Academic literature on the topic 'Spaced learning activity'
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Journal articles on the topic "Spaced learning activity"
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LaTour, Kathryn A., and Hayden N. Noel. "Self-Directed Learning Online: An Opportunity to Binge." Journal of Marketing Education 43, no. 2 (January 17, 2021): 174–88. http://dx.doi.org/10.1177/0273475320987295.
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The online classroom is self-directed, where students decide when and how often they access their course material. Even in the traditional classroom, students have shown a propensity to shift their time allocation to the last minute, so it is not clear what happens when they have full control over their learning schedules. Our interest is whether this self-directed learning environment produces similar harmful binge behavior as observed with online television, where memory and satisfaction with the experience decrease over time. With access to clickstream data from an online e-educator, we found 62% of the sample binged their learning by concentrating their studies within the semester rather than distributing their online activity throughout. Two types of binge learning emerged as significant: Front-bingers, who accessed the majority of their education early, performed more similarly over time to those who spaced their learning activities. Back-bingers, who accessed the majority of their material late in the semester, did not perform as well. To help us better understand these findings, we used a relatively new measure of behavior called “clumpiness” to summarize their overall online activity. We discuss our findings and their implications for online education and marketing course design.
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Eisenberg, Sarita. "What Works in Therapy: Further Thoughts on Improving Clinical Practice for Children With Language Disorders." Language, Speech, and Hearing Services in Schools 45, no. 2 (April 2014): 117–26. http://dx.doi.org/10.1044/2014_lshss-14-0021.
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Purpose In this response to Kamhi (2014), the author reviewed research about what does and does not help children with language impairment (LI) to learn grammatical features and considered how that research might inform clinical practice. Method The author reviewed studies about therapy dose (the number of learning episodes per session) and dose frequency (how learning episodes are spaced over time) and also reviewed studies about dose form, including input characteristics and therapy strategies. Conclusion Although the research is limited, it offers implications for how clinicians do therapy. Children with LI need many learning episodes clustered together within sessions but spread out over time across sessions. Input must be grammatical and consistent while providing varied exemplars of the target features. Learning episodes should actively engage children in producing utterances with the target form, but only after they have had the chance to hear some utterances with that feature. The author suggests a session plan that starts with a structured activity and then incorporates the target form into an embedded activity such as storytelling.
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Scharf, Matthew T., Newton H. Woo, K. Matthew Lattal, Jennie Z. Young, Peter V. Nguyen, and Ted Abel. "Protein Synthesis Is Required for the Enhancement of Long-Term Potentiation and Long-Term Memory by Spaced Training." Journal of Neurophysiology 87, no. 6 (June 1, 2002): 2770–77. http://dx.doi.org/10.1152/jn.2002.87.6.2770.
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Spaced training is generally more effective than massed training for learning and memory, but the molecular mechanisms underlying this trial spacing effect remain poorly characterized. One potential molecular basis for the trial spacing effect is the differential modulation, by distinct temporal patterns of neuronal activity, of protein synthesis-dependent processes that contribute to the expression of specific forms of synaptic plasticity in the mammalian brain. Long-term potentiation (LTP) is a type of synaptic modification that may be important for certain forms of memory storage in the mammalian brain. To explore the role of protein synthesis in the trial spacing effect, we assessed the protein synthesis dependence of hippocampal LTP induced by 100-Hz tetraburst stimulation delivered to mouse hippocampal slices in either a temporally massed (20-s interburst interval) or spaced (5-min interburst interval) fashion. To extend our studies to the behavioral level, we trained mice in fear conditioning using either a massed or spaced training protocol and examined the sensitivity of long-term memory to protein synthesis inhibition. Larger LTP was induced by spaced stimulation in hippocampal slices. This improvement of synaptic potentiation following temporally spaced synaptic stimulation in slices was attenuated by bath application of an inhibitor of protein synthesis. Further, the maintenance of LTP induced by spaced synaptic stimulation was more sensitive to disruption by anisomycin than the maintenance of LTP elicited following massed stimulation. Temporally spaced behavioral training improved long-term memory for contextual but not for cued fear conditioning, and this enhancement of memory for contextual fear was also protein synthesis dependent. Our data reveal that altering the temporal spacing of synaptic stimulation and behavioral training improved hippocampal LTP and enhanced contextual long-term memory. From a broad perspective, these results suggest that the recruitment of protein synthesis-dependent processes important for long-term memory and for long-lasting forms of LTP can be modulated by the temporal profiles of behavioral training and synaptic stimulation.
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Miyamoto, Yohsuke Roy, Cody Coleman, Joseph Jay Williams, Jacob Whitehill, Sergiy Nesterko, and Justin Reich. "Beyond Time-on-Task: The Relationship Between Spaced Study and Certification in MOOCs." Journal of Learning Analytics 2, no. 2 (December 7, 2015): 47–69. http://dx.doi.org/10.18608/jla.2015.22.5.
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A long history of laboratory and field experiments has demonstrated that dividing study time into many sessions is often superior to massing study time into few sessions, a phenomenon widely known as the “spacing effect.” Massive open online courses (MOOCs) collect abundant data about student activity over time, but little of its early research has used learning theory to interrogate these data. Taking inspiration from this psychology literature, here we use data collected from MOOCs to identify observational evidence for the benefits of spaced practice in educational settings. We investigated tracking logs from 20 HarvardX courses to examine whether there was any relationship between how students allocated their participation and what performance they achieved. While controlling for the effect of total time on-site, we show that the number of sessions students initiate is an important predictor of certification rate, across students in all courses. Furthermore, we demonstrate that when students spend similar amounts of time in multiple courses, they perform better in courses where that time is distributed among more sessions, suggesting the benefit of spaced practice independently of student characteristics. We conclude by proposing interventions to guide students’ study schedules and for leveraging such an effect.
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Yazidi, Anis, Asieh Abolpour Mofrad, Morten Goodwin, Hugo Lewi Hammer, and Erik Arntzen. "Balanced difficulty task finder: an adaptive recommendation method for learning tasks based on the concept of state of flow." Cognitive Neurodynamics 14, no. 5 (August 27, 2020): 675–87. http://dx.doi.org/10.1007/s11571-020-09624-3.
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Abstract An adaptive task difficulty assignment method which we reckon as balanced difficulty task finder (BDTF) is proposed in this paper. The aim is to recommend tasks to a learner using a trade-off between skills of the learner and difficulty of the tasks such that the learner experiences a state of flow during the learning. Flow is a mental state that psychologists refer to when someone is completely immersed in an activity. Flow state is a multidisciplinary field of research and has been studied not only in psychology, but also neuroscience, education, sport, and games. The idea behind this paper is to try to achieve a flow state in a similar way as Elo’s chess skill rating (Glickman in Am Chess J 3:59–102) and TrueSkill (Herbrich et al. in Advances in neural information processing systems, 2006) for matching game players, where “matched players” should possess similar capabilities and skills in order to maintain the level of motivation and involvement in the game. The BDTF draws analogy between choosing an appropriate opponent or appropriate game level and automatically choosing an appropriate difficulty level of a learning task. This method, as an intelligent tutoring system, could be used in a wide range of applications from online learning environments and e-learning, to learning and remembering techniques in traditional methods such as adjusting delayed matching to sample and spaced retrieval training that can be used for people with memory problems such as people with dementia.
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Markelz, Ana Elizabeth, Alice Barsoumian, and Heather Yun. "Formalization of a Specialty-Specific Military Unique Curriculum: A Joint United States Army and United States Air Force Infectious Disease Fellowship Program." Military Medicine 184, no. 9-10 (February 22, 2019): 509–14. http://dx.doi.org/10.1093/milmed/usz006.
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Abstract Introduction There are many unique aspects to the practice of military Infectious Diseases (ID). San Antonio Uniformed Services Health Consortium Infectious Disease (ID) Fellowship is a combined Army and Air Force active duty program. Program leadership thought ID military unique curriculum (MUC) was well integrated into the program. We sought to verify this assumption to guide the decision to formalize the ID MUC. This study describes our strategy for the refinement and implementation of ID specific MUC, assesses the fellow and faculty response to these changes, and provides an example for other programs to follow. Methods We identified important ID areas through lessons learned from personal military experience, data from the ID Army Knowledge Online e-mail consult service, input from military ID physicians, and the Army and Air Force ID consultants to the Surgeons General. The consultants provided feedback on perceived gaps, appropriateness, and strategy. Due to restrictions in available curricular time, we devised a three-pronged strategy for revision: adapt current curricular practices to include MUC content, develop new learning activities targeted at the key content area, and sustain existing, effective MUC experiences. Learners were assessed by multiple choice question correct answer rate, performance during the simulation exercise, and burn rotation evaluation. Data on correct answer rate were analyzed according to level of training by using Mann–Whitney U test. Program assessment was conducted through anonymous feedback at midyear and end of year program evaluations. Results Twelve military unique ID content areas were identified. Diseases of pandemic potential and blood borne pathogen management were added after consultant input. Five experiences were adapted to include military content: core and noon conference series, simulation exercises, multiple choice quizzes, and infection control essay questions. A burn intensive care unit (ICU) rotation, Transport Isolation System exercise, and tour of trainee health facilities were the new learning activities introduced. The formal tropical medicine course, infection prevention in the deployed environment course, research opportunities and participation in trainee health outbreak investigations were sustained activities. Ten fellows participated in the military-unique spaced-education multiple-choice question series. Twenty-seven questions were attempted 814 times. 50.37% of questions were answered correctly the first time, increasing to 100% correct by the end of the activity. No difference was seen in the initial correct answer rate between the four senior fellows (median 55% [IQR 49.75, 63.25]) and the six first-year fellows (median 44% [IQR 39.25, 53]) (p = 0.114). Six fellows participated in the simulated deployment scenario. No failure of material synthesis was noted during the simulation exercise and all of the fellows satisfied the stated objectives. One fellow successfully completed the piloted burn ICU rotation. Fellows and faculty reported high satisfaction with the new curriculum. Conclusions Military GME programs are required by congress to address the unique aspects of military medicine. Senior fellow knowledge using the spaced interval multiple-choice quizzes did not differ from junior fellow rate, supporting our concern that the ID MUC needed to be enhanced. Enhancement of the MUC experience can be accomplished with minimal increases to curricular and faculty time.
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Bernardi, Giulio, Monica Betta, Jacinthe Cataldi, Andrea Leo, José Haba-Rubio, Raphaël Heinzer, Chiara Cirelli, et al. "Visual imagery and visual perception induce similar changes in occipital slow waves of sleep." Journal of Neurophysiology 121, no. 6 (June 1, 2019): 2140–52. http://dx.doi.org/10.1152/jn.00085.2019.
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Previous studies have shown that regional slow-wave activity (SWA) during non-rapid eye movement (NREM) sleep is modulated by prior experience and learning. Although this effect has been convincingly demonstrated for the sensorimotor domain, attempts to extend these findings to the visual system have provided mixed results. In this study we asked whether depriving subjects of external visual stimuli during daytime would lead to regional changes in slow waves during sleep and whether the degree of “internal visual stimulation” (spontaneous imagery) would influence such changes. In two 8-h sessions spaced 1 wk apart, 12 healthy volunteers either were blindfolded while listening to audiobooks or watched movies (control condition), after which their sleep was recorded with high-density EEG. We found that during NREM sleep, the number of small, local slow waves in the occipital cortex decreased after listening with blindfolding relative to movie watching in a way that depended on the degree of visual imagery subjects reported during blindfolding: subjects with low visual imagery showed a significant reduction of occipital sleep slow waves, whereas those who reported a high degree of visual imagery did not. We also found a positive relationship between the reliance on visual imagery during blindfolding and audiobook listening and the degree of correlation in sleep SWA between visual areas and language-related areas. These preliminary results demonstrate that short-term alterations in visual experience may trigger slow-wave changes in cortical visual areas. Furthermore, they suggest that plasticity-related EEG changes during sleep may reflect externally induced (“bottom up”) visual experiences, as well as internally generated (“top down”) processes.NEW & NOTEWORTHY Previous work has shown that slow-wave activity, a marker of sleep depth, is linked to neural plasticity in the sensorimotor cortex. We show that after short-term visual deprivation, subjects who reported little visual imagery had a reduced incidence of occipital slow waves. This effect was absent in subjects who reported strong spontaneous visual imagery. These findings suggest that visual imagery may “substitute” for visual perception and induce similar changes in non-rapid eye movement slow waves.
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Cook, Diane. "Learning Setting-Generalized Activity Models for Smart Spaces." IEEE Intelligent Systems 27, no. 1 (January 2012): 32–38. http://dx.doi.org/10.1109/mis.2010.112.
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Kayama, Mizue, and Toshio Okamoto. "Collaborative Learning in the Internet Learning Space." Industry and Higher Education 16, no. 4 (August 2002): 249–59. http://dx.doi.org/10.5367/000000002101296360.
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The purpose of this study is to support learning activity in the Internet learning space. In this paper, the authors examine knowledge management and the presentation of information for collaborative learning support. RAPSODY-EX (Remote and Adaptive Educational Environment: A Dynamic Communicative System for Collaborative Learning) is a remote learning support environment organized as a learning infrastructure. RAPSODY-EX can effectively carry out collaborative learning support in asynchronous and synchronous learning modes. Remote learning is a learning style in which both individual and collaborative learning are carried out via a multimedia communication network. In the remote learning environment, the arrangement and integration of information are designed to support the decision making of learners and mediators. The aim of the project is to construct a continuously growing digital portfolio database. In addition, the architecture required for the learning environment which includes such a database is examined.
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Carvalho, Lucila, and Pippa Yeoman. "Performativity of Materials in Learning: The Learning-Whole in Action." Journal of New Approaches in Educational Research 10, no. 1 (January 15, 2021): 28. http://dx.doi.org/10.7821/naer.2021.1.627.
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Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.
Dissertations / Theses on the topic "Spaced learning activity"
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Morrissey, Chris, and n/a. "Changes in teachers' classroom practice and teaching knowledge and beliefs, resulting from participation in a workplace based learning professional development activity." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.094627.
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There are many recognised forms of teacher professional development
ranging from simply reflecting on a lesson recently taught to enrolling in a
formal course at university. This study set out to examine the perceived
effectiveness of one mode of professional development, a spaced learning
activity(SLA).
The SLA was selected for a number of reasons. Firstly, current government
economic and industrial policy includes an emphasis on the training and
retraining of the Australian workforce as an economic necessity. Within this
policy, teacher professional development is considered to improve the
quality of teaching and to raise professionalism. Secondly, the literature in
the area suggests that professional development activities have the potential
to improve the quality of teaching by enhancing teachers' knowledge and
skills. Thirdly, an SLA appeared to incorporate many characteristics of
effective professional development which are identified in the literature, for
example, allowing time for critical reflection and for internalising concepts.
This study sought to determine the effectiveness of an SLA as a training
strategy and in enhancing teachers' knowledge, beliefs, classroom practice
and students' learning outcomes and also to identify characteristics of an
SLA which assisted and inhibited its effectiveness. Perceived costs and
benefits of participation to the individual teacher were also evaluated..
The study was carried out at Marist College, Canberra , a Y7-12 single sex
secondary school with an enrolment of approximately 1100 boys. The
study involved twenty five teachers who participated voluntarily in a pilot
collegial group programme at the school during 1993.
The term "collegial group" is used for a small group of professionals who
meet on a regular basis to learn together and to support one another in their
on-going professional development. Adie (1988:4) explains that collegial
groups are designed to assist in supporting, learning, problem solving,
planning and performing.
The twenty five volunteers were divided into three groups. Each group
determined its own 'focus1 and met on an average of five occasions over six
months, for meetings ranging from two to four hours. The foci selected by
each group were:
Increasing student motivation
Increasing student responsibility for learning.
Excellence in Teaching course.
Meetings usually provided an opportunity for individual feedback on
teaching changes tried, some input on the focus area, discussion of its
practicality and a commitment to try something new and to report back at
the next meeting. Some groups also included discussion of specific
teaching and learning 'problems', where the group would offer solutions.
A variety of data collection techniques were employed in the study. A
questionnaire was conducted before the programme commenced to
ascertain participants' expectations and concerns about the programme and
anticipated effects of participation on their teaching knowledge, beliefs and
practice and on their students' learning outcomes.
A questionnaire was also administered at the end of the programme. The
post-study questionnaire sought participants' perceptions about how well
their expectations for the programme had been met, any differences
participation had made to their teaching knowledge, beliefs and practice,
and to their students' learning outcomes and whether these differences
constituted improvements. Further questions covered: the benefits and
costs to individuals of participation in the programme; the benefits
participants perceived that other non-participatory colleagues could derive
from a future programme; and the perceived value of the activity as a mode
of professional development. The questionnaire also included a table
covering organisational factors of the programme and elicited participants'
responses about the degree to which each assisted and inhibited progress.
In addition to the questionnaires, structured interviews were conducted with
the participants after the completion of the programme asking similar
questions about their perceptions of its success.
Analysis of a variety of data collected through pre and post-programme
questionnaires as well as interviews clearly indicates that this mode of
delivery was perceived by the participants to be an effective form of
professional development from the perspective of changing teaching
knowledge, beliefs and practice, and as a refocussing or confirming activity
by providing stimulus to an individual's professional development. Further
data collected support the organisational characteristics of this SLA and
provide some suggestions for changes. Finally, the findings clearly show
that the benefits to individuals of participation are perceived to outweigh the
costs, further supporting the effectiveness of this mode of professional
development.
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Sabzpoushan, Maryam. "Play to learn : children learning and activity space." Thesis, KTH, Arkitektur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-96485.
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Play To Learn is an architectural project that aims to create an interwoven series of formal and informal, experimental learning and activity spaces for children between the ages of 3-12 years. Play To Learn creates a new place in an inner city and seaside location where children can come to play, experience, experiment and learn.
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Fan, Junchuan. "Modeling space-time activities and places for a smart space —a semantic approach." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5752.
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The rapid advancement of information and communication technologies (ICT) has dramatically changed the way people conduct daily activities. One of the reasons for such advances is the pervasiveness of location-aware devices, and people’s ability to publish and receive information about their surrounding environment. The organization, integration, and analysis of these crowdsensed geographic information is an important task for GIScience research, especially for better understanding place characteristics as well as human activities and movement dynamics in different spaces. In this dissertation research, a semantic modeling and analytic framework based on semantic web technologies is designed to handle information related with human space-time activities (e.g., information about human activities, movement, and surrounding places) for a smart space. Domain ontology for space-time activities and places that captures the essential entities in a spatial domain, and the relationships among them. Based on the developed domain ontology, a Resource Description Framework (RDF) data model is proposed that integrates spatial, temporal and semantic dimensions of space-time activities and places. Three different types of scheduled space-time activities (SXTF, SFTX, SXTX) and their potential spatiotemporal interactions are formalized with OWL and SWRL rules. Using a university campus as an example spatial domain, a RDF knowledgebase is created that integrates scheduled course activities and tweet activities in the campus area. Human movement dynamics for the campus area is analyzed from spatial, temporal, and people’s perspectives using semantic query approach. The ontological knowledge in RDF knowledgebase is further fused with place affordance knowledge learned through training deep learning model on place review data. The integration of place affordance knowledge with people’s intended activities allows the semantic analytic framework to make more personalized location recommendations for people’s daily activities.
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Finau, Emily. "Transparency and learning spaces." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39593.
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This thesis explores the various meanings and implications of transparency in architecture and in learning environments in particular. Architectural transparency, achieved through choice of materials and principles of formal composition, creates a diversity of relationships and can facilitate visual, conceptual, and functional clarity as well as offering simultaneous perception of different spaces. It offers a range of phenomenological qualities and so provides an opportunity to explore and complicate such dichotomies as translucency and opacity, openness and closure, and public space and private space.
While celebrated throughout modern and contemporary architecture, transparency raises issues of privacy and safety even as it breaks down hierarchies and social boundaries. The research-based design of transparency in a school building necessitates careful planning to achieve a balance between the access to views, natural light, fresh air, and social interaction that transparency may bring and the continuing obligation to provide a safe, secure environment for schoolchildren.
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Colak, Tufan, and Rami S. R. Qahwaji. "Automated Solar Activity Prediction: A hybrid computer platform using machine learning and solar imaging for automated prediction of solar flares." AGU, 2009. http://hdl.handle.net/10454/4106.
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yesThe importance of real-time processing of solar data especially for space weather applications is increasing continuously. In this paper, we present an automated hybrid computer platform for the short-term prediction of significant solar flares using SOHO/Michelson Doppler Imager images. This platform is called the Automated Solar Activity Prediction tool (ASAP). This system integrates image processing and machine learning to deliver these predictions. A machine learning-based system is designed to analyze years of sunspot and flare data to create associations that can be represented using computer-based learning rules. An imaging-based real-time system that provides automated detection, grouping, and then classification of recent sunspots based on the McIntosh classification is also created and integrated within this system. The properties of the sunspot regions are extracted automatically by the imaging system and processed using the machine learning rules to generate the real-time predictions. Several performance measurement criteria are used and the results are provided in this paper. Also, quadratic score is used to compare the prediction results of ASAP with NOAA Space Weather Prediction Center (SWPC) between 1999 and 2002, and it is shown that ASAP generates more accurate predictions compared to SWPC.
EPSRC
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Albloushi, Shaima Abdullah. "Online Collaborative Learning and Interaction Among Pre-Service Teachers." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938.
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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.
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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.
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Gracia-Moreno, Carolina. "Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée." Thesis, Poitiers, 2017. http://www.theses.fr/2017POIT5012/document.
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L'utilisation des artefacts numériques pour la réalisation d'activités d'apprentissage reste le plus souvent individuelle, faute de disposer d'environnements adaptés, tant du point de vue du matériel que des applications et des pratiques pédagogiques. Cette recherche rend compte de l'expérience d'usages de différents artefacts dans une activité collaborative d'élaboration de cartes mentales et conceptuelles proposée en cours d'histoire de seconde. L'objectif principal est l'étude du rôle de l'espace de travail privé pour l'édition collective de cartes mentales et conceptuelles. Plus précisément, l'objectif est d'évaluer si le recours aux artefacts numériques lors de l'édition collective de cartes mentales et conceptuelles favorise les processus de confrontation cognitive constitutifs de la collaboration. Pour répondre à cet objectif, deux itérations (expérimentation pilote et expérimentation) ont été réalisées avec deux prototypes de dispositif numérique de collaboration qui permettent aux élèves de différencier leur espace de travail individuel de l'espace collectif. La première expérimentation pilote a été réalisée en 2015 avec un prototype de cartes mentales existant avant l'étude. Elle a consisté à valider le protocole expérimental de la recherche et à préciser les questions de recherche et les hypothèses. La deuxième expérimentation, quant à elle, a été réalisée au cours de l'année 2016 via un prototype de cartes conceptuelles conçu et développé dans le cadre de cette recherche. Cette expérimentation a eu pour but d'éprouver les trois hypothèses formulées, qui s'inscrivent dans la théorie de l'apprentissage social de Bandura (1980) et portent à la fois sur des déterminants environnementaux, cognitifs et comportementaux. La première hypothèse (déterminants environnementaux) suppose tout d'abord que la médiation instrumentale d'une activité d'apprentissage collaborative a une influence sur la participation des élèves. La deuxième hypothèse (déterminants cognitifs) quant à elle, soutient que l'adjonction d'un espace de travail personnel de l'élève à un espace d'interaction collectif favorise des processus cognitifs présents dans la collaboration : le conflit sociocognitif (Doise et Mugny, 1997; Perret-Clermont, 1979), l'étayage (Bruner, 1997) et la vicariance (Bandura, 1980; Pentland, 2015). Enfin, la troisième hypothèse (déterminants comportementaux) suggère que la participation individuelle des élèves sur l'élaboration d'une carte conceptuelle collective est influencée par la culture affective du groupe. Afin de vérifier ces 3 hypothèses, un plan expérimental multifactoriel croisé a été mis en place, ce qui a permis de tester les variables indépendantes simultanément auprès de 7 groupes de lycéens de seconde en classe d'histoire. L'analyse de données effectuée est centrée sur la nature des interactions orales et numériques des élèves, ainsi que sur leurs productions écrites et leurs réponses aux entretiens collectifs et aux questionnaires individuels. Les résultats montrent la tendance du dispositif numérique de collaboration (artefacts, organisation de l'activité, scénario pédagogique) à favoriser le processus d'étayage et vicariance suite aux échanges nécessaires à la coordination des tâches techniques d'édition de la carte conceptuelle. Les résultats indiquent qu'après l'utilisation d'un espace privé numérique, les élèves ont des conflits sociocognitifs significatifs lors du travail en groupe, les entraînant à accepter les réponses les plus ouvertes afin d'éviter la confrontationThe use of digital artifacts for learning activities usually remains individual, as there are no suitable environments, from the point of view of materials, applications and teaching practices. This research reports on the experience of using different artefacts in a collaborative activity to elaborate mental and conceptual maps proposed in a history class in the eleventh grade. The aim is to study the role of a private workspace for the collective edition of mental and conceptual maps. More specifically, the goal is to assess whether the use of digital artifacts in the collective edition of mental and conceptual maps promotes the processes of cognitive confrontation that constitutes collaboration. To meet this objective, two iterations (pilot experimentation and experimentation) were carried out with two digital collaborative prototypes that allow students to differentiate their individual workspace from the collective space. The first pilot experiment was conducted in 2015 with a prototype of mental maps existing prior to the study. It consisted of validating the experimental protocol of the research and clarifying research questions and hypotheses. The second experiment, meanwhile, was carried out in 2016 via a prototype of concept maps designed and developed as part of this research. The purpose of this experiment was to test the three hypotheses formulated, which fit into Bandura's (1980) theory of social learning and address environmental, cognitive and behavioral determinants. The first hypothesis (environmental determinants) assumes that the instrumental mediation of a collaborative learning activity has an influence on the student participation. The second hypothesis (cognitive determinants), for its part, argues that the addition of a personal workspace of the student to a collective interaction space favors cognitive processes present in collaboration: sociocognitive conflict (Doise and Mugny Perret-Clermont, 1979), supporting (Bruner, 1997) and vicariance (Bandura, 1980, Pentland, 2015). Finally, the third hypothesis (behavioral determinants) suggests that the individual participation of pupils in the elaboration of a collective concept map is influenced by the affective culture of the group. In order to verify these 3 hypotheses, a crossed multifactorial experimental plan was put in place, which made it possible to test the independent variables simultaneously with 7 groups of high school students in history class. The data analysis carried out focuses on the nature of students' oral and digital interactions, as well as their written outputs and their responses to group interviews and individual questionnaires. The results show the trend of the digital collaboration device (artifacts, organization of the activity, pedagogical scenario) to favor the supporting and vicariance process as an explanation of the exchanges needed to coordinate the technical tasks of editing the concept map. The results indicate that after using a digital private space, pupils have significant sociocognitive conflicts during group work, leading them to accept the most open responses in order to avoid confrontation
El uso de artefactos digitales para la realización de actividades de aprendizaje sigue siendo principalmente individual, por falta de entornos adecuados, desde el punto de vista del material, de las aplicaciones y de las prácticas pedagógicas. Esta investigación cuenta la experiencia de uso de diferentes artefactos en una actividad colaborativa de elaboración de mapas mentales y conceptuales propuestos en el transcurso de una clase de historia de cuarto de educación secundaria. El objetivo principal es el estudio del rol del espacio de trabajo privado para la edición colectiva de mapas mentales y conceptuales. Más específicamente, el objetivo es evaluar si el uso de artefactos digitales en la edición colectiva de mapas mentales y conceptuales promueve los procesos de confrontación cognitiva que constituyen la colaboración. Para cumplir este objetivo, se realizaron dos iteraciones (experimentación piloto y experimentación) con dos prototipos de dispositivos digitales colaborativos que permiten a los estudiantes diferenciar su espacio de trabajo individual del espacio colectivo. El primer experimento piloto se llevó a cabo en 2015 con un prototipo de mapas mentales existente antes del estudio. Consistió en validar el protocolo experimental de la investigación y aclarar preguntas e hipótesis de investigación. El segundo experimento, mientras tanto, se llevó a cabo en 2016 a través de un prototipo de mapas conceptuales diseñados y desarrollados como parte de esta investigación. Este experimento fue diseñado para verificar las tres hipótesis formuladas, que se ajustan a la teoría del aprendizaje social de Bandura (1980) y abordan los determinantes ambientales, cognitivos y conductuales. La primera hipótesis (determinantes ambientales) supone que la mediación instrumental de una actividad de aprendizaje colaborativo influye en la participación del alumno. La segunda hipótesis (determinantes cognitivos), por su parte, sostiene que la adición de un espacio de trabajo personal del alumno a un espacio de interacción colectivo promueve procesos cognitivos presentes en la colaboración: el conflicto socio-cognitivo (Doise y Mugny Perret-Clermont, 1979), el apoyo (Bruner, 1997) y la vicarianza (Bandura, 1980, Pentland, 2015). Finalmente, la tercera hipótesis (determinantes conductuales) sugiere que la participación individual de los alumnos en la elaboración de un mapa conceptual colectivo está influenciada por la cultura afectiva del grupo. Para verificar estas 3 hipótesis, se puso en marcha un plan experimental multifactorial cruzado, que permitió probar las variables independientes simultáneamente con 7 grupos de estudiantes de cuarto de secundaria en la clase de historia. El análisis de datos realizado se centra en la naturaleza de las interacciones orales y digitales de los estudiantes, así como en sus resultados escritos y sus respuestas a entrevistas grupales y cuestionarios individuales. Los resultados muestran la tendencia de los dispositivos digitales de colaboración (artefactos, la organización de la actividad, escenario pedagógico) a promover el proceso de apoyo y vicariedad tras las conversaciones necesarias para coordinar las acciones técnicas para publicar en el mapa conceptual. Los resultados indican que después de usar un espacio privado digital, los estudiantes tienen conflictos sociocognitivos significativos durante el trabajo en grupo, lo que los lleva a aceptar las respuestas más abiertas para evitar el enfrentamiento
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Lermigeaux, Isabelle. "Rôle de l'organisation de l'espace de travail sur les activités effectives et empêchées des enseignants : rôle de la configuration de la salle de sciences dans l'apprentissage de la compétence d'argumentation." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAH019/document.
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L'organisation de l'espace de travail est un aspect du contexte instrumental d'enseignement (Grangeat & Hudson, 2015). A ce titre, l'appropriation de l'espace de la classe en tant qu'instrument (Rabardel, 1995) est susceptible de faciliter l'activité du professionnel ou au contraire réduire son pouvoir d'agir (Clot, 2008), en empêchant ou limitant certaines actions et interactions. L'espace de la classe est un espace relationnel (Löw, 2001) porteur d'un message plus ou moins fort de frontalité, qui détermine une structure de communication plus ou moins orientée entre les élèves et l'enseignant (Fisher et Fousse, 2002). Le placement des élèves a une incidence sur leurs performances (Perkins &Wieman, 2005 ; Brooks, 2011, 2012) et il semble aussi que les interactions entre élèves diffèrent selon la facilité d'accès de l'enseignant à leur espace de travail (Issaadi et Jaillet, 2017). L'espace de la classe est aussi l'espace de l'activité (Leplat, 2000), dans lequel l'enseignant se place et se déplace, en jouant sur les codes de la proxémie et en utilisant des lieux spécifiques (Hall, 1968, Forest, 2006). Les déplacements apparaissent comme des gestes professionnels, exprimant les connaissances professionnelles et la perception des affordances spatiales (Gibson, 1979 ; Warren &Wang, 1987) de l'enseignant.Cette recherche a analysé les placements et déplacements de l'enseignant sous l'angle de l'analyse de l'activité, en questionnant l'accessibilité (Vickerman, 1974) de quatre espaces de classe (Îlots, Bus, Hybride et Peigne). L'objectif était d'examiner dans quelle mesure les contraintes liées à l'espace de travail modifiaient les interactions entre l'enseignant et les groupes d'élèves. La méthodologie s'est appuyée sur la cartographie comportementale suivant Legendre et Depeau (2003), pour croiser les données spatiales et temporelles liées aux déplacements et les données relatives aux processus d'apprentissages, reposant sur l'analyse des échanges verbaux intragroupes d'argumentation, de régulation de la réalisation de la tâche et motivationnels et sur l'analyse des échanges enseignant-groupes, dans le contexte de l'enseignement des sciences fondé sur l'investigation. Ce contexte présente des contraintes spécifiques liées à l'espace dans la mesure où le mobilier est fixé au sol, et réclame une organisation adaptée au travail en petits groupes. Deux construits, l'accessibilité potentielle et la proximité réelle ont été mobilisés dans cette recherche.Les résultats montrent qu'une valeur d'accessibilité potentielle caractérise chaque configuration, et que la proximité effective de l'enseignant vis-à-vis des groupes d'élèves apparaît corrélée à l'accessibilité potentielle du groupe d'élèves. Ils montrent aussi que bien que les interactions verbales enseignant-groupes ne diffèrent pas selon la configuration, la qualité de la régulation intragroupe et la qualité du processus d'argumentation sont affectées par la configuration, et que leur qualité est moins bonne quand l'accès est plus difficile, ce qui questionne le rôle de la perception d'accessibilité. Les construits d'accessibilité potentielle, de proximité réelle et l'utilisation d'une méthodologie d'analyse géospatiale des interactions de classe sont proposés en tant que moyen d'évaluation des nouveaux espaces d'apprentissage qui émergent avec la généralisation des outils numériques en classeThe organization of the workspace is an aspect of the instrumental context of teaching (Grangeat & Hudson, 2015). The appropriation of the space of the class as an instrument (Rabardel, 1995) may facilitate the activity of the professional or on the contrary reduce the teacher’s power to act (Clot, 2008), by preventing or by limiting actions and interactions. The space of the classroom is a relational space (Löw, 2001) that carries a more or less strong frontal message, determining a structure of communication more or less directed towards the teacher (Fisher and Fousse, 2002).The layout of the students has an incidence on their performances (Perkins & Wieman, 2005; Brooks, 2011, 2012) and it also seems that the interactions between pupils differ according to the accessibility of the teacher in their workspace (Issaadi & Jaillet, 2017). The space of the classroom is also the space of activity (Leplat, 2000), where the teacher is moving, playing on the codes of proxemy and using specific places (Hall, 1968, Forest, 2006). The teacher's movements appear as professional gestures, expressing professional knowledge and perception of the spatial affordances by the teacher (Gibson, 1979; Warren &Wang, 1987).This search analyzed the teacher's movements under the angle of the analysis of activity, by examining the accessibility (Vickerman, 1974) of four classroom spaces (Islands, Bus, Hybrid and Comb). The objective was to examine to what extent the constraints bound to the workspace modified the interactions between the teacher and the groups of students. The methodology used behavioral mapping following Legendre and Depeau (2003), in order to link the spatial and temporal data bound to the teacher's movements and the data concerning the processes of learning.The verbal exchanges between the students in a group – the argumentation, realization of the task and motivational exchanges- and the exchanges between the teacher and the group, were analyzed, in the context of the Inquiry Based Sciences Teaching (IBST). This context presents specific constraints bound to the space since the furniture is fixed to the ground, and needs an organization adapted to the work in small groups. Two constructs, the potential accessibility and the effective proximity were mobilized in this search.The results show that a specific value of potential accessibility characterizes every configuration, and that the effective proximity of the teacher towards the groups of students seems correlated with the potential accessibility of the groups. They also show that, although the verbal interactions between the teachers and the groups do not differ according to the configuration, the quality of the regulatory process in a group and the quality of the process of argumentation are affected by the configuration, and that their quality is less good when the access is more difficult, what underlines the role of the perception of accessibility.We suggest to use the constructs of potential accessibility, of effective proximity, and the methodology of geospatial analysis of the interactions of class for assessing the new learning spaces that emerge with the generalization of the digital tools in class
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Cedro, Wellington Lima. ""O espaço de aprendizagem e a atividade de ensino: o clube de matemática"." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21062005-104453/.
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O presente trabalho tem como objetivo investigar as ações constituintes de um espaço de aprendizagem, a partir dos pressupostos teóricos da abordagem histórico-cultural e da teoria da atividade. Para irmos ao encontro deste objetivo, o desenvolvimento da investigação deu-se por meio da elaboração, organização e análise de um conjunto de atividades direcionadas para o ensino das equações do primeiro grau. No desenvolvimento deste conjunto de atividades, procuramos orientar as ações dos alunos, de modo a corroborar com os princípios de uma atividade de aprendizagem. Este conjunto de atividades foi organizado na forma de um experimento didático, que foi conduzido com crianças do ensino fundamental (quinta série) da Escola de Aplicação da Faculdade de Educação da USP, vinculadas ao projeto Clube de Matemática. Coerente com os pressupostos da teoria da atividade, partimos dos motivos do pesquisador, em busca das respostas às necessidades sentidas, como parte de uma comunidade educativa. A partir daí, organizamos as ações desenvolvidas na investigação, por meio da definição e caracterização dos sujeitos e da comunidade (alunos e professores), dos objetos da atividade, dos instrumentos (as atividades orientadoras de ensino), das regras e forma de divisão do trabalho. Com esta organização, caracterizamos o espaço de aprendizagem como o lugar da realização da aprendizagem dos sujeitos orientado pela ação intencional de quem ensina. A partir da análise das ações dos sujeitos, constatamos que a organização dos espaços de aprendizagem deve ser pautada pela criação de três contextos: um contexto da crítica, um contexto da descoberta e um contexto de prática social.The present work has as objective investigates the actions that constitute a learning space, from the budgets theoreticians from the historical-cultural approach and from the activity theory. To will go to the meeting of this objective, the development from the inquiry gave by means of the elaboration, organization and analysis of activities directed for the teaching of the equations of the first rank. In the development of these activities we find orient the actions of the students, of way it corroborate with the beginnings of a learning activity. These activities were organized in the form of an educational experiment, that was driven with students of the basic education (10/11-year-old students) from Escola de Aplicação from the Faculdade de Educação from the USP, linked to the Mathematics Club project. Coherent with the budgets from the theory from the activity, we start from the motives of the researcher, in search of the answers to the needs, as breaks of an educational community. From, then, we organize the actions developed in the inquiry, by means of the definition and featuring of the subjects and the community (students and teachers), of the objects from the activity, of the instruments (the teaching advisers activities), of the rules and forms of division of the work. With this organization we characterize the learning space as the place from the achievement from the learning of the individuals oriented by the action intentional whose teaches. From that, by means of the analysis of the actions of the subjects, we establish that the organization of the learning spaces should be lined by the creation of three contexts: a context from the critic, a context from the discovery and a social context of practice.
Books on the topic "Spaced learning activity"
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Basińska, Anna. Odkrywanie świata: O aktywności poznawczej dziecka w przestrzeni edukacyjnej środowiska = Discovering the world : child's cognitive activity in local environment's educational space. Poznań: Wydawnictwo Naukowe UAM, 2012.
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Marisa, Conner, and Bradberry James, eds. The power of play: Designing early learning spaces. Chicago: ALA Editions, an imprint of the American Library Association, 2015.
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Space: Hands-on activities, the latest information, and a colorful learning poster. New York: Scholastic Professional Books, 1996.
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(Organization), Learning Through Landscapes, ed. Creating a space to grow: Developing your outdoor learning environment. London: David Fulton, 2006.
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Matthew, Peterson, ed. Keeping Mozart in mind. 2nd ed. San Diego, Calif: Elsevier Academic Press, 2004.
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Shaw, G. L. Keeping Mozart in mind. San Diego, Calif: Academic, 2000.
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Clemson, Wendy, and David Clemson. Shape, Space and Measures (Learning Targets). Nelson Thornes Ltd, 1998.
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Kids Space Activity Book: Funny Coloring Workbook for Learning, Coloring, Mazes, Dot to Dot, Puzzles and More! Independently Published, 2020.
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Shape, Space and Measures (Belair Early Years). Belair Publications Ltd, 2004.
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books, Activity Activity. My Best Coloring Activity Book about Space for Kids: ABCs of Space, Children Workbook Game for Learning, Coloring, Hidden Pictures, Dot to Dot, Mazes, Crossword Puzzles. Independently Published, 2020.
Find full textBook chapters on the topic "Spaced learning activity"
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Ryan, Charlotte, and Karen Jeffreys. "Learning Communities as Movement Safe Spaces." In Beyond Prime Time Activism, 69–99. 1 Edition. | New York : Routledge, 2019. | Series: Media and communication activism: The empowerment practices of social movements: Routledge, 2019. http://dx.doi.org/10.4324/9781315181219-6.
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Tayebi, Mohammad A., Uwe Glässer, Patricia L. Brantingham, and Hamed Yaghoubi Shahir. "SINAS: Suspect Investigation Using Offenders’ Activity Space." In Machine Learning and Knowledge Discovery in Databases, 253–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71273-4_21.
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Rose-Munro, Leanne. "Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters." In Teacher Transition into Innovative Learning Environments, 151–65. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_13.
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AbstractInnovative learning spaces are a platform primarily designed to support the activity of speaking, listening and learning. However, evidence suggests that nearly 10% of students attending mainstream schools in their local communities have hearing difficulties. This study explores the acoustic potential of innovative learning spaces (ILE’s), and the impact of design affordances in terms of supporting the inclusion of students with hearing difficulties. The study highlights the importance of an acoustic platform that enables opportunity for all to participate in speaking and listening activity. In addition, the importance of student agency, the power to act and contribute to decision-making regarding the use and application of environmental affordances to enable student opportunity, inclusion and successful learning.
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French, Raechel. "School Change: Emerging Findings of How to Achieve the “Buzz”." In Teacher Transition into Innovative Learning Environments, 61–72. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_6.
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AbstractThis chapter explores emerging findings from the research question, “What characterizes a successful transition of a school from traditional classrooms to an innovative learning environment in the context of the design and construction process?” Many schools today are trading in their identical classroom model for activity-driven, technology-infused spaces and envision a future in which teaching, culture, and space align seamlessly resulting in the intangible “buzz” of engaged learning. However, research and experience show many of these schools fail to supplement the design and construction process with initiatives to align teaching practices, organizational structures, and leadership with the intended vision. This often results in a misalignment between the pedagogical goals of the building and its subsequent use. To provide a research-based course of action for transitioning schools and a basis for future Ph.D. study, exploratory case studies were completed of schools operating in new buildings and having achieved this “buzz”. Emerging best-practice processes and tools are shared.
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Crandall, Aaron, and Diane J. Cook. "Learning Activity Models for Multiple Agents in a Smart Space." In Handbook of Ambient Intelligence and Smart Environments, 751–69. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-93808-0_28.
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Karagiannaki, Ioulia, Yannis Pantazis, Ekaterini Chatzaki, and Ioannis Tsamardinos. "Pathway Activity Score Learning for Dimensionality Reduction of Gene Expression Data." In Discovery Science, 246–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61527-7_17.
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Abstract Molecular gene-expression datasets consist of samples with tens of thousands of measured quantities (e.g., high dimensional data). However, there exist lower-dimensional representations that retain the useful information. We present a novel algorithm for such dimensionality reduction called Pathway Activity Score Learning (PASL). The major novelty of PASL is that the constructed features directly correspond to known molecular pathways and can be interpreted as pathway activity scores. Hence, unlike PCA and similar methods, PASL’s latent space has a relatively straight-forward biological interpretation. As a use-case, PASL is applied on two collections of breast cancer and leukemia gene expression datasets. We show that PASL does retain the predictive information for disease classification on new, unseen datasets, as well as outperforming PLIER, a recently proposed competitive method. We also show that differential activation pathway analysis provides complementary information to standard gene set enrichment analysis. The code is available at https://github.com/mensxmachina/PASL.
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Hagino, Izumi, and Taro Yamauchi. "Daily Physical Activity and Time-Space Using of Pygmy Hunter-Gatherers’ Children in Southeast Cameroon." In Dynamics of Learning in Neanderthals and Modern Humans Volume 2, 91–97. Tokyo: Springer Japan, 2013. http://dx.doi.org/10.1007/978-4-431-54553-8_10.
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van Mil, Imke Wies, Olga Popovic Larsen, Karina Mose, and Anne Iversen. "Design with Knowledge—Light in Learning Environments." In Teacher Transition into Innovative Learning Environments, 203–13. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_17.
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AbstractA range of artificial lighting characteristics have been found to influence our visual and cognitive capabilities, mood, motivation and/or (social) behaviour—all affecting how we (academically) perform. One such influential characteristic is spatial contrast, or the way light is distributed in space causing a pattern of light and darkness. This study looks at if and how spatial contrast influences pupil behaviour, and specifically their ability to concentrate. We first explored whether variances in pupil noise, physical activity and mood, which have been found to affect concentration, occur when exposed to either a high or a low spatial contrast in their learning environment. Preliminary data from field experiments in a primary school indicates towards decreased noise levels and improved environmental satisfaction when a high spatial contrast condition is present. This implies improved environmental circumstances to concentrate. Further research to confirm this assumption will be undertaken.
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Duarte, Fábio, and Carlo Ratti. "What Urban Cameras Reveal About the City: The Work of the Senseable City Lab." In Urban Informatics, 491–502. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8983-6_27.
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AbstractCameras are part of the urban landscape and a testimony to our social interactions with city. Deployed on buildings and street lights as surveillance tools, carried by billions of people daily, or as an assistive technology in vehicles, we rely on this abundance of images to interact with the city. Making sense of such large visual datasets is the key to understanding and managing contemporary cities. In this chapter, we focus on techniques such as computer vision and machine learning to understand different aspects of the city. Here, we discuss how these visual data can help us to measure legibility of space, quantify different aspects of urban life, and design responsive environments. The chapter is based on the work of the Senseable City Lab, including the use of Google Street View images to measure green canopy in urban areas, the use of thermal images to actively measure heat leaks in buildings, and the use of computer vision and machine learning techniques to analyze urban imagery in order to understand how people move in and use public spaces.
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Sun, Daner, and Chee-Kit Looi. "An Inspiration from Border Crossing: Principle of Boundary Activity for Integrating Learning in the Formal and Informal Spaces." In Lecture Notes in Educational Technology, 73–88. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3071-1_4.
Full textConference papers on the topic "Spaced learning activity"
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Lejeune, Anne, Muriel Ney, Armin Weinberger, Margus Pedaste, Lars Bollen, Tasos Hovardas, Ulrich Hoppe, and Ton de Jong. "Learning Activity Spaces: Towards Flexibility in Learning Design?" In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.100.
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Moreira da Silva, Pedro Nuno, and Luis Borges Gouveia. "THE KEY FACTORS FOR A LEARNING SPACE - TIME, SPACE AND ACTIVITY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2264.
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Wang, Liang, Christopher Leckie, Xiaozhe Wang, Ramamohanarao Kotagiri, and and Jim Bezdek. "Tensor Space Learning for Analyzing Activity Patterns from Video Sequences." In 2007 Seventh IEEE International Conference on Data Mining - Workshops (ICDM Workshops). IEEE, 2007. http://dx.doi.org/10.1109/icdmw.2007.70.
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Abedin, Alireza, S. Hamid Rezatofighi, Qinfeng Shi, and Damith C. Ranasinghe. "SparseSense: Human Activity Recognition from Highly Sparse Sensor Data-streams Using Set-based Neural Networks." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/801.
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Batteryless or so called passive wearables are providing new and innovative methods for human activity recognition (HAR), especially in healthcare applications for older people. Passive sensors are low cost, lightweight, unobtrusive and desirably disposable; attractive attributes for healthcare applications in hospitals and nursing homes. Despite the compelling propositions for sensing applications, the data streams from these sensors are characterised by high sparsity---the time intervals between sensor readings are irregular while the number of readings per unit time are often limited. In this paper, we rigorously explore the problem of learning activity recognition models from temporally sparse data. We describe how to learn directly from sparse data using a deep learning paradigm in an end-to-end manner. We demonstrate significant classification performance improvements on real-world passive sensor datasets from older people over the state-of-the-art deep learning human activity recognition models. Further, we provide insights into the model's behaviour through complementary experiments on a benchmark dataset and visualisation of the learned activity feature spaces.
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Bourbia, Amine Lotfi, Heesuk Son, Byoungheon Shin, Taehun Kim, Dongman Lee, and Soon J. Hyun. "Temporal Dependency Rule Learning Based Group Activity Recognition in Smart Spaces." In 2016 IEEE 40th Annual Computer Software and Applications Conference (COMPSAC). IEEE, 2016. http://dx.doi.org/10.1109/compsac.2016.202.
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Nolan, Collette, and Bill O'Flynn. "From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.38.
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What does Learning look like? What are the embodied roots of the thinking process? We have posed these questions in the process of developing our research, workshops and curricula. How do we understand, engage with and investigate the everyday teaching and learning environment? Art practice is a complex process, and successful induction into the forms of teaching and learning practiced in the studio is critical to a student’s progress through art college. For contemporary artist/researchers working at the interface of art and pedagogy, education continues to be a central concern in their research. Contemporary artists such as Annette Krauss and her long-term project Hidden Curriculum (2008), art theorists such as Claire Bishop, Artificial Hells (2012), Richard Hickman (ed.), Research in Art & Design Education: Issues and Exemplars (2008), Graeme Sullivan, in his book Art Practice as Research (2005), all use and discuss arts-based approaches in educational research, and are important references to the contextual framework of this project. In a series of action research projects, conducted over the last five years with student volunteers in the Crawford College of Art and Design, we have explored phenomenological, collaborative approaches to teaching and learning, space and place, that encourage students to be active agents in their education and co-creators of their own learning environment. Our overall project aims to create an artistic, collaborative, non- hierarchical framework that encourages students and teachers to actively question and investigate the teaching and learning situation and relationships.
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Milne, Andrew J., and Larry J. Leifer. "Information Handling and Social Interaction of Multi-Disciplinary Design Teams in Conceptual Design: A Classification Scheme Developed From Observed Activity Patterns." In ASME 2000 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/detc2000/dtm-14572.
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Abstract Economical “intelligent” technologies emerging from the fields of electrical engineering, materials science, and computer science are making product design an increasingly multi-disciplinary activity. Collaboration among disciplinary specialists is particularly important in the early phases of the design process, when alternative technology strategies are considered and initial solution approaches are planned. In an effort to design new forms of technology-supported global learning spaces, Stanford University sponsored a design charrette, bringing together participants from a variety of disciplines to develop design requirements for both the technological and physical architecture of such spaces. The design activity was videotaped and later analyzed in an attempt to understand how design teams were using information and how much emphasis each team placed on information handling activity vs. social interaction. One outcome of this work was the development of a coding scheme that can be applied to analyze activity of design teams during the early phases of conceptual design. Another outcome was a quantitative analysis of the design activity. The analysis of two design teams with apparently very different process approaches revealed similar activity patterns. It also showed a rather even distribution within each team between “information introduction” activities and “process navigation” activities. The results demonstrate the importance of detailed, structured analysis of design team activity and suggest opportunities for future research in this area.
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Naqvi, Syed Ahsan Raza, Zachary Nawrocki, Zaid Bin Tariq, Koushik Kar, and Sandipan Mishra. "Achieving Improved Personalization and Energy Efficiency in Cohabited Work-Spaces Through Data-Driven Predictive Control." In ASME 2020 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/dscc2020-3229.
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Abstract This paper studies the problem of indoor zone temperature control in shared work-spaces equipped with heterogeneous heating and cooling sources with the goal of increased energy savings and environment personalization. We consider two scenarios to assess the performance of our control strategies. The first scenario requires time-bound pre-cooling/pre-heating of a shared space in preparation for a scheduled activity (Scenario A). The second scenario considers a cohabited work-space where occupants have different temperature preferences (Scenario B). Utilizing an on-campus smart conference room (SCR) as a test-bed, we use data-driven model learning to establish a relationship between the room’s heating, ventilation and cooling (HVAC) operations and the zone temperatures. Next, we use a model predictive control (MPC)-based approach to achieve a desired average temperature while minimizing power consumption (for Scenario A) and minimize the thermal discomfort experienced by individuals based on their temperature preferences (for Scenario B). The experimental results show that for Scenario A, the proposed control policy can save a significant amount of energy and achieve the desired mean temperature in the space fairly accurately. We further note that for Scenario B, the control scheme can achieve a significant spatial differentiation in temperature towards satisfying the occupants’ thermal preferences.
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Rios, Oziel, and Dani Fadda. "A Mechanical Engineering Activity-Based Freshman Course." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72537.
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A freshman course is offered by the Mechanical Engineering (ME) Department at the University of Texas at Dallas (UTD). This course is a core course for the second semester of the freshman year. The course is divided into four segments where each segment addresses one area of mechanical engineering. The course is designed to facilitate the improvement of design activities from one semester to another based on student feedback, the needs of the mechanical engineering curriculum and contemporary issues important to the mechanical engineering profession. The course is described in this paper along with the student’s response to specific questions related to the design projects. Specifically, feedback from a student survey administered at the end of the course is presented. This survey includes the student’s perception of their understanding of the topics studied, value of the activities for their future education, and their enjoyment of the activities. Comments received from the survey are also included and are used, along with instructor observations, to make improvements to the learning outcomes. The course resources needed including lab space, computer software, tools, and teaching assistants are also discussed, as well as the course organization. A sample 16-week schedule is provided.
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Carabal-Montagud, María Ángeles, Virginia Santamarina Campos, María Del Val Segarra Oña, and María Blanca De Miguel-Molina. "Desarrollo de la competencia tecnológica en el marco STEAM para la docencia universitaria: experiencia en el Museu de Belles Arts de València." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11971.
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STEAM is an innovative teaching-learning process based on Science, Technology, Engineering, Arts and Maths competences. Accordingly with this new approach, a team of Fine Arts and Management professors are currently leading an innovative project based on "Applying STEAM Strategies in the Social Sciences and Arts Areas”. The objective is to establish links between the different STEAM competences -science, technology, engineering, art and mathematics- as a common element in classrooms, enhancing technological training. This new approach motivates students and connects teaching to present society’s needs. In this paper we present an analysis of a teaching experience outside the classroom, developed at the Museu de Belles Arts in Valencia (Spain). In this activity, several tools that use technology with which the students are familiar are used, in which is called “BYOD” (Bring Your Own Device). In this case we analyze the use of the photography as a teaching tool. Some of the characteristics of the activity include free time and different spaces at the museum, DIY -Do it Yourself-, cooperative teamwork, peer learning, integration of theory into practice, flexible thinking and analytical skills. The activity looks to motivate them through gamification. After data collection, debriefing is used for integrating results.
Reports on the topic "Spaced learning activity"
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.
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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.