Relevant bibliographies by topics / Prompt Learning

Academic literature on the topic 'Prompt Learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Prompt Learning"

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Chan, Samantha W. T., Shardul Sapkota, Rebecca Mathews, Haimo Zhang, and Suranga Nanayakkara. "Prompto." GetMobile: Mobile Computing and Communications 26, no. 2 (July 21, 2022): 34–38. http://dx.doi.org/10.1145/3551670.3551681.

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Micro-learning [1], cognitive training, and even memory training [2] are a few examples of applications that have been made easier-to-use and more available with mobile, wearable, and ubiquitous technologies. Many of them are also presented through conversational interfaces. Current systems for learning and training focus on providing prompts via notifications to start the training sessions at times when we are available. They use timebased or activity-based reminders to prompt us to engage in the notified tasks, be it learning a new word or playing a cognition-enhancing game. A key challenge is that a well-timed prompt may not be effective if the user is not cognitively available to engage in the intervention [3]. Prompto [4] is a mobile system that opportunistically provides prompts when users are cognitively available: during moments of lowered cognitive load and emotional arousal; these are likely during calm and idle moments. At these moments, we are possibly more receptive to learning and remembering.
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Thillmann, Hubertina, Josef Künsting, Joachim Wirth, and Detlev Leutner. "Is it Merely a Question of “What” to Prompt or Also “When” to Prompt?" Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 105–15. http://dx.doi.org/10.1024/1010-0652.23.2.105.

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The purpose of this study was to investigate whether the effectiveness of prompts depends on their point of presentation time in self-regulated learning. First, based on the cognitive load theory, we investigated whether presenting prompts during the learning process instead of before has a positive effect on the process and outcome of self-regulated learning. Second, based on an integration of the cognitive load theory and a model of learning regulation goals, we investigated whether presenting prompts during learning and according to a theoretically optimal course of learning regulation has a positive effect on the process and outcome of self-regulated learning. In an experimental study with a one-factorial between-subjects design, with “point of presentation time of prompts” as independent variable and strategy use as well as learning outcome as dependent variables, 95 students were randomly assigned to one of three conditions. During self-regulated learning in a computer-based learning environment on a physics domain, all conditions got the same prompts, whereas their point of presentation time differed (according to optimal regulation course/contrary to optimal regulation course/before learning). Results revealed that presenting prompts during learning instead of before had a positive effect on learning outcome. Results further revealed that adapting the presentation of prompts according to an optimal course of learning regulation did not have an additional positive effect on learning outcome. A mediator analysis showed that the effect of point of presentation time of prompts on learning outcome was mediated by strategy use during learning. Results are discussed with respect to new directions for assessment and support of self-regulated learning.
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Schmidt, Kristin, Julia Maier, and Matthias Nückles. "Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension." Education Research International 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/319463.

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Reflecting on the personal utility and value of learning contents is important for motivation building and engagement in high quality learning processes. We investigated the effects of a personal-utility prompt in journal writing on students’ learning motivation and comprehension in biology education. 40 students of a German secondary school took part in a quasi-experimental field study. The students kept a weekly learning journal over six weeks. For writing their journal entries, the students received a brief instruction that either did or did not include a personal-utility prompt. Results showed that the personal-utility prompt successfully supported the students in reflecting about the personal utility of the learning contents. Consequently, students in the personal-utility prompt condition reported higher degrees of learning motivation and achieved better comprehension scores as compared to students who had no personal-utility prompt available. Evidently, using journal writing to reflect upon the utility and value of learning contents is a beneficial method to support students’ learning motivation and comprehension in secondary science education.
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Graves, Anne, Melvyn Semmel, and Michael Gerber. "The Effects of Story Prompts on the Narrative Production of Students with and without Learning Disabilities." Learning Disability Quarterly 17, no. 2 (May 1994): 154–64. http://dx.doi.org/10.2307/1511184.

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The effects of four types of prompting conditions on the narrative productions of seventh- and eighth-grade students with learning disabilities (LD) and without learning disabilities (NLD) were investigated. Participants were asked to write four stories for which a beginning, middle, end, or no prompt was given in a randomly assigned order. Results indicated differences between LD and NLD groups in both quantity and quality of story production across prompts. A significant group-by-prompt interaction supported the experimental hypothesis. The difference between the quality of LD and NLD stories was significantly greater following the middle-prompt condition; that is, the LD group scored significantly lower when offered the middle prompt than under the other prompting conditions. The results are interpreted as supporting the theoretical position that students with LD reveal relatively greater propensity for linear-sequential processing. Hence, the quality of their writing performance on tasks requiring recursive processing is lower than that of NLD students.
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Jiang, Gongyao, Shuang Liu, Yu Zhao, Yueheng Sun, and Meishan Zhang. "Fake news detection via knowledgeable prompt learning." Information Processing & Management 59, no. 5 (September 2022): 103029. http://dx.doi.org/10.1016/j.ipm.2022.103029.

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Schick, Timo, and Hinrich Schütze. "True Few-Shot Learning with Prompts—A Real-World Perspective." Transactions of the Association for Computational Linguistics 10 (2022): 716–31. http://dx.doi.org/10.1162/tacl_a_00485.

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Abstract Prompt-based approaches excel at few-shot learning. However, Perez et al. (2021) recently cast doubt on their performance as they had difficulty getting good results in a “true” few-shot setting in which prompts and hyperparameters cannot be tuned on a dev set. In view of this, we conduct an extensive study of Pet, a method that combines textual instructions with example-based finetuning. We show that, if correctly configured, Pet performs strongly in true few-shot settings without a dev set. Crucial for this strong performance is a number of design choices, including Pet’s ability to intelligently handle multiple prompts. We put our findings to a real-world test by running Pet on RAFT, a benchmark of tasks taken from realistic NLP applications for which no labeled dev or test sets are available. Pet achieves a new state of the art on RAFT and performs close to non-expert humans for 7 out of 11 tasks. These results demonstrate that prompt-based learners can successfully be applied in true few-shot settings and underpin our belief that learning from instructions will play an important role on the path towards human-like few-shot learning capabilities.
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Wood, Lisa A., Joan L. Rankin, and David R. Beukelman. "Word Prompt Programs." American Journal of Speech-Language Pathology 6, no. 3 (August 1997): 57–65. http://dx.doi.org/10.1044/1058-0360.0603.57.

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Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.
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Wall, Tony. "Reviving the ubuntu spirit in landscapes of practice: evidence from deep within the forest." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 95–98. http://dx.doi.org/10.1108/jwam-10-2016-0018.

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Purpose The purpose of this paper is to offer a humanistic perspective on practice and prompts us to think about some of the implications for a more connected perspective on work and learning. Design/methodology/approach This paper takes literary and metaphoric approach to discussion to evoke and engage the audience. It uses the primary device of the thriving of forests to prompt reflection. Findings This paper prioritises concepts of sustainability and responsibility and aims to prompt the reader in thinking about connectedness in relation to their own life and work. Originality/value This paper attempts to challenge an overly economic concept of work and learning, and offers an alternative humanistic metaphor to evoke and engage the reader. It values and encourages an experimental form of writing.
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Sun, Jingbo, Tianbao Song, Jihua Song, and Weiming Peng. "Improving Automated Essay Scoring by Prompt Prediction and Matching." Entropy 24, no. 9 (August 29, 2022): 1206. http://dx.doi.org/10.3390/e24091206.

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Automated essay scoring aims to evaluate the quality of an essay automatically. It is one of the main educational application in the field of natural language processing. Recently, Pre-training techniques have been used to improve performance on downstream tasks, and many studies have attempted to use pre-training and then fine-tuning mechanisms in an essay scoring system. However, obtaining better features such as prompts by the pre-trained encoder is critical but not fully studied. In this paper, we create a prompt feature fusion method that is better suited for fine-tuning. Besides, we use multi-task learning by designing two auxiliary tasks, prompt prediction and prompt matching, to obtain better features. The experimental results show that both auxiliary tasks can improve model performance, and the combination of the two auxiliary tasks with the NEZHA pre-trained encoder produces the best results, with Quadratic Weighted Kappa improving 2.5% and Pearson’s Correlation Coefficient improving 2% on average across all results on the HSK dataset.
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Yagi, Seanyelle, and Linda Venenciano. "Math “Rules"” Prompt Reflection on Teachers' Identity." Mathematics Teaching in the Middle School 22, no. 9 (May 2017): 555–57. http://dx.doi.org/10.5951/mathteacmiddscho.22.9.0555.

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In a professional development session, teachers reflect on their mathematical practice following the reading of the MTMS article, “12 Math Rules that Expire.” The ideas in the article elicited teachers' awareness of mathematics that they emphasize in instruction and implications for student learning.
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Dissertations / Theses on the topic "Prompt Learning"

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Hessler, Theresa L. "The effects of an extended prompt versus a typical prompt on the length and quality of first draft essays written by secondary students with mild disabilities." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124204799.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xv, 210 p.; also includes graphics. Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center
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Watkins, Gillian Anne. "Prompt spelling : an approach to the teaching and learning of spelling at secondary school level." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30980.

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Much of the research into the spelling process focuses on developmental factors with reference to young learner writers (e.g. Gentry 1982, Frith 1985). Despite some studies into specific spelling difficulties of adults (e.g. Klein and Millar 1990) there is little research selectively focusing on persistent spelling difficulties at secondary school level. The aim of the research was thus to develop and evaluate an approach to the teaching and learning of spelling which would meet the diversity of needs experienced by young adults at secondary school level. The approach would need to recognise the value of paired learning (Topping and Whiteley 1990) as an effective means of addressing individualised spelling needs and of promoting spelling acquisition. The research was conducted in 5 secondary schools and involved a sample population of 33 teachers and 73 students. Additionally, as a result of two publications, a further selected sample of 25 teachers was drawn from the responses evoked. Research methods, within the framework of action research, involved the design and refining of the approach. This included observing and interviewing teachers and students and analysing the Researcher's recorded experiences as a participant observer. The findings of the research revealed that the approach, designated 'Prompt Spelling', was an effective method which significantly raised the spelling achievement of students with spelling difficulties in terms of increased standardised spelling ages and improved recognition of the principles of English orthography. Prompt Spelling was found to raise students' levels of metacognitive awareness whilst prompting systematic exploratory learning through discovering how to spell whilst providing a context within which teachers' appreciation of what students need to know about spelling was increased as they observed students' effective learning.
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McWilliams, Kyle Grant. "An analysis of variables affecting instructional efficiency." Thesis, University of Canterbury. School of Education, 2006. http://hdl.handle.net/10092/1046.

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A lot about the learning process still remains unknown. The experiments described in this thesis investigated variables that affect instructional efficiency by employing specifically programmed computers to manage and control instructional variables within each experiment for 6- to 7-year old children. A Measurement Procedures Study was undertaken to ascertain when a response should be classified as "acquired." It was decided to classify a response as acquired if it could be performed correctly (without prompting) seven days after instruction. A review of the relationship between accuracy level during instruction and the rate of acquisition found that higher accuracy levels during instruction tend to be associated with higher rates of acquisition provided that non-copying prompting procedures are employed. The first experiment investigated the relationship between accuracy level during instruction and rate of acquisition by presenting a non-copying antecedent prompt (model of the correct spelling word) depending on a preselected target accuracy level. As an error-contingent prompt (model of the correct spelling word) was also provided it could not be ascertained whether transfer of stimulus control occurred as a result of the antecedent prompt, or the error-contingent prompt, or both. The second experiment was a repeat of the first experiment with the error-contingent prompt removed. It was found that it was possible to manage, although not completely control, the accuracy level during instruction by presenting a simultaneous non-copying prompt and that higher accuracy levels during instruction were associated with higher rates of acquisition. A review that examined the error-correction research found that a variety of correction procedures were effective. However, none of the 36 experiments which were reviewed controlled the number of response opportunities. Experiment 3 compared the effects on rate of acquisition of presenting an antecedent model or an error-contingent model. The results of Experiment 3 showed that when the number of learning opportunities was controlled there was little difference in effectiveness or efficiency between an antecedent model and an error-contingent model. Experiment 4 compared the effects of presenting an error-contingent model against an error-contingent model and a secondary response opportunity. It was found that an error-contingent model was at least as effective, although it was overall less efficient when response opportunities were controlled. A supplementary analysis was undertaken to review and compare the results obtained across the four experiments. Across experiments each newly acquired spelling response required about five practice responses, on average. It appears this was a critical variable for acquisition. Additionally, each acquired response was acquired over a two-day period. Although rates of acquisition differed between high-achieving children and low-achieving children, there was little difference in the number of practice responses required for acquisition between these two groups. It was observed that most of the 6- to 7-year old participants found error feedback aversive and this appeared to result in reduced attention to models of the correct spelling when these occurred following errors. The results from this series of investigations suggest that an opportunity for the transfer of stimulus control from the prompt (model of the correct spelling) to the practice stimulus (the spoken word) is more critical for acquisition than where the prompt occurs within the trial (that is, the antecedent or consequent position). It was suggested that future research could investigate (a) the variables which are necessary for the transfer of stimulus control, (b) the generality of the observation that children require five practice responses in order to acquire discrete academic responses, and (c) the effects on rates of acquisition and instructional efficiency of varying the distribution in time of practice responses for children who are learning various types of academic skills.
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Gillespie, Michael Anthony. "Critical Thinking About Values: The Effects of an Instructional Program, Reasons for Attending College, and General Life Goals on the Application of Critical Thinking to Values Expressed in an Essay Prompt." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131378791.

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Riley, Gerard Anthony. "The use of prompts in teaching people with a learning disability." Thesis, University of Leicester, 1993. http://hdl.handle.net/2381/34684.

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The thesis reviews existing research on the use of prompts in teaching people with a learning disability. The review suggests a wide range of inadequacies and omissions. Many traditional prompt types and procedures lack any adequate theoretical rationale or empirical validation. There is also a lack of empirical and theoretical work concerning the formal and circumstantial factors which may determine their effect; and concerning their combined and comparative effects. An attempt is made to remedy some of these deficits. The issues are discussed in theoretical terms from both a behavioural and a cognitive perspective. These theoretical accounts (particularly the cognitive one) are then used to suggest ways in which existing prompting practices may be refined, and to suggest some relatively novel practices. The empirical investigations tested the effectiveness of some of these practices. Evidence is provided for the effectiveness of fading response prompts; of using stimulus prompts in teaching the motor and perceptual components of tasks; and of using mnemonic devices in teaching chained perceptuo-motor skills. In the circumstances of the studies reported, delaying the prompt and instructions to recall the required information failed to have an effect. The empirical work also provided evidence that, in some circumstances, full physical guidance can be less effective than alternatives, and delaying the prompt can be less effective than fading it.
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Pawlak, Patricia A. "Self-Regulated Learning Prompts in the Enhancement of Critical Thinking Skills." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1461712180.

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Platt, Kelsey Elyse. "Developing metacognitive and self-regulated learning skills through reflective writing prompts." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.

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Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills. An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts. The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.
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Yuasa, Mashiho. "Effect of feedback and prompts on initial learning and transfer in learning to write SQL database queries." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/29883.

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DiFrancesca, Daniell. "The Impact of Writing Prompts on Learning During Ill-Structured Problem Solving." Thesis, North Carolina State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110537.

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Ill-structured problem solving requires a variety of skills and strategies that K-12 students often lack due to limited exposure to these problems and a reliance on superficial problem-solving strategies (Greiff et al., 2013; Jonassen, 1997, 2000; Mayer & Wittrock, 2006). This study employed a computer-based problem-solving program called Solve It!, which scaffolds students through a general problem-solving process to identify and support solutions to ill-structured physics problems. Using a sequential explanatory mixed methods design, this study examined the impact of the prompt response and narrative writing tasks on seventh grade students’ (N = 117) physics content knowledge and problem-solving strategy acquisition while solving ill-structured problems in Solve It!. Students were randomly assigned to one of four conditions, which varied in the type of writing tasks students completed. Findings from this study revealed a significant increase in physics knowledge and problem-solving strategies across conditions. Due to the small sample size and several limitations with the study design, condition effects did not emerge. However, students in the narrative writing condition with low physics prior knowledge did benefit from the narrative writing task. Implications for this research include the use of computer-based environments to teach both content and problem-solving strategies simultaneously and the potential to use narrative writing tasks for learning.

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Barnett, Monique. "A Comparison of Simple Versus Elaborative Prompts on Acquisition of Picture Associations." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2354.

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Memory, or the ability to recall previously learned information, has been evaluated among different populations. Some previous research has utilized different forms of verbal prompts to assist participants in recalling associations. These verbal prompts can be categorized as simple or elaborative. Although previous research has indicated that both forms of verbal prompts are effective in teaching individuals to relate stimulus pairs, there is currently no research that compares these prompting methods. Therefore, the current study sought to compare simple and elaborative prompts for teaching a picture-association task with four typically developing preschool children. Data suggest that elaborative prompts were more effective in teaching associations across all participants and resulted in similar levels of maintenance at 1-week and 1-month probes. Keywords. associative learning, memory, verbal prompts
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Books on the topic "Prompt Learning"

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Furniss, Frederick George. Effects of prompt type salience and history in teaching people with severe learning difficulties to read. Birmingham: University of Birmingham, 1986.

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Thomas, Susan. Picture prompts: Prepositions and directions. Surrey: Delta publishing, 1997.

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Motivation, projet personnel, apprentissages. Paris: ESF, 1993.

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L' apprentissage par projet. Sainte-Foy: Presses de l'Université du Québec, 2004.

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Tochon, François Victor. Didactique du français: Des objectifs au projet pedagogique. Genève: Université de Genève, Faculté de psychologie et des sciences de l'éducation, 1988.

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W, Breneman David, Pusser Brian, and Turner Sarah E. 1966-, eds. Earnings from learning: The rise of for-profit universities. Albany, NY: State University of New York Press, 2006.

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Mezhdunarodnai︠a︡, nauchno-prakticheskai︠a︡ konferent︠s︡ii︠a︡ "Lomonosovskiĭ obrazovatelʹnyĭ proekt dli︠a︡ Evropeĭskogo soobshchestva" (2009 Arkhangelʹsk Russia). Lomonosovskiĭ obrazovatelʹnyĭ proekt: Materialy mezhdunarodnoĭ nauchno-prakticheskoĭ konferent︠s︡ii, Arkhangelʹsk, 8-11 senti︠a︡bri︠a︡ 2009 g. Arkhangelʹsk: Pomorskiĭ gos. universitet, 2009.

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Serge, Roy. Projet Azimut: Aide à l'apprentissage en sciences humaines sans mathématiques. Ville Saint-Laurent, Québec: Cégep de Saint-Laurent, 1993.

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Frédérique, Maïaux, ed. Un projet pour-- rendre les élèves acteurs de leurs apprentissages. Paris: Delagrave, 2008.

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Larry, Shook, ed. Profit from experience: How to make the most of your learning and your life. Austin, Tex: Bard & Stephen, 1995.

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Book chapters on the topic "Prompt Learning"

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Sun, Jialiang, and Jiao Li. "PBLF: Prompt Based Learning Framework for Cross-Modal Recipe Retrieval." In Communications in Computer and Information Science, 388–402. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7946-0_33.

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Hussein, Bassam. "Using Game-Based Learning to Prompt Reflective and Holistic Thinking in Project Management." In Smart Pedagogy of Game-based Learning, 71–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76986-4_5.

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Chai, Yuyang, Chong Teng, Hao Fei, Shengqiong Wu, Jingye Li, Ming Cheng, Donghong Ji, and Fei Li. "Prompt-Based Generative Multi-label Emotion Prediction with Label Contrastive Learning." In Natural Language Processing and Chinese Computing, 551–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17120-8_43.

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Liu, Jinxing, Junjin Xiao, Haokai Ma, Xiangxian Li, Zhuang Qi, Xiangxu Meng, and Lei Meng. "Prompt Learning with Cross-Modal Feature Alignment for Visual Domain Adaptation." In Artificial Intelligence, 416–28. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-20497-5_34.

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Ma, Han, Benjamin K. Ng, and Chan-Tong Lam. "PK-BERT: Knowledge Enhanced Pre-trained Models with Prompt for Few-Shot Learning." In Computer and Information Science, 31–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12127-2_2.

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Cleophas, Ton J., and Aeilko H. Zwinderman. "Probit Regression." In Machine Learning in Medicine, 63–68. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7869-6_7.

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Horz, Holger. "Situated Prompts in Authentic Learning Environments." In Encyclopedia of the Sciences of Learning, 3086–88. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_699.

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Bannert, Maria, and Christoph Mengelkamp. "Scaffolding Hypermedia Learning Through Metacognitive Prompts." In International Handbook of Metacognition and Learning Technologies, 171–86. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-5546-3_12.

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Cristol, Dean. "Higher Education Partnerships with Non-Profit and Profit Organizations: Introduction." In Handbook of Mobile Teaching and Learning, 511–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-54146-9_31.

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Yelland, Nicola. "Pedagogical Prompts: Designing Experiences to Promote Deep Learning." In A Pedagogy of Multiliteracies, 288–304. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137539724_16.

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Conference papers on the topic "Prompt Learning"

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Lu, Yuning, Jianzhuang Liu, Yonggang Zhang, Yajing Liu, and Xinmei Tian. "Prompt Distribution Learning." In 2022 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2022. http://dx.doi.org/10.1109/cvpr52688.2022.00514.

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Wang, Zifeng, Zizhao Zhang, Chen-Yu Lee, Han Zhang, Ruoxi Sun, Xiaoqi Ren, Guolong Su, Vincent Perot, Jennifer Dy, and Tomas Pfister. "Learning to Prompt for Continual Learning." In 2022 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2022. http://dx.doi.org/10.1109/cvpr52688.2022.00024.

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Zhou, Kaiyang, Jingkang Yang, Chen Change Loy, and Ziwei Liu. "Conditional Prompt Learning for Vision-Language Models." In 2022 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2022. http://dx.doi.org/10.1109/cvpr52688.2022.01631.

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Du, Wei, Yichun Zhao, Boqun Li, Gongshen Liu, and Shilin Wang. "PPT: Backdoor Attacks on Pre-trained Models via Poisoned Prompt Tuning." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/96.

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Recently, prompt tuning has shown remarkable performance as a new learning paradigm, which freezes pre-trained language models (PLMs) and only tunes some soft prompts. A fixed PLM only needs to be loaded with different prompts to adapt different downstream tasks. However, the prompts associated with PLMs may be added with some malicious behaviors, such as backdoors. The victim model will be implanted with a backdoor by using the poisoned prompt. In this paper, we propose to obtain the poisoned prompt for PLMs and corresponding downstream tasks by prompt tuning. We name this Poisoned Prompt Tuning method "PPT". The poisoned prompt can lead a shortcut between the specific trigger word and the target label word to be created for the PLM. So the attacker can simply manipulate the prediction of the entire model by just a small prompt. Our experiments on various text classification tasks show that PPT can achieve a 99% attack success rate with almost no accuracy sacrificed on original task. We hope this work can raise the awareness of the possible security threats hidden in the prompt.
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Ye, Hongbin, Ningyu Zhang, Shumin Deng, Xiang Chen, Hui Chen, Feiyu Xiong, Xi Chen, and Huajun Chen. "Ontology-enhanced Prompt-tuning for Few-shot Learning." In WWW '22: The ACM Web Conference 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3485447.3511921.

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Ding, Ning, Shengding Hu, Weilin Zhao, Yulin Chen, Zhiyuan Liu, Haitao Zheng, and Maosong Sun. "OpenPrompt: An Open-source Framework for Prompt-learning." In Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics: System Demonstrations. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.acl-demo.10.

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Yu, Yang, Lu Rong, Mengyao Wang, Min Huang, Yazhou Zhang, and Yijie Ding. "Prompt Learning for Multi-modal COVID-19 Diagnosis." In 2022 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2022. http://dx.doi.org/10.1109/bibm55620.2022.9995157.

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Zhang, Leilei, and Junfei Liu. "Intent-aware Prompt Learning for Medical Question Summarization." In 2022 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2022. http://dx.doi.org/10.1109/bibm55620.2022.9995317.

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Aminikhanghahi, Samaneh, Ramin Fallahzadeh, Matthew Sawyer, Diane J. Cook, and Lawrence B. Holder. "Thyme: Improving Smartphone Prompt Timing Through Activity Awareness." In 2017 16th IEEE International Conference on Machine Learning and Applications (ICMLA). IEEE, 2017. http://dx.doi.org/10.1109/icmla.2017.0-141.

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Jin, Woojeong, Yu Cheng, Yelong Shen, Weizhu Chen, and Xiang Ren. "A Good Prompt Is Worth Millions of Parameters: Low-resource Prompt-based Learning for Vision-Language Models." In Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.acl-long.197.

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Reports on the topic "Prompt Learning"

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Hurwitz, David, Rachel Adams, H. Benjamin Mason, Kamilah Buker, and Richard Slocum. Innovation in the classroom : A transportation geotechnics application of desktop learning modules to promote inductive learning. Oregon State University, 2017. http://dx.doi.org/10.5399/osu/1113.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Freed, Danielle. K4D Strengthening Cross-sector Learning for Education and FCAS. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.159.

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This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
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Freed, Danielle. K4D’s Tax and Gender Learning Journey Boosting Social Reform in Pakistan. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.163.

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As a means to reduce discrimination and promote the economic empowerment of women, there is a growing understanding that tax policy, tax administration and tax research need to be gender transformative. Recognising this need, the Foreign, Commonwealth and Development Office (FCDO) is reshaping and building its approach to tax and gender programming. K4D’s Tax and Gender Learning Journey brought together tax and gender teams to identify other tax and gender stakeholders and collaboratively craft a future approach to tax and gender for FCDO and partners. Initial exploration of the early impact from activities that have taken place amongst partner organisations in Pakistan suggests K4D’s inputs have the potential to bolster intended social reforms across the country’s revenue and other government departments.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Brinkerhoff, Derick W., Sarah Frazer, and Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, January 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.

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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.

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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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