Relevant bibliographies by topics / Theory-based learning

Academic literature on the topic 'Theory-based learning'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Theory-based learning"

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Hassan, M. H., and P. Siy. "Thresholding based on learning theory." Proceedings of the IEEE 76, no. 10 (October 1988): 1379–81. http://dx.doi.org/10.1109/5.16337.

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McGaghie, William C., and Ilene B. Harris. "Learning Theory Foundations of Simulation-Based Mastery Learning." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 13 (June 2018): S15—S20. http://dx.doi.org/10.1097/sih.0000000000000279.

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David, T. J., and L. Patel. "Adult learning theory, problem based learning, and paediatrics." Archives of Disease in Childhood 73, no. 4 (October 1, 1995): 357–63. http://dx.doi.org/10.1136/adc.73.4.357.

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Hanneke, Steve. "Theory of Disagreement-Based Active Learning." Foundations and Trends® in Machine Learning 7, no. 2-3 (2014): 131–309. http://dx.doi.org/10.1561/2200000037.

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Neale, Deb. "Theory-based learning lacking in relevance." Nursing Standard 17, no. 26 (March 12, 2003): 31. http://dx.doi.org/10.7748/ns.17.26.31.s49.

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Lin, Jyh-Han, and Jeffrey Scott Vitter. "A theory for memory-based learning." Machine Learning 17, no. 2-3 (1994): 143–67. http://dx.doi.org/10.1007/bf00993469.

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Boyd, Evelyn, Hazel Knox, and John Struthers. "Work-Based Learning, Theory and Practice." Industry and Higher Education 17, no. 3 (June 2003): 163–78. http://dx.doi.org/10.5367/000000003101296828.

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This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide guidance and advice on work-based learning opportunities for a variety of Scottish small and medium-sized enterprises (SMEs). Using Training Needs Analysis, the authors assess the difficulties as well as the opportunities inherent in such projects. The findings illustrate the heterogeneity of the SMEs' training and guidance requirements and highlight the importance of addressing the tension that exists between the different expectations of employers and employees in relation to training needs and benefits.
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Hsu, Wei Chih, and Cheng Hsiu Li. "An Adaptively-Guiding Web-Based E-Learning System Based on Competency-Based Learning Theory." Applied Mechanics and Materials 284-287 (January 2013): 3305–9. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3305.

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Competency-based Learning Theory (CBLT) emphasizes that learners are protagonists in the entire learning process. In order to achieve the predictive learning targets of learners, CBLT make much of the individual differences between learners, and use the personal adaptive learning route in the CBLT procedure with evaluation, feedback, and modification. This paper used CBLT to be a foundation of system design, and to apply the CBLT procedure to guide learners to study adaptively. Our system implemented from CBLT can provide a personal adaptive learning route to learners, and has the adaptively-guiding assistant learning ability to help learners to learn independently and adaptively. The results of the experiment indicate that the learners could learn in the system independently and adaptively without teacher involvement while the learning courses had standard range and could be classified to several categories according the content characters. The results of the experiment proved this Adaptively-guiding Web-based E-learning (AGWBE) System based on CBLT was an effective computer-assisted instruction system that could guide learners to study independently and adaptively, then to share the teacher’s teaching workload efficiently.
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Chaikeawmay, Phakwipa, Assoc Prof Ratana Na Lamphun, and Dr Ken Kemp. "LEARNING CHINESE IN EARLY CHILDHOOD BASED ON CONSTRUCTIVISM LEARNING THEORY ." International Journal of Social Science and Economic Research 6, no. 7 (July 30, 2021): 2374–89. http://dx.doi.org/10.46609/ijsser.2021.v06i07.022.

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Rasouli, Sahar, and Mahboobeh Namnabati. "Nurses' learning of Infants' venipuncture based on Kolb's learning theory." Journal of Neonatal Nursing 25, no. 5 (October 2019): 245–48. http://dx.doi.org/10.1016/j.jnn.2019.04.002.

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Dissertations / Theses on the topic "Theory-based learning"

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Tsividis, Pedro A. "Theory-based learning in humans and machines." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121813.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 123-130).
Humans are remarkable in their ability to rapidly learn complex tasks from little experience. Recent successes in Al have produced algorithms that can perform complex tasks well in environments whose simple dynamics are known in advance, as well as models that can learn to perform expertly in unknown environments after a great amount of experience. Despite this, no current AI models are able to learn sufficiently rich and general representations so as to support rapid, human-level learning on new, complex, tasks. This thesis examines some of the epistemic practices, representations, and algorithms that we believe underlie humans' ability to quickly learn about their world and to deploy that understanding to achieve their aims. In particular, the thesis examines humans' ability to effectively query their environment for information that helps distinguish between competing hypotheses (Chapter 2); children's ability to use higher-level amodal features of data to match causes and effects (Chapter 3); and adult human rapid-learning abilities in artificial video-game environments (Chapter 4). The thesis culminates by presenting and testing a model, inspired by human inductive biases and epistemic practices, that learns to perform complex video-game tasks at human levels with human-level amounts of experience (Chapter 5). The model is an instantiation of a more general approach, Theory-Based Reinforcement Learning, which we believe can underlie the development of human-level agents that may eventually learn and act adaptively in the real world.
by Pedro A. Tsividis.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences
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Pennington, Eva Patrice. "Brain-based learning theory the incorporation of movement to increase learning /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Eftekhari, Zahra. "Preana: Game-theory Based Prediction with Reinforcement Learning." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1552.

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We have developed a game-theory based prediction tool, named Preana, based on a promising model developed by Professor Bruce Beuno de Mesquita. The first part of this work is dedicated to exploration of the specifics of Mesquita's algorithm and reproduction of the factors and features that have not been revealed in literature. In addition, we have developed a learning mechanism to model the players' reasoning ability when it comes to taking risks. Preana can predict the outcome of any issue with multiple stake-holders who have conflicting interests in economic, business, and political sciences. We have utilized game theory, expected utility theory, Median voter theory, probability distribution and reinforcement learning. We were able to reproduce Mesquita's reported results and have included two case studies from his publications and compared his results to that of Preana. We have also applied Preana on Iran's 2013 presidential election to verify the accuracy of the prediction made by Preana.
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Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.

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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.
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Polistina, Kim Joanne. "Outdoor Learning: A Theory of Community-Based Pro-Environmental Learning Through Leisure." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366542.

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The purpose of this thesis was to develop a theory of outdoor learning grounded in the everyday lives of community-based groups and individuals in Australian Western society. The groups involved in this research where from appreciative outdoor leisure and Indigenous communities in Queensland, Australia. These community-based groups engaged with environmental learning and education through non-formal or informal means of sharing pro-environmental knowledge and values. The theory discussed in this thesis was grounded in the outdoor lifestyles of the people involved in this research and examined the epistemological underpinnings of these lifestyles. The outdoor learning that the people in this research implemented on an ongoing basis expanded their own pro-environmental knowledge and values and also assisted others in society to increase their pro-environmental knowledge and values. This research identified that the outdoor learning practices of those in this research were linked intricately to their outdoor leisure and related everyday activities. A model of the symbiotic relationship between outdoor lifestyle contexts, outdoor leisure settings and outdoor learning practices has been developed. The participatory nature of the research and the development of the theoretical framework of outdoor learning required grounded theory methodology supported by a sub-action research process. This dual methodology process combined with the social action or change aim of the research and the need for critical reflection on the neoliberalist social system currently dominant in Australia firmly established the research within the critical theorist (structural) and social action/interpretivist paradigms. The compatibility of the dual methodology enhanced the ability of the research to provide the best possible avenue for voicing the worldviews of appreciative outdoor recreationists and Aboriginal and Torres Strait Islander peoples involved in this research. Twenty-nine non-Indigenous appreciative outdoor recreationists and nineteen Indigenous people were involved in this research. People discussed their lives, the environmental worldviews that underpinned them and their outdoor learning practices. Information was also gathered on the constraints imposed by the neoliberalist ideals of the Australian social system on the outdoor learning practices of the people in this research. This thesis also addressed gaps in the literature on the characteristics of community-based environmental education. In this literature people within the community are represented as those to be educated by formal education advocates rather than those who were able to be educators in their own right. The theory developed in this thesis rejected this 'learner' or 'student' label and explained how the people in this research implemented their own educator role through their outdoor learning practices that were manifested in their outdoor lifestyles and their appreciative outdoor leisure settings. The theoretical framework developed in this thesis explained the implementation of non-formal and informal outdoor learning practices that supported a two-way dialogue of pro-environmental knowledge and values being shared between people with pro-environmental knowledge and values and others with a growing interest. The social context for this two-way dialogue was found in the outdoor network groups with whom the people in this research interacted. These appreciative outdoor leisure and social networks provided strength for the maintenance of subcultures and cultures, working within the dominant Australian Western culture, to increase the environmental literacy of the wider social group. The strength of commitment to their outdoor learning practices was highlighted in the resilience and loyalty to the continuation of these practices despite strong constraints imposed by the maintenance of neo-liberalist ideologies in Australian society. This research indicated a number of Australians implement pro-environmental values, through their outdoor lifestyles, rather than supporting the economic rationalist values of materialism. This thesis has theorised the community-based outdoor learning practices adopted by particular appreciative outdoor recreationists and Indigenous Australians living in Queensland. Their voices contribute to the broader outdoor and environmental education discourse. This thesis has also validated appreciative outdoor leisure as a prominent setting for outdoor learning of pro-environmental knowledge and values and highlighted the valuable contribution leisure could make to the environmental education agenda in Australian society.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
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Tompkins, Abreena Walker. "Brain-based learning theory an online course design model /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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El-Banna, H. A. A. M. "The development of a predictive theory of science education based upon information processing theory." Thesis, University of Glasgow, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382005.

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Diao, Zhuo, and Yuan Gao. "The feasibility of computer games in learning theory based subjects." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17480.

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In the era of rapid development of science and technology wherethere has been an extensive development of computer games,The scope of this thesis is discussing the research on a computergame called “Treasure Hunt“, and it will establish whether acomputer game is helpful and has any advantage in learning asopposed to other traditional teaching methods. The aim of thisdocument is to let players interested in the history of Chinesecurrency learn more about it, and also to check the memory ofthe players through the real results of the survey we haveconducted. The thesis is also describing how to analyze andevaluate the result by the game and surveys to see if computergames can be considered as a helpful teaching aid. The game is a3D single player game. The main platform of game is creating inUnity3D .According to the survey results, the entertaining andteaching effectiveness of the game education is working verywell. Thus the author can conclude: computer games can bereally helpful in education.
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Cheng, Jie. "Learning Bayesian networks from data : an information theory based approach." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243621.

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Boyce, Eleanor. "An interactive web-based learning system to teach music theory composition /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/boyce.pdf.

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Books on the topic "Theory-based learning"

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1943-, O'Neil Harold F., and Perez Ray S, eds. Web-based learning: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates, 2006.

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Brain-based early learning activities: Connecting theory and practice. St. Paul, MN: Redleaf Press, 2010.

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Darling-Kuria, Nikki. Brain-based early learning activities: Connecting theory and practice. St. Paul, MN: Redleaf Press, 2010.

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Cheng, J. Learning Bayesian newtworks from data: An information theory based approach. [s.l: The Author], 1998.

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W, Gijselaers, ed. Bringing problem-based learning to higher education: Theory and practice. San Francisco: Jossey-Bass, 1996.

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Guoying, Zhao, Cheng Li, Pietikäinen Matti, and SpringerLink (Online service), eds. Machine Learning for Vision-Based Motion Analysis: Theory and Techniques. London: Springer-Verlag London Limited, 2011.

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Extending explanation-based learning by generalizing the structure of explanations. London: Pitman, 1990.

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Anne, McKeough, and Lupart Judy Lee, eds. Toward the practice of theory-based instruction: Current cognitive theories and their educational promise. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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Bender, Tisha. Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, Va: Stylys, 2012.

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Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, Va: Stylys, 2012.

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Book chapters on the topic "Theory-based learning"

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Borgelt, Christian, and Rudolf Kruse. "Local Structure Learning in Graphical Models." In Planning Based on Decision Theory, 99–118. Vienna: Springer Vienna, 2003. http://dx.doi.org/10.1007/978-3-7091-2530-4_7.

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Zhang, Liming, Ngaihong Chan, and Yilin Chu. "Cognitive Load Theory Based Effectiveness Evaluation on Dynamic Math Teaching." In Hybrid Learning, 427–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14657-2_39.

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Hu, Chao, Dazhuan Xu, Deng Pan, and Boyu Hua. "Radar Target Detection Based on Information Theory." In Machine Learning and Intelligent Communications, 320–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66785-6_35.

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Wang, Li-Fang, and Jian-Chao Zeng. "Estimation of Distribution Algorithm Based on Copula Theory." In Evolutionary Learning and Optimization, 139–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12834-9_7.

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Adamson, Fiona, and Jane Brendgen. "Mindfulness-based adult transformational learning in theory." In Mindfulness-Based Relational Supervision, 6–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315161280-2.

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Orbolato, Rafael G., Vânia P. de Almeida, and Júnia C. A. Silva. "An editing tool based on cognitivism theory to support distance learning." In TelE-Learning, 309–12. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_43.

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Chee, Yam San. "Theory of Game-Based Learning as Performance." In Games-To-Teach or Games-To-Learn, 43–62. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-518-1_3.

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Aldrich, Chris, and Lidia Auret. "Statistical Learning Theory and Kernel-Based Methods." In Unsupervised Process Monitoring and Fault Diagnosis with Machine Learning Methods, 117–81. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-5185-2_4.

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Shoorangiz, Reza, Stephen J. Weddell, and Richard D. Jones. "EEG-Based Machine Learning: Theory and Applications." In Handbook of Neuroengineering, 1–39. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-2848-4_70-1.

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Shoorangiz, Reza, Stephen J. Weddell, and Richard D. Jones. "EEG-Based Machine Learning: Theory and Applications." In Handbook of Neuroengineering, 2463–501. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-16-5540-1_70.

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Conference papers on the topic "Theory-based learning"

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Lin, Zhongjie, and Hugh H. T. Liu. "Consensus based on learning game theory." In 2014 IEEE Chinese Guidance, Navigation and Control Conference (CGNCC). IEEE, 2014. http://dx.doi.org/10.1109/cgncc.2014.7007464.

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Raine, Derek, and Sarah Symons. "Electromagnetic theory by problem-based learning." In OPTO-Ireland, edited by Brian W. Bowe, Gerald Byrne, Aidan J. Flanagan, Thomas J. Glynn, Jonathan Magee, Gerard M. O'Connor, Ronan F. O'Dowd, Gerard D. O'Sullivan, and John T. Sheridan. SPIE, 2005. http://dx.doi.org/10.1117/12.605962.

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Lin, Jyh-Han, and Jeffrey Scott Vitter. "A theory for memory-based learning." In the fifth annual workshop. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/130385.130397.

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Nguyen, Vu Thanh, and Nguyen Thi Ly Sa. "Evaluating technologies based rough set theory." In 2010 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2010. http://dx.doi.org/10.1109/icmlc.2010.5580523.

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"PROBLEM-BASED LEARNING - A Graph Theory Experience." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002768700790083.

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Tsukamoto, Hiroyasu, Soon-Jo Chung, and Jean-Jacques Slotine. "Learning-based Adaptive Control using Contraction Theory." In 2021 60th IEEE Conference on Decision and Control (CDC). IEEE, 2021. http://dx.doi.org/10.1109/cdc45484.2021.9683435.

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Ming-Chun Wang, Zheng-Ou Wang, Ming Zhang, and Peng Yan. "Decision rule extraction method based on rough set theory and fuzzy set theory." In Proceedings of 2005 International Conference on Machine Learning and Cybernetics. IEEE, 2005. http://dx.doi.org/10.1109/icmlc.2005.1527312.

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Horiuchi, Motoki, and Masaya Nakata. "Self-adaptation of XCS learning parameters based on learning theory." In GECCO '20: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377930.3389814.

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Liu, Gang, and Xue-Qin Lu. "Pixel-Level image Fusion Based on Fuzzy Theory." In 2007 International Conference on Machine Learning and Cybernetics. IEEE, 2007. http://dx.doi.org/10.1109/icmlc.2007.4370384.

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Downton, J., O. Collet, and T. Colwell. "Theory-guided data science-based for Reservoir Characterization." In First EAGE Conference on Machine Learning in Americas. European Association of Geoscientists & Engineers, 2020. http://dx.doi.org/10.3997/2214-4609.202084013.

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Reports on the topic "Theory-based learning"

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Lalisse, Matthias. Measuring the Impact of Campaign Finance on Congressional Voting: A Machine Learning Approach. Institute for New Economic Thinking Working Paper Series, February 2022. http://dx.doi.org/10.36687/inetwp178.

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How much does money drive legislative outcomes in the United States? In this article, we use aggregated campaign finance data as well as a Transformer based text embedding model to predict roll call votes for legislation in the US Congress with more than 90% accuracy. In a series of model comparisons in which the input feature sets are varied, we investigate the extent to which campaign finance is predictive of voting behavior in comparison with variables like partisan affiliation. We find that the financial interests backing a legislator’s campaigns are independently predictive in both chambers of Congress, but also uncover a sizable asymmetry between the Senate and the House of Representatives. These findings are cross-referenced with a Representational Similarity Analysis (RSA) linking legislators’ financial and voting records, in which we show that “legislators who vote together get paid together”, again discovering an asymmetry between the House and the Senate in the additional predictive power of campaign finance once party is accounted for. We suggest an explanation of these facts in terms of Thomas Ferguson’s Investment Theory of Party Competition: due to a number of structural differences between the House and Senate, but chiefly the lower amortized cost of obtaining individuated influence with Senators, political investors prefer operating on the House using the party as a proxy.
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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Apgar, Marina, Mieke Snijder, Pedro Prieto Martin, Giel Ton, Shona Macleod, Shanta Kakri, and Sukanta Paul. Designing Contribution Analysis of Participatory Programming to Tackle the Worst Forms of Child Labour. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/clarissa.2022.003.

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This Research and Evidence Paper presents the theory-based and participatory evaluation design of the Child Labour: Action-Research- Innovation in South and South-Eastern Asia (CLARISSA) programme. The evaluation is embedded in emergent Participatory Action Research with children and other stakeholders to address the drivers of the worst forms of child labour (WFCL). The report describes the use of contribution analysis as an overarching approach, with its emphasis on crafting, nesting and iteratively reflecting on causal theories of change. It illustrates how hierarchically-nested impact pathways lead to specific evaluation questions and mixing different evaluation methods in response to these questions, critical assumptions, and agreement on causal mechanisms to be examined in depth. It also illustrates how realist evaluation can be combined with contribution analysis to deeply investigate specific causal links in the theory of change. It reflects on learning from the use of causal hotspots as a vehicle for mixing methods. It offers considerations on how to navigate relationships and operational trade-offs in making methodological choices to build robust and credible evidence on how, for whom, and under what conditions participatory programming can work to address complex problems such as child labour.
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5

Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Dinges, Michael, Christiane Kerlen, Peter Kaufmann, Anna Wang, Kathleen Toepel, Jakob Kofler, Stefan Meyer, and Harald Wieser. Theories of change for transformation-oriented R&I polices: the case of the 7th Energy Research Programme in Germany. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.542.

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This article investigates how Theories of Change for transformation-oriented R&I programmes can be designed to better grasp system transformation processes and thereby set the basis for a deeper understanding of transformative impact mechanisms and programme learning. The analysis is based within the realm of the energy system, which is an area of specific concern for socio-technical transformation. It focuses on the “7th Energy Research Programme” (EFP) of the German Federal Ministry of Economic Affairs and Climate Action, which is the key R&I policy instrument contributing to the transformation of the energy system in Germany. The article shows how a programme theory approach can be combined with multi-level perspective innovation system thinking and the concept of transformative outcomes to increase the evaluability of complex, transformation-oriented R&I programmes.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Ruslan P. Shajda, Stanislav T. Tolmachev, and Oksana M. Markova. Methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3878.

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The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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