Bibliografías temáticas / Interactive learning

Literatura académica sobre el tema "Interactive learning"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de enero de 2023

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Artículos de revistas sobre el tema "Interactive learning"

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Jabborova, Dilafruz Furkatovna y Shirinboy Sharofovich Olimov. "Interactive Learning Technology". American Journal of Social Science and Education Innovations 02, n.º 12 (18 de diciembre de 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.
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Văn Cường, Nguyễn y Nguyễn Cẩm Thanh. "Teaching and learning interaction - interactive teaching and learning". Journal of Science, Educational Science 60, n.º 2 (2015): 3–9. http://dx.doi.org/10.18173/2354-1075.2015-0023.

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Underdown, Angela. "Learning about interaction through interactive media". Journal of Health Visiting 2, n.º 4 (abril de 2014): 178–79. http://dx.doi.org/10.12968/johv.2014.2.4.178.

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Ripai, Ahmad. "Interactive Learning Multimedia in Cirebonese Language to Enhance Students Learning Outcome". International Journal of Psychosocial Rehabilitation 24, n.º 4 (28 de febrero de 2020): 3599–605. http://dx.doi.org/10.37200/ijpr/v24i4/pr201472.

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Rusko, Rauno. "Interactive Online Learning". International Journal of Online Pedagogy and Course Design 7, n.º 3 (julio de 2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.

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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.
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Lewis, Evadne. "Cochrane Interactive Learning". Journal of Health Information and Libraries Australasia 2, n.º 3 (20 de diciembre de 2021): 88–94. http://dx.doi.org/10.55999/johila.v2i3.90.

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Cochrane Interactive Learning (CIL) is a modular, self-directed training course that leads you through all steps required to conduct a complete systematic review following Cochrane methodology. It is aimed at both new review authors andexperienced authors who want to update their knowledge.
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Ghaoui, Claude y W. A. Janvier. "Interactive E-Learning". International Journal of Distance Education Technologies 2, n.º 3 (julio de 2004): 26–35. http://dx.doi.org/10.4018/jdet.2004070103.

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Heidemann, G., H. Bekel, I. Bax y H. Ritter. "Interactive online learning". Pattern Recognition and Image Analysis 17, n.º 1 (marzo de 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

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Sick, Bernhard, Sarah Oeste-Reiß, Albrecht Schmidt, Sven Tomforde y Anna Katharina Zweig. "Collaborative Interactive Learning". Informatik-Spektrum 41, n.º 1 (20 de diciembre de 2017): 52–55. http://dx.doi.org/10.1007/s00287-017-1082-x.

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Greener, Sue. "Interactive learning environments?" Interactive Learning Environments 20, n.º 2 (abril de 2012): 101–2. http://dx.doi.org/10.1080/10494820.2012.675739.

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Tesis sobre el tema "Interactive learning"

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Tarasova, H. S. y O. V. Shakhmatova. "Flipped learning as interactive learning environment". Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.

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The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education. Studies about the flipped classroom appear in different disciplines including information systems, engineering, sociology, and humanities, mathematics education, and English composition. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of the flipped classroom approach in education.
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Pace, Aaron J. "Guided Interactive Machine Learning". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1355.pdf.

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Fonooni, Benjamin. "Cognitive Interactive Robot Learning". Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97422.

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Building general purpose autonomous robots that suit a wide range of user-specified applications, requires a leap from today's task-specific machines to more flexible and general ones. To achieve this goal, one should move from traditional preprogrammed robots to learning robots that easily can acquire new skills. Learning from Demonstration (LfD) and Imitation Learning (IL), in which the robot learns by observing a human or robot tutor, are among the most popular learning techniques. Showing the robot how to perform a task is often more natural and intuitive than figuring out how to modify a complex control program. However, teaching robots new skills such that they can reproduce the acquired skills under any circumstances, on the right time and in an appropriate way, require good understanding of all challenges in the field. Studies of imitation learning in humans and animals show that several cognitive abilities are engaged to learn new skills correctly. The most remarkable ones are the ability to direct attention to important aspects of demonstrations, and adapting observed actions to the agents own body. Moreover, a clear understanding of the demonstrator's intentions and an ability to generalize to new situations are essential. Once learning is accomplished, various stimuli may trigger the cognitive system to execute new skills that have become part of the robot's repertoire. The goal of this thesis is to develop methods for learning from demonstration that mainly focus on understanding the tutor's intentions, and recognizing which elements of a demonstration need the robot's attention. An architecture containing required cognitive functions for learning and reproduction of high-level aspects of demonstrations is proposed. Several learning methods for directing the robot's attention and identifying relevant information are introduced. The architecture integrates motor actions with concepts, objects and environmental states to ensure correct reproduction of skills. Another major contribution of this thesis is methods to resolve ambiguities in demonstrations where the tutor's intentions are not clearly expressed and several demonstrations are required to infer intentions correctly. The provided solution is inspired by human memory models and priming mechanisms that give the robot clues that increase the probability of inferring intentions correctly. In addition to robot learning, the developed techniques are applied to a shared control system based on visual servoing guided behaviors and priming mechanisms. The architecture and learning methods are applied and evaluated in several real world scenarios that require clear understanding of intentions in the demonstrations. Finally, the developed learning methods are compared, and conditions where each of them has better applicability are discussed.
Att bygga autonoma robotar som passar ett stort antal olika användardefinierade applikationer kräver ett språng från dagens specialiserade maskiner till mer flexibla lösningar. För att nå detta mål, bör man övergå från traditionella förprogrammerade robotar till robotar som själva kan lära sig nya färdigheter. Learning from Demonstration (LfD) och Imitation Learning (IL), där roboten lär sig genom att observera en människa eller en annan robot, är bland de mest populära inlärningsteknikerna. Att visa roboten hur den ska utföra en uppgift är ofta mer naturligt och intuitivt än att modifiera ett komplicerat styrprogram. Men att lära robotar nya färdigheter så att de kan reproducera dem under nya yttre förhållanden, på rätt tid och på ett lämpligt sätt, kräver god förståelse för alla utmaningar inom området. Studier av LfD och IL hos människor och djur visar att flera kognitiva förmågor är inblandade för att lära sig nya färdigheter på rätt sätt. De mest anmärkningsvärda är förmågan att rikta uppmärksamheten på de relevanta aspekterna i en demonstration, och förmågan att anpassa observerade rörelser till robotens egen kropp. Dessutom är det viktigt att ha en klar förståelse av lärarens avsikter, och att ha förmågan att kunna generalisera dem till nya situationer. När en inlärningsfas är slutförd kan stimuli trigga det kognitiva systemet att utföra de nya färdigheter som blivit en del av robotens repertoar. Målet med denna avhandling är att utveckla metoder för LfD som huvudsakligen fokuserar på att förstå lärarens intentioner, och vilka delar av en demonstration som ska ha robotens uppmärksamhet. Den föreslagna arkitekturen innehåller de kognitiva funktioner som behövs för lärande och återgivning av högnivåaspekter av demonstrationer. Flera inlärningsmetoder för att rikta robotens uppmärksamhet och identifiera relevant information föreslås. Arkitekturen integrerar motorkommandon med begrepp, föremål och omgivningens tillstånd för att säkerställa korrekt återgivning av beteenden. Ett annat huvudresultat i denna avhandling rör metoder för att lösa tvetydigheter i demonstrationer, där lärarens intentioner inte är klart uttryckta och flera demonstrationer är nödvändiga för att kunna förutsäga intentioner på ett korrekt sätt. De utvecklade lösningarna är inspirerade av modeller av människors minne, och en primingmekanism används för att ge roboten ledtrådar som kan öka sannolikheten för att intentioner förutsägs på ett korrekt sätt. De utvecklade teknikerna har, i tillägg till robotinlärning, använts i ett halvautomatiskt system (shared control) baserat på visuellt guidade beteenden och primingmekanismer. Arkitekturen och inlärningsteknikerna tillämpas och utvärderas i flera verkliga scenarion som kräver en tydlig förståelse av mänskliga intentioner i demonstrationerna. Slutligen jämförs de utvecklade inlärningsmetoderna, och deras applicerbarhet under olika förhållanden diskuteras.
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Smith, Natalie T. (Natalie Tamika) 1978. "Interactive spectral analysis learning module". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8600.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2001.
Includes bibliographical references (leaf 103).
Due to increased demand for interactive learning opportunities for engineering students, an interactive spectral analysis learning module was developed for the course Biomedical Signal and Image Processing (HST582J/6.555J/16.456J). The design of this module is based on the Star Legacy model, a pedagogical framework that promotes the creation of guided learning environments that use applications as the context for focused learning activities. The module is implemented using a combination of traditional teaching methods and web-based components. The web-based components include tutorial questions, text summaries, tables, figures, a glossary, and an interactive demonstration. This module was used in HST582J/6.555J/16.456J during Spring Term 2001. A variety of assessment techniques were employed. Survey results show that students generally found the module useful. Student performance on lab reports showed improved understanding of key concepts relative to previous years. Future efforts should reanalyze other performance data and make suggested modifications to the overall module, the web-based tutorial, and the interactive demo.
by Natalie T. Smith.
M.Eng.
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Kolomiiets, M. "Interactive trainers for e-learning". Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16989.

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Khatibi, Miandouab Ece y Eva Cowie. "Language learning through interactive games". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29804.

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The purpose of this study was to investigate language learning through the use of interactive games. A research synthesis was considered to be the most effective method as it was our intention to explore the research available on language learning and gaming. Although various studies have investigated the employment of interactive games in language learning, this field of research is still in its infancy. We juxtaposed neural correlates of language learning with that of interactive gaming and the findings indicated that there are both similarities and differences in the brain structures activated by gaming and those that are activated by language learning. Furthermore, we set out to investigate the employment of interactive games in the language classroom. Our findings indicated that interactive games are highly underused tools in language learning. In addition, we were able to identify techniques which could be used to employ interactive games in language learning. The technological advancement in our society which has shown to have a great impact on the youth of today has given rise to an increasing need for incorporating technology such as interactive games in education and for this reason it is necessary for teachers to receive education in implementing interactive games in the language classroom.
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Arnold, Rudolf. "Interactive learning environments for mathematical topics". Zürich : ETH, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=17479.

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Trudel, Carol-Ina. "Exploratory learning of an interactive device". Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287039.

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Herrington, Janice A. "Authentic learning in interactive multimedia environments". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.

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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Georgiev, Nikolay. "Assisting physiotherapists by designing a system utilising Interactive Machine Learning". Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447489.

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Millions of people throughout the world suffer from physical injuries and impairments and require physiotherapy to successfully recover. There are numerous obstacles in the way of having access to the necessary care – high costs, shortage of medical personnel and the need to travel to the appropriate medical facilities, something even more challenging during the Covid-19 pandemic. One approach to addressing this issue is to incorporate technology in the practice of physiotherapists, allowing them to help more patients. Using research through design, this thesis explores how interactive machine learning can be utilised in a system, designed for aiding physiotherapists. To this end, after a literature review, an informal case study was conducted. In order to explore what functionality the suggested system would need, an interface prototype was iteratively developed and subsequently evaluated through formative testing by three physiotherapists. All participants found value in the proposed system, and were interested in how such a system can be implemented and potentially used in practice. In particular the ability of the system to monitor the correct execution of the exercises by the patient, and the increased engagement during rehabilitative training brought by the sonification. Several suggestions for future developments in the topic are also presented at the end of this work.
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Libros sobre el tema "Interactive learning"

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Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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El Saddik, Abdulmotaleb. Interactive Multimedia Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2.

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Konert, Johannes. Interactive Multimedia Learning. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10256-6.

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Auer, Michael E., David Guralnick y James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0.

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Auer, Michael E., David Guralnick y James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0.

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Bibletelling: Interactive Bible learning. Bloomington, Il: International Learning Solutions, 2005.

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Asheim, Bjørn T. y Mario Davide Parrilli, eds. Interactive Learning for Innovation. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230362420.

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International Conference on Group and Interactive Learning (1994 University of Strathclyde). Group and interactive learning. Editado por Foot Hugh C. Southampton: Computational Mechanics Publications, 1994.

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Giardina, Max, ed. Interactive Multimedia Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9.

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Cunningham, Steve y Roger J. Hubbold, eds. Interactive Learning Through Visualization. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77263-4.

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Capítulos de libros sobre el tema "Interactive learning"

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Reeves, Thomas C. "Interactive Learning". En Encyclopedia of the Sciences of Learning, 1602–4. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_330.

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Tesoriero, Ricardo, Habib Fardoun, José Gallud, María Lozano y Victor Penichet. "Interactive Learning Panels". En Human-Computer Interaction. Interacting in Various Application Domains, 236–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02583-9_27.

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Barker, Philip. "Designing Interactive Learning". En Design and Production of Multimedia and Simulation-based Learning Material, 1–30. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0942-0_1.

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Psotka, Joseph. "Interactive Learning Environments". En Encyclopedia of the Sciences of Learning, 1604–6. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_321.

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Reeves, Thomas C. "Interactive Learning Techniques". En Encyclopedia of the Sciences of Learning, 1610–11. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_331.

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Proske, Antje, Hermann Körndle y Susanne Narciss. "Interactive Learning Tasks". En Encyclopedia of the Sciences of Learning, 1606–10. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1100.

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Gregersen, Cecilia y Birgitte Gregersen. "Interactive learning spaces". En Building Innovation Capabilities for Sustainable Industrialisation, 160–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003054665-8.

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Stone, M. G. "Interactive COSTOC tutorials". En Computer Assisted Learning, 532–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_84.

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Kong, Yu, Yunde Jia y Yun Fu. "Learning Human Interaction by Interactive Phrases". En Computer Vision – ECCV 2012, 300–313. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33718-5_22.

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El Saddik, Abdulmotaleb. "Introduction". En Interactive Multimedia Learning, 1–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_1.

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Actas de conferencias sobre el tema "Interactive learning"

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Krusche, Stephan, Andreas Seitz, Jürgen Börstler y Bernd Bruegge. "Interactive Learning". En the Nineteenth Australasian Computing Education Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3013499.3013513.

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Bian, Yail y Chris North. "DeepSI: Interactive Deep Learning for Semantic Interaction". En IUI '21: 26th International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3397481.3450670.

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Guzman, J. L., K. J. Astrom, T. Hagglund, S. Dormido, M. Berenguel y Y. Piguet. "Interactive Learning Module for control interaction understanding". En 2009 European Control Conference (ECC). IEEE, 2009. http://dx.doi.org/10.23919/ecc.2009.7075129.

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Fails, Jerry Alan y Dan R. Olsen. "Interactive machine learning". En the 8th international conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/604045.604056.

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Paule-Ruiz, MPuerto, Víctor Álvarez-García, J. R. Pérez-Pérez y M. Riestra-González. "Voice interactive learning". En the 18th ACM conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2462476.2462489.

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Soloway, Elliot y Kate Bielaczyc. "Interactive learning environments". En Conference companion. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/259963.260534.

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Soloway, Elliot. "Interactive learning environments". En Conference companion. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/257089.257386.

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Sabin, Mihaela, Amber Settle y Becky Rutherfoord. "Interactive learning online". En the 13th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2380552.2380610.

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Soloway, Elliot y Kate Bielaczyc. "Interactive learning environments". En Conference companion. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/223355.223715.

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Flores, Jahel y Alberto Sebastian. "INTERACTIVE LEARNING WITH LEARNING CATALYTICS". En International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2406.

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Informes sobre el tema "Interactive learning"

1

Chingos, Matthew, Christine Mulhern, Rebecca Griffiths y Richard Spies. Interactive Online Learning on Campus. New York: Ithaka S+R, agosto de 2015. http://dx.doi.org/10.18665/sr.22522.

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Herbert M Sauro, Herbert M. Sauro. Analog Genetic Circuits for Interactive Learning. Experiment, marzo de 2012. http://dx.doi.org/10.18258/0002.

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Porter, Reid B., James P. Theiler y Donald R. Hush. Interactive Machine Learning in Data Exploitation. Office of Scientific and Technical Information (OSTI), enero de 2013. http://dx.doi.org/10.2172/1060903.

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Bowen, William, Kelly Lack, Matthew Chingos y Thomas Nygren. Interactive Learning Online at Public Universities. New York: Ithaka S+R, agosto de 2015. http://dx.doi.org/10.18665/sr.22464.

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Page, David y Jude Shavlik. Knowledge-Intensive, Interactive and Efficient Relational Pattern Learning. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 2006. http://dx.doi.org/10.21236/ada457195.

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Zettlemoyer, Luke y Dieter Fox. Integrated Intelligence: Robot Instruction via Interactive Grounded Learning. Fort Belvoir, VA: Defense Technical Information Center, enero de 2016. http://dx.doi.org/10.21236/ad1008203.

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Blankenbeckler, Paul N., Thomas R. Graves y Richard L. Wampler. Designing Interactive Multimedia Instruction to Address Soldiers' Learning Needs. Fort Belvoir, VA: Defense Technical Information Center, diciembre de 2014. http://dx.doi.org/10.21236/ada616380.

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Kolodner, Janet y Mimi Recker. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 1997. http://dx.doi.org/10.21236/ada337686.

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Im, Hyunjoo y Young Ha. Effect of Customizable Interactive Online Learning Tools on Students� Engagement in the Learning Process: Flow and Utilitarian/Hedonic Values. Ames (Iowa): Iowa State University. Library, enero de 2019. http://dx.doi.org/10.31274/itaa.8243.

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Curtis, Christopher K., Krystal M. Thomas y Curtis H. Casteel. Animated Pedagogical Agents in Interactive Learning Environment: The Future of Air Force Training? Fort Belvoir, VA: Defense Technical Information Center, febrero de 2008. http://dx.doi.org/10.21236/ada501477.

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