an additional incentive to master the language, which will give them an opportunity to master the material, participate in discussions and express their opinions; an increase in interest in foreign languages results in the development of interest in foreign cultures, and as a result intercultural communication, knowledge and understanding of intercultural differences, and respect for the cultures of other peoples are developed.
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Putri, Rifanny Rizka, Muhaimin Muhaimin, and Sutrisno Sutrisno. "The Descriptive Analysis of TPACK Components in Chemistry Learning Tools for The Electrolyte and Non-electrolyte Solutions Materials." JURNAL PENDIDIKAN SAINS (JPS) 9, no. 2 (July 16, 2021): 126. http://dx.doi.org/10.26714/jps.9.2.2021.126-136.
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Electrolyte and non-electrolyte solutions were chemical materials that had three levels of representation. However, during the learning process there were still many learning difficulties. One of the factors that students experience difficulty in learning was that teachers were not optimal in planning lessons. However, in the process of achieving learning objectives, it was necessary to had optimal learning planning. One of the optimal learning plans was obtained by preparing learning instruments such as lesson plans and e-LKPD which integrated TPACK. This research was a descriptive study which aims to analyzed descriptively the TPACK components in the developed chemistry learning tools. The data collection techniques in this study used document study techniques, interviews, and surveys. The data instruments used in obtaining information were questionnaires, interview guideline sheets, and previous articles. Researchers took samples by purposive sampling. The research subjects were students and teachers of class X IPA SMA in Jambi City. Based on the analysis conducted by researchers through data collection instruments, it can be concluded that this learning tool has integrated Technology, Pedagogic, and Content Knowledge components.
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Fitrianingsih, Endang, Rusdi Hasan, and Hilyati Milla. "Efektivitas Model Reading Questioning and Answering (RQA) dalam Pembelajaran Online terhadap Kemampuan Kognitif Siswa pada Mata Pelajaran IPA Terpadu." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 5, no. 1 (May 23, 2022): 150–58. http://dx.doi.org/10.31539/bioedusains.v5i1.3603.
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This study aims to determine the effectiveness of the Reading Questioning and Answering (RQA) learning model in online learning on student learning outcomes. The method used is a quantitative quasi-experimental design with a non-equivalent control-group pre-test/post-test design. The research sample was taken by purposive sampling of the eighth grade students of SMPIT An-Nida' Lubuklinggau. The online learning media used is WhatsApp with data collection instruments in the form of cognitive learning outcomes tests with 20 multiple choice questions. The results showed that there was a significant effect of the RQA learning model in online learning on improving student learning outcomes in Integrated Science subjects at SMPIT An-Nida' Lubuklinggau. In conclusion, the RQA learning model is effective in improving student learning outcomes online in Integrated Science subjects at SMPIT An-Nida' Lubuklinggau.
Keywords: Cognitive Learning Outcomes, Online Learning, RQA, WhatsApp
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Seol, Mihye, and Taejoon Kim. "Performance Enhancement in Federated Learning by Reducing Class Imbalance of Non-IID Data." Sensors 23, no. 3 (January 19, 2023): 1152. http://dx.doi.org/10.3390/s23031152.
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Due to the distributed data collection and learning in federated learnings, many clients conduct local training with non-independent and identically distributed (non-IID) datasets. Accordingly, the training from these datasets results in severe performance degradation. We propose an efficient algorithm for enhancing the performance of federated learning by overcoming the negative effects of non-IID datasets. First, the intra-client class imbalance is reduced by rendering the class distribution of clients close to Uniform distribution. Second, the clients to participate in federated learning are selected to make their integrated class distribution close to Uniform distribution for the purpose of mitigating the inter-client class imbalance, which represents the class distribution difference among clients. In addition, the amount of local training data for the selected clients is finely adjusted. Finally, in order to increase the efficiency of federated learning, the batch size and the learning rate of local training for the selected clients are dynamically controlled reflecting the effective size of the local dataset for each client. In the performance evaluation on CIFAR-10 and MNIST datasets, the proposed algorithm achieves 20% higher accuracy than existing federated learning algorithms. Moreover, in achieving this huge accuracy improvement, the proposed algorithm uses less computation and communication resources compared to existing algorithms in terms of the amount of data used and the number of clients joined in the training.
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VACHKOV, GANCHO. "INTEGRATED UNSUPERVISED AND ERROR-DRIVEN LEARNING FOR INCREMENTAL PROCESS IDENTIFICATION WITH NEURAL SINGLETON MODELS." International Journal of Computational Intelligence and Applications 04, no. 03 (September 2004): 267–82. http://dx.doi.org/10.1142/s1469026804001306.
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In the paper a special incremental identification procedure for learning a Neural Singleton (NS) Model, as a simplification of the RBFNN model is proposed. At each epoch of this incremental procedure a special integrated learning algorithm for the neuron centers and then a supervised learning for the singletons are performed. As a result, the approximation error of the NS model is gradually decreased with the increment of the neurons at each learning epoch. The newly proposed integrated unsupervised and Error-Driven learning algorithm is the main part of the incremental identification procedure. It is a modified version of the Neural-Gas learning algorithm, which uses the normalised evaluation error as feedback information. Thus the integrated learning algorithm is able to drive the neurons to the "more interesting" areas in the input space, where bigger evaluation errors exist, instead of just locating them in the areas of higher data density. The final result is an incremental growing type of NS model that gradually improves its approximation accuracy at each learning epoch. A detailed test example is shown in the paper in order to evaluate the performance and to show the important features of the whole incremental identification procedure, including the integrated learning algorithm. Comparison results with the conventional (one-epoch and non-incremental) model are also given.
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Andersen, René, and Susanne Dau. "Podcasts: A generator of non-formal learning." European Conference on e-Learning 21, no. 1 (October 21, 2022): 19–24. http://dx.doi.org/10.34190/ecel.21.1.527.
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The present study examines the relationship between the use of podcasts (mp3 files) as a non-formal learning tool. The study´s epistemological origins lie in Dewey's pragmatism and learning and reflection theory, including the learning approach at University College of Northern Denmark’s (UCN) “Reflective Practice-based Learning” (RPL). This paper focuses on how podcasts can increase students’ learning and reflection skills by using podcasts as a generator for non-formal learning. The study is based on two different classes that attend an extended course in digital technologies and project management at the Danish University of Applied Science (UCN). The study applies integrated mixed-method data collection: observations, a quantitative survey, and semi-structured interviews. The observations were carried out during four (project management) and seven (digital technologies) full-day lectures in two different classes. These offered an insight into the extent to which the students acquired knowledge by listening to podcasts between classes. The quantitative data consisted of a survey of 65 students, all of whom participated in the courses. The survey was performed as a part of the evaluation at the final course lectures. The semi-structured interviews (ten in all) were used to investigate how the use of podcasts affects students' reflective skills. Ten semi-structured interviews were conducted. The data in this study finds that podcasts/podcasting can have a positive effect on students’ non-formal learning in higher education. Established on the findings, there is evidence indicating podcasts as a supplement in higher education can increase students´ motivation toward non-formal learning. The study reveals that podcasts hold the potential to stimulate the student's non-formal learning and increase the students’ reflective skills. Based on this evidence, further research is suggested e.g. studies that include an extended investigation on the benefits of students’ non-formal learning by using podcasts.
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Jianhua, Yuan, Li Haofei, Ji Chenyu, and Ji Yu. "A Cascaded Algorithm Incorporating Knowledge Transfer Q-learning and Interior Point Method for Coordinated Operation of Integrated Energy System." E3S Web of Conferences 95 (2019): 02001. http://dx.doi.org/10.1051/e3sconf/20199502001.
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The recent development of the Energy Internet has urged the conventional inefficient utilization of single energy to change towards the more developed energy usage of optimal dispatch of the integrated energy system. In this context, the joint optimization scheduling framework of integrated energy system is established based on the energy hub. Then a typical integrated energy system model is developed considering carbon emission and energy supply costs with valve point effect. To solve this non-linear problem with non-convex, discontinuously differentiable characteristic, the cascaded algorithm combined with the knowledge transfer based Q-learning algorithm and interior point method is applied on the model. Meanwhile, the efficiency is greatly improved by knowledge transfer. Case studies have been carried out on a 33energy hubs test system to verify the effectiveness of the proposed model and algorithm.
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Hariyanto, V. Lilik, Amat Jaedun, Nuryadin Eko Rahardjo, and Faqih Ma'arif. "Implementing Multimedia-Based Integrated Learning of Concrete Construction and Entrepreneurship to Improve the Students’ Entrepreneurial Spirit." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (April 23, 2020): 63–75. http://dx.doi.org/10.21831/jptk.v26i1.28157.
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The objectives of the study were: (1) to formulate a multimedia-based integrated learning model of concrete construction and entrepreneurship and, (2) to measure the improvement of the students’ entrepreneurial spiritby implementing this developed integrated learning model in the classroom. This study was classified as a quasi-experimental study with a non-equivalent control group design. A pretest, treatment, andposttest were presented to the experimental and control groups. This study was conducted in 8 meetings at the Stone Installation and Concrete Constructionworkshop, Universitas Negeri Yogyakarta. Data were collected through tests to measure students' competence in entrepreneurship and Concrete Construction. The Concrete Construction skills were measured through product assessment. Testing of the validity and the reliability of the instruments used expert judgment and Cronbach Alpa respectively. Data were analyzed with a statistical t-test, with consideration of (a) the data normality, and (2) the homogeneity for the variance of each data group. This study concluded: (1) the integrated learning model was successfully formulated (2) there were positive and significant differences in the students' entrepreneurial spirit between the students treated with the developed integrated learning model and the students treated with the conventional learning model.
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Nykyporets, Svitlana, and Liudmyla Ibrahimova. "COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF CLIL APPROACH IN FOREIGN LANGUAGE LESSONS." ГРААЛЬ НАУКИ, no. 5 (June 14, 2021): 226–31. http://dx.doi.org/10.36074/grail-of-science.04.06.2021.043.
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The article is devoted to the subject-language integrated approach (CLIL), which is currently characterized in the world scientific and methodological literature as one of the innovative approaches to the organization of bilingual education and involves the simultaneous implementation of two learning goals in two subject areas – language and subject; various interpretations of its essence are presented, its varieties, possibilities and features of implementation in bilingual education are highlighted through the application of its basic principles and strategies. The role of the subject-language integrated teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. The main features of the teachers’ of profile subjects work as well as teachers of foreign languages in the system of subject-language integrated teaching are considered. Models and peculiarities of using CLIL methodology in a higher educational institution are given.
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Lee, Ook, Hanseon Joo, Hayoung Choi, and Minjong Cheon. "Proposing an Integrated Approach to Analyzing ESG Data via Machine Learning and Deep Learning Algorithms." Sustainability 14, no. 14 (July 18, 2022): 8745. http://dx.doi.org/10.3390/su14148745.
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In the COVID-19 era, people face situations that they have never experienced before, which alerted the importance of the ESG. Investors also consider ESG indexes as an essential factor for their investments, and some research yielded that the return on sustainable funds is more significant than on non-sustainable ones. Nevertheless, a deficiency in research exists about analyzing ESG through artificial intelligence algorithms due to adversity in collecting ESG-related datasets. Therefore, this paper suggests integrated AI approaches to the ESG datasets with the five different experiments. We also focus on analyzing the governance and social datasets through NLP algorithms and propose a straightforward method for predicting a specific firm’s ESG rankings. Results were evaluated through accuracy score, RMSE, and MAE, and every experiment conducted relevant scores that achieved our aim. From the results, it could be concluded that this paper successfully analyzes ESG data with various algorithms. Unlike previous related research, this paper also emphasizes the importance of the adversarial attacks on the ESG datasets and suggests methods to detect them effectively. Furthermore, this paper proposes a simple way to predict ESG rankings, which would be helpful for small businesses. Even though it is our limitation that we only use restricted datasets, our research proposes the possibility of applying the AI algorithms to the ESG datasets in an integrated approach.
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Gajjar, Bhavinkumar, Hiren Mewada, and Ashwin Patani. "Sparse coded spatial pyramid matching and multi-kernel integrated SVM for non-linear scene classification." Journal of Electrical Engineering 72, no. 6 (December 1, 2021): 374–80. http://dx.doi.org/10.2478/jee-2021-0053.
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Abstract Support vector machine (SVM) techniques and deep learning have been prevalent in object classification for many years. However, deep learning is computation-intensive and can require a long training time. SVM is significantly faster than Convolution Neural Network (CNN). However, the SVM has limited its applications in the mid-size dataset as it requires proper tuning. Recently the parameterization of multiple kernels has shown greater flexibility in the characterization of the dataset. Therefore, this paper proposes a sparse coded multi-scale approach to reduce training complexity and tuning of SVM using a non-linear fusion of kernels for large class natural scene classification. The optimum features are obtained by parameterizing the dictionary, Scale Invariant Feature Transform (SIFT) parameters, and fusion of multiple kernels. Experiments were conducted on a large dataset to examine the multi-kernel space capability to find distinct features for better classification. The proposed approach founds to be promising than the linear multi-kernel SVM approaches achieving 91.12 % maximum accuracy.
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Setiawan, Beni, and Edi Suwandi. "The Development of Indonesia National Curriculum and Its Changes: The Integrated Science Curriculum Development in Indonesia." Journal of Innovation in Educational and Cultural Research 3, no. 4 (July 4, 2022): 528–35. http://dx.doi.org/10.46843/jiecr.v3i4.211.
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The national curriculum of Indonesia has changed several times, more than ten times precisely. Those alterations logically result from science learning political issues, government systems, social culture, economics, and science technology in the community. This study aims to develop integrated science in the science classroom. Qualitative research and document analysis are used in this study. The result of this qualitative research is a deeper analysis of the history of science, science textbook development, and an integrated curriculum for science learning. The history of science depicts that the curriculum change impacted how science integrates with other knowledge in the curriculum. In the last curriculum, junior high school taught integrative science, which differed from integrated science. There are two primary methods used by the Indonesian government to provide textbooks to aid in the implementation of the curriculum: the government development and a non-government publishing company developing textbooks with national standards. The last finding is the integrated curriculum for science learning. There is a relationship between the philosophy of science, integrated science, and science education. This research contributes to science, especially science education, with a term of integrated science model called Biology-Physics-Chemistry and other disciplines-Philosophy (BPCO_P)
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Chuanmei, Bi, Fang Xiaonan, Geng Zezheng, and Dong Ling. "Design and implementation of cancer patient survival prediction model based on ensemble learning method." E3S Web of Conferences 271 (2021): 04030. http://dx.doi.org/10.1051/e3sconf/202127104030.
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To study the impact of genomics on cancer diseases, bioinformatics and integrated learning methods are used to conduct survival analysis on colon cancer and rectal cancer data in the cancer gene map database. Firstly, according to the significant expression and stability test, the long-chain non-coding RNA in the transcriptome that has a significant impact on clinical prognosis survival analysis was initially screened. Then use a random forest ensemble learning algorithm to train it to get a preliminary model. Finally, based on the optimized random survival forest model, the Cox regression model was once again integrated, and the risk values of the two were integrated. The RCCT (Random-Cox Combined to Survival) method was proposed to provide clinical decision-makers certain reference values.
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Amri, Samsul. "PENINGKATAN KOMPETENSI DAN MOTIVASI BELAJAR BAHASA INGGRIS MELALUI PENDEKATAN TERPADU (INTEGRATED APPROACH) BAGI MAHASISWA NON BAHASA INGGRIS." Jurnal Wahana Pendidikan 9, no. 1 (January 29, 2022): 1. http://dx.doi.org/10.25157/wa.v9i1.6613.
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English as a subject in the higher education is used as supplement of the core courses. Dealing with the prelimenary observation, the learners do not yet use it maximally. It leads to lack of motivation, vocabulary, learning interest, time allocation, and others. Thus the reseacher chose the Integrated Approach to cope those problems. The study aims at investigating if the Integrated Approach boosts English proficiency and engagement in learning, as well as to see how learners’ progress and what variables affects their progress. it is designed as Classroom Action Research. Accounting major learners of the Islamic University of Indragiri were the respondents. Test results and questionnaires were utilized in gathering the data. Additionally, the research findings reveal that there are better results on the learners’ profeciency and motivation in leearning English. Some integrated processes support their improvement that comprise of civilizing, investigating, observing, controlling, and rehearsing. Moreover, internal and external variables including learner autonomy, instructional approaches, and educator tasks are influencing the advancement. Finally, the use of Integrated leads to better learners' academic achievement and engagement.
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Zhuo, Jiayu. "The Application of Corrective Feedback Theory in Integrated English Course." Review of Educational Theory 3, no. 4 (November 4, 2020): 77. http://dx.doi.org/10.30564/ret.v3i4.2428.
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Integrated English Course in Chinese universities serves a group of non-English major students for the main educational training purpose of second language learning together with language learning skills development under different unit themes. In the process of learning another language, as language leaners, making mistakes is natural and inevitable. This procedure of making mistakes and correcting mistakes contribute to the gradual improvement from a starter to an advanced learner. Encountering mistakes made in various conditions in the classroom, teachers need to form proper awareness, and give appropriate feedback.
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Fedotova, Nina Leonidovna, and Jiexia Shi. "Content and language integrated learning (CLIL) in foreign language teaching methodology." Journal of Pedagogical Innovations, no. 1 (March 31, 2022): 38–48. http://dx.doi.org/10.15293/1812-9463.2201.05.
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The article presents CLIL as a problem-solving method for non-philological students in the process of forming professional competence. Different definitions of the concept of CLIL are considered, the features of content and language integrated learning in foreign language teaching methodology are analyzed based on the opinions of a number of scientists and comparison between CLIL and the similar term CBI. The main components of CLIL – 4C are highlighted: content, communication, cognition and culture, as well as the three types of language associated with it, including language of learning, language for learning and language through learning. In addition, the advantages of CLIL in terms of the materials used in lessons, the instrumental nature of the foreign language, and the development of students’ linguistic personality and abilities are described. The main idea of the article is that CLIL can be used as an effective tool for teaching foreign language to non-philological students due to its features and advantages over traditional education. The purpose of this article is to clarify the concept of CLIL in foreign language teaching methodology and to deepen its understanding in order to properly use it in special subject lessons to enhance the quality of teaching foreign non-philological students. CLIL is considered promising in foreign language teaching.
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Kartal, Bilal, Pablo Hernandez-Leal, and Matthew E. Taylor. "Action Guidance with MCTS for Deep Reinforcement Learning." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 15, no. 1 (October 8, 2019): 153–59. http://dx.doi.org/10.1609/aiide.v15i1.5238.
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Deep reinforcement learning has achieved great successes in recent years, however, one main challenge is the sample inefficiency. In this paper, we focus on how to use action guidance by means of a non-expert demonstrator to improve sample efficiency in a domain with sparse, delayed, and possibly deceptive rewards: the recently-proposed multi-agent benchmark of Pommerman. We propose a new framework where even a non-expert simulated demonstrator, e.g., planning algorithms such as Monte Carlo tree search with a small number rollouts, can be integrated within asynchronous distributed deep reinforcement learning methods. Compared to a vanilla deep RL algorithm, our proposed methods both learn faster and converge to better policies on a two-player mini version of the Pommerman game.
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Istiqomah*, Nur, Noor Hujjatusnaini, Nurul Septiana, and Astuti Muh Amin. "Implementasi Model Pembelajaran Project Based Learning Terintegrasi Praktikum Studi Antagonisme Escherichia coli dan Candida albicans Terhadap Keterampilan Berpikir Kritis Mahasiswa." Jurnal Pendidikan Sains Indonesia 10, no. 4 (October 22, 2022): 892–904. http://dx.doi.org/10.24815/jpsi.v10i4.26264.
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Critical thingking skills are high level thingking habits that will give rise to intelligent characters so that they can face various problems. Learning that is often directed at memorization and remembering results in students’ critical thingking skills being difficult to develop. This research aims to improve students’ critical thingking skills after the implementation the project based learning model integrated practicum. The type of research used is quasi experimental using a non-equivalent control group design. Data collection techniques obtained from test questions and observation sheets. The data analysis techniques used are the statistical of the t test and the N-gain test. The results showed that the implementation of the project based learning integrated practicum model was effective in the high level class group in the experimental class with an N-gain score (%) of 70,35. This is supported by the results of the paired sample t test with a significant value 0. The effect of the implementation of the project based learning integrated practicum model on students critical thingking skills based on the independent t test, namely in the experimental class got a result of 74,5 and in the control class got a result of 61,84. It can be concluded that the implementation of the project based learning integrated practicum model affects students’ critical thingking skills. Finding that became main target in this research was learning model which integrated with pratical work activity that able to improve critical thingking skill
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T. Chandrasekaran, Sanjeev, Ruobing Hua, Imon Banerjee, and Arindam Sanyal. "A Fully-Integrated Analog Machine Learning Classifier for Breast Cancer Classification." Electronics 9, no. 3 (March 20, 2020): 515. http://dx.doi.org/10.3390/electronics9030515.
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We propose a fully integrated common-source amplifier based analog artificial neural network (ANN). The performance of the proposed ANN with a custom non-linear activation function is demonstrated on the breast cancer classification task. A hardware-software co-design methodology is adopted to ensure good matching between the software AI model and hardware prototype. A 65 nm prototype of the proposed ANN is fabricated and characterized. The prototype ANN achieves 97% classification accuracy when operating from a 1.1 V supply with an energy consumption of 160 fJ/classification. The prototype consumes 50 μ W power and occupies 0.003 mm 2 die area.
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Gómez-Ramos, José Luis, and Laura Lozano-Barrios. "Content and language integrated learning through wall display." Escuela Abierta, no. 23 (December 15, 2020): 29–46. http://dx.doi.org/10.29257/ea23.2020.03.
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Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.
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Amerkhanova, Oksana O. "Features of the implementation of the CLIL-course “Foreign Language in the Professional Sphere” for students of non-linguistic programmes." Tambov University Review. Series: Humanities, no. 192 (2021): 33–43. http://dx.doi.org/10.20310/1810-0201-2021-26-192-33-43.
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Content and language integrated learning as one of the modern approaches to foreign language teaching for communication in the professional sphere is becoming more and more widespread in Russian universities. This approach is characterized by one distinctive characteristic – the dual purpose of learning. On the one hand, the CLIL course is aimed at the formation of professional foreign language communicative competence of students of a non-linguistic university. On the other hand, the CLIL course is aimed at students studying a specialized discipline, which serves as a subject-thematic core, on the basis of which exercises and tasks are developed, aimed at achieving the first goal – mastering a foreign language in the professional sphere. However, despite the didactic potential of integrated learning, the practice of applying the approach is rather limited. Based on the analysis of methodic works devoted to the description of the experience of Russian universities in the implementation of the methodology of content and language integrated learning, the experience of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation in the implementation of CLIL courses is presented. The relevance of content and language integrated learning is described, and a number of key aspects of the development and implementation of CLIL courses in Russian universities are considered. These include: 1) selection of the subject-thematic content of the CLIL-course; 2) development of training materials for the CLIL-course; 3) professional development of the CLIL-course teacher and his motivation; 4) the level of students’ proficiency in a foreign language. Each of these aspects is described in detail in the work.
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Tokmakova, Yuliya V. "Methodic model of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning." Tambov University Review. Series: Humanities, no. 186 (2020): 53–63. http://dx.doi.org/10.20310/1810-0201-2020-25-186-53-63.
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Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, content and language integrated learning (CLIL). We implement approaches in practice through a number of principles. We describe in detail the principles of content and language integrated learning: the principle of authenticity, the principle of intensive foreign language proficiency, the principle of an active teacher, the principle of multiculturalism, the principle of the development of higher-level thinking skills, the principle of sustainable learning, the principle of adaptation of educational material, the principle of reliance on the native and foreign languages, the principle of motivation. The process of teaching agrarian university students a professional foreign language in the conditions of content and language integrated learning is based on such teaching methods as: communicative and interactive methods, problem and vocational training methods, tandem method and control methods. The subject content of students’ teaching is based on the subject content of teaching in relevant disciplines and reflects the specifics of future professional work of students. We provide a detailed description of all the components of the methodic model.
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Lutskanov, Rosen. "Learning with ANIMA." Balkan Journal of Philosophy 13, no. 2 (2021): 181–92. http://dx.doi.org/10.5840/bjp202113221.
Full textAbstract:
The paper develops a semi-formal model of learning which modifies the traditional paradigm of artificial neural networks, implementing deep learning by means of a key insight borrowed from the works of Marvin Minsky: the so-called Principle of Non-Compromise. The principle provides a learning mechanism which states that conflicts in the processing of data to be integrated are a mark of unreliability or irrelevance; hence, lower-level conflicts should lead to higher-level weight-adjustments. This internal mechanism augments the external mechanism of weight adjustment by back-propagation, which is typical for the standard models of machine learning. The text is structured as follows: (§1) opens the discussion by providing an informal overview of real-world decision-making and learning; (§2) sketches a typology of decision architectures: the individualistic approach of classical decision theory, the general aggregation mechanism of social choice theory, the local aggregation mechanism of agent-based modeling, and the intermediate hierarchical model of Marvin Minsky's “Society of Mind”; (§3) sketches the general outline of ANIMA – a new model of decision-making and learning that borrows insights from Minsky's informal exposition; (§4) is the bulk of the paper; it provides a discussion of a toy exemplification of ANIMA which lets us see the Principle of Non-Compromise at work; (§5) lists some possible scenarios for the evolution of a model of this kind; (§6) is the closing section; it discusses some important differences between the way ANIMA was construed here and the typical formal rendering of learning by means of artificial neural networks and deep learning.