Bibliografías temáticas / Knowledge-aided Learning

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Literatura académica sobre el tema "Knowledge-aided Learning"

Autor: Grafiati
Publicado: 10 de marzo de 2023
Última modificación: 11 de marzo de 2023

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Artículos de revistas sobre el tema "Knowledge-aided Learning"

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Webb, Geoffrey I. "A knowledge-based approach to computer-aided learning". International Journal of Man-Machine Studies 29, n.º 3 (septiembre de 1988): 257–85. http://dx.doi.org/10.1016/s0020-7373(88)80023-3.

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Syed Mustapha, S. M. F. D. "Building Learning System for Content Knowledge and Social Knowledge". International Journal of Emerging Technologies in Learning (iJET) 13, n.º 01 (22 de enero de 2018): 4. http://dx.doi.org/10.3991/ijet.v13i01.6912.

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In the late 50’s or early 60’s, there were huge interests towards building learning systems for individual learning and they are called with various names such as Intelligent Tutoring System, Microworld, Computer Based Training, Computer Aided System, Intelligent Computer Aided Instruction and others. They are made to be different with regard to the technological approaches and the learning pedagogies, knowledge models and student models. Over the years, the interest of building learning systems has migrated from individual learning on content knowledge to community learning as the result of the recent Web 2.0 and Web 3.0 sociotechnological wave. The paper describes the work that was done to develop the learning system in both situations – content knowledge and social knowledge where the experiences mainly in capturing the knowledge and representing them are different
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Shen, Jiajun y Tian Zhou. "Context knowledge-aided sparse bayesian learning method for bathymetric sonar". Journal of the Acoustical Society of America 146, n.º 4 (octubre de 2019): 3015. http://dx.doi.org/10.1121/1.5137451.

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Makenzie, Alfonso Makenzie. "Influence of Computer Aided Learning for Teacher and Students in Promoting Assimilation of Knowledge. A Critical Literature Review". International Journal of Computing and Engineering 3, n.º 1 (23 de noviembre de 2022): 34–44. http://dx.doi.org/10.47941/ijce.1130.

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Purpose: No matter how superior the techniques employed are, it’s only through positive attitudes of teachers that the benefits of computer integration into the curriculum instruction could be realized. The overall objective of this study was to examine influence of computer aided learning for teacher and students in promoting assimilation of knowledge. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: The study concluded that all the teachers and majority of the students (93.2%) disagreed to the statement that they had never used a computer and that they were not interested. Based on teachers’ perceptions towards the use of computer aided learning all the teachers’ strongly disagreed to the statement that computers scare them. Analysis of results showed that the teachers had a positive attitude towards computer aided learning. They therefore agreed that they believed computers were important teaching tool. The study also concluded that he school boards of management were partly involved in the training of teachers on computer aided learning and that the ministry of education also organized training courses for teachers on computer aided learning. Unique Contribution to Theory, Policy and Practice: The study suggests that parents associations (PA) in schools should develop a PA fund and organize equipping schools with more computers and other computer aided learning resources in order to make teaching and learning using computer aided learning easier. The current study suggests that there is need to organize in-service training for teachers in order to equip them with expertise skills and knowledge and build their confidence with ICT tools.
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Yao, Zoujing y Chunhui Zhao. "FedTMI: Knowledge aided federated transfer learning for industrial missing data imputation". Journal of Process Control 117 (septiembre de 2022): 206–15. http://dx.doi.org/10.1016/j.jprocont.2022.08.004.

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Dabolins, Janis. "TEACHING OF COMPUTER AIDED DESIGN SYSTEMS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (25 de mayo de 2018): 248–59. http://dx.doi.org/10.17770/sie2018vol1.3143.

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The objective of this paper is to analyze and describe computer-aided design training and its aspects. A traditional and technology-supported learning process is described with the purpose of analyzing computer-aided design training and provision of knowledge assessment, and identifying problems in the CAD system training. The article analyzes the learning process by defining its objectives, the necessity of student characterization, motivation analysis, the necessity of feedback and other basic components; it analyzes the training methods, provides insight into technology-supported learning process, identifies the provision and types of computer-aided design training and knowledge assessment as well as describes feedback and its role in the training process.Elaboration of an intellectual learning system would solve the problems associated with lack of feedback, lack of adaptivity and the emergence of plagiarism (since only the end result of the design is subjected to the test and not the whole process of creating it, it is easy to pass another’s work for one’s own). A solution to these problems would facilitate the work of the teacher and improve student learning outcomes.
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Aberšek, Boris y Metka Kordigel Aberšek. "DOES INTELIGENT E-LEARNING TOOLS NEED MORE PEDAGOGICAL METHODOLOGY OR ICT". Problems of Education in the 21st Century 37, n.º 1 (15 de diciembre de 2011): 9–17. http://dx.doi.org/10.33225/pec/11.37.09.

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Evolution in computer and other information communication technologies have made also possibilities to develop intelligente computer-aided learning tools for enhanced learning. Today, most researchers in the field of educational technology seem to be preoccupied with either heuristic, the development of Artificial Intelligence application, or the epistemology, philosophy concerned with the nature and scope (limitations) of knowledge and representation or varius learning theories such as constructivism and conectionism by computer program. The enthusiasm to develop technologicall advanced learning tools resulted in technologies with limited application. The need to develop simple computer-based tools to assist instruction and demonstrate its impressiveness to enhance learning is most important, but those tools desperetly need to be designed with epistemological (didactical) knowledge and integrated into a pedagogical framework. The paper presents researc connected with the design and use of an interactive computer-aided learning tool for enhanced learning and the impact of an interactive computer-aided e-learning tool on students learning achievement. The study was motivated by the need to evaluate the use and effectiveness of computer-aided learning applications as they are used in the instructional environment. The mayor research questions that guided this study are: Does the e-learning tool have a measurable effect on students learning? And what is the impact of the e-learning tool usage on students’ performance? The results of the study proof the impact of usage e-learning tools on students’ performance at knowledge assessment. While using the prepared e-learning tool, the score and the time of complete interactive session were measured. Key words: education, ICT, intelligente learning tools.
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Shapiro, Amy M. "The Relationship between Prior Knowledge and Interactive Overviews during Hypermedia-Aided Learning". Journal of Educational Computing Research 20, n.º 2 (marzo de 1999): 143–67. http://dx.doi.org/10.2190/bcku-f3ac-cnpw-m44e.

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Junsawang, Chuenjit, Karnyupha Jittivadhna, Sutha Luealamai y Renu Pookboonmee. "Multimedia-aided instruction in teaching basic life support to undergraduate nursing students". Advances in Physiology Education 43, n.º 3 (1 de septiembre de 2019): 300–305. http://dx.doi.org/10.1152/advan.00106.2018.

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Basic life support (BLS) knowledge is a necessity for nursing students, as they have to deal with cardiac arrest events during their professional career. Existing studies indicate poor BLS knowledge among health science students, including nursing students. Learning BLS requires an understanding of basic sciences, such as anatomy, physiology, and biochemistry, subjects perceived to be difficult, resulting in misconceptions. Hence, a multimedia-aided instruction on BLS, supplemented with cooperating learning groups, was developed to assist nursing students in gaining correct BLS knowledge. A pretest-posttest designed for single cooperating groups was employed to evaluate students’ achievements. Sixty-five undergraduate nursing students took the pretest and posttest that consisted of 10 open-ended questions, each designed to evaluate an aspect of their BLS knowledge. The results show significantly more students (60 vs. 20%) answered more questions correctly on the posttest compared with the pretest ( P value <0.05, Wilcoxon signed-rank test). Thus the multimedia-aided instruction package enhanced undergraduate nursing students’ understanding of BLS and also assisted to generate a positive perception of multimedia-aided instructions, supplemented with a cooperating learning group.
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Zhang, Xi Ai y Fei Ma. "Research on Active Knowledge Aided System of Automobile Parts Design". Applied Mechanics and Materials 143-144 (diciembre de 2011): 541–45. http://dx.doi.org/10.4028/www.scientific.net/amm.143-144.541.

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According to the status of higher knowledge threshold that is set up for designer by CAE technique, establishing knowledgebase of active knowledge aided system of software to furnish designers appropriate design knowledge and experiences for reducing higher knowledge threshold of CAE and lightening the learning burden of designers. System takes the example of the analytical design of automobile parts in CAE software to realize rapid application of sophisticated CAE and debase the cost of design.
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Tesis sobre el tema "Knowledge-aided Learning"

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Johnfors, Karl. "IKT och lärande : En studie kring hur lärarens kunskapssyn påverkar undervisningen med IKT". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34104.

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Lärare använder IKT i olika utsträckning i verksamheten och de har olika kompetens när det gäller hur verktygen ska användas (Skolverket 2009). Kompetens och kunskapssyn är två begrepp som är nära förbundna. Lärarens kunskapssyn påverkar hur verktygen används i verksamheten och kompetensen påverkar om läraren kan använda verktygen på rätt sätt för att skapa möjligheter till lärande. I uppsatsen studeras lärarens kunskapssyn och hur den påverkar undervisningen med IKT.    Frågeställningar:     Hur kommer kunskapssyner till uttryck i lärarens undervisning med IKT?   I uppsatsen görs en litteraturstudie av ett urval av studier som tolkats utifrån hur syner på kunskap kommer till uttryck genom lärarens undervisning med IKT. Det finns verktyg och metoder som bygger på sociokulturellt lärande, t.ex. CSCL verktyg och Write to Learn metoden, verktyg som bygger på behaviorism, CAI, och verktyg eller metoder som bygger på den pragmatiska kunskapssynen, utforskande av kunskap genom Inquiry. I resultaten framgår att kunskapssynerna kommer till uttryck med IKT verktyg och metoder när behavioristiska verktyg används i verksamheten men i mindre omfattning när verktyg och metoder som bygger på andra kunskapssyner används. Ett par faktorer framkommer i resultaten som påverkar om kunskapssynerna kommer till uttryck. Dessa faktorer är lärarens kompetens och förmåga att använda digitala verktyg.
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Yaner, Patrick William. "From Shape to Function: Acquisition of Teleological Models from Design Drawings by Compositional Analogy". Diss., Atlanta, Ga. : Georgia Institute of Technology, 2007. http://hdl.handle.net/1853/19791.

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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2008.
Committee Chair: Goel, Ashok; Committee Member: Eastman, Charles; Committee Member: Ferguson, Ronald; Committee Member: Glasgow, Janice; Committee Member: Nersessian, Nancy; Committee Member: Ram, Ashwin.
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Majschak, Jens-Peter. "Rechnerunterstützung für die Suche nach verarbeitungstechnischen Prinziplösungen". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-105918.

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Die hier zur Verfügung gestellte Datei ist leider nicht vollständig, aus technischen Gründen sind die folgenden Anhänge leider nicht enthalten: Anhang 3: Begriffshierarchie "verarbeitungstechnische Funktion" S. 141 Anhang 4: Begriffshierarchie "Eigenschaftsänderung" S. 144 Anhang 5: Begriffshierarchie "Verarbeitungsgut" S. 149 Anhang 6: Begriffshierarchie "Verarbeitungstechnisches Prinzip" S. 151 Konsultieren Sie die Druckausgabe, die Sie im Bestand der SLUB Dresden finden: http://slubdd.de/katalog?TN_libero_mab21079933
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Abbas, Ayman. "A modelling approach to individualised computer aided learning for geometric design". Thesis, University of Strathclyde, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324096.

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Huang, Shih-Chuan y 黃詩娟. "A Study of the influence of Knowledge-Aided System''s Elements on the Organizational Learning Effect". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/00062205959080195022.

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碩士
國立高雄第一科技大學
資訊管理系
89
As the development of Internet, organizations should care about the management of information and effectively make use of the knowledge constructed from the information; further, make the knowledge become the basic advantages of an enterprise’s competitiveness. This study attempts to understand what factors in Knowledge-Aided system (KAS) can influence the organizational learning effects; at the same time, to find out if the organizational contexts will influence the KAS’s learning effects. This study also seeks to offer a direction for the enterprise that would like to construct the KAS to enhance organizational learning, and further make the KAS work effectively. In order to know what factors that KAS can influence the organizational learning effects, this study began with identifying the factors in the relevant literatures. By discussion and analysis on these data, the research structure and proposition were developed. The questionnaire was employed to recognize the situation and demand of the home enterprise’s KAS. By analyzing the questionnaire, the research hypotheses were examined. Factor analysis, correlation analysis and multivariate data analysis were used to recognize the KAS’s elements; finally, the conclusion and suggestion were derived from these analyses. The result shows that an effective KAS, in addition to its informational system functions, should provide with learning communities, the aspiration for personal knowledge creativity and organizational learning will, which would have influence on organizational learning effects. Among these factors, the organizational culture can influence the KAS’s effects. These are all the factors which organizations should pay attention to when constructing the KAS. This study has identified the elements which organizations should care about when constructing a KAS, and suggested that an enterprise, in addition to considerate the function of information system, should at the same time provide with learning communities, which can accelerate the storing and sharing of knowledge. When organizations import the KAS, they also should care about the integrity of the other necessary matters, such as rewarding methods, performance measurement, and organizational culture, etc., which should be timely modified to prevent their employees from resistance to the KAS, so as to prevent this system from ineffectiveness.
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Ciravegna, Gabriele. "On the Two-fold Role of Logic Constraints in Deep Learning". Doctoral thesis, 2022. http://hdl.handle.net/2158/1264916.

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Deep Learning (DL) is a special class of Artificial Intelligence (AI) algorithms, studying the training of Deep Neural Networks (DNNs). Thanks to the modularity of their structure, these models are effective in a variety of problems ranging from computer vision to speech recognition. Particularly in the last few years, DL has achieved impressive results. Nonetheless, the excitement around the field may remain disappointed since there are still many open issues. In this thesis, we consider the Learning from Constraints framework. In this setting, learning is conceived as the problem of finding task functions while respecting a number of constraints representing the available knowledge. This setting allows considering different types of knowledge (including, but not exclusively, the supervisions) and mitigating some of the DL limits. DNN deployment, indeed, is still precluded in those contexts where manual labelling is expensive. Active Learning aims at solving this problem by requiring supervision only on few unlabelled samples. In this scenario, we propose to take consider domain knowledge. Indeed, the relationships among classes offer a way to spot incoherent predictions, i.e., predictions where the model may most likely need supervision. We develop a framework where first-order-logic knowledge is converted into constraints and their violation is checked as a guide for sample selection. Another DL limit is the fragility of DNNs when facing adversarial examples, carefully perturbed samples causing misclassifications at test time. As in the previous case, we propose to employ domain knowledge since it offers a natural guide to detect adversarial examples. Indeed, while the domain knowledge is fulfilled over the training data, the same does not hold true outside this distribution. Therefore, a constrained classifier can naturally reject predictions associated to incoherent predictions, i.e., in this case, adversarial examples. While some relationships are known properties of the considered environments, DNNs can also autonomously develop new relation patterns. Therefore, we also propose a novel Learning of Constraints formulation which aims at understanding which logic constraints are present among the task functions. This also allow explaining DNNs, otherwise commonly considered black-box classifiers. Indeed, the lack of transparency is a major limit of DL, preventing its application in many safety-critical domains. In a first case, we propose a pair of neural networks, where one learns the relationships among the outputs of the other one, and provides First-Order Logic (FOL)-based descriptions. Different typologies of explanations are evaluated in distinct experiments, showing that the proposed approach discovers new knowledge and can improve the classifier performance. In a second case, we propose an end-to-end differentiable approach, extracting logic explanations from the same classifier. The method relies on an entropy-based layer which automatically identifies the most relevant concepts. This enables the distillation of concise logic explanations in several safety-critical domains, outperforming state-of-the-art white-box models.
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Hu, Lei. "Effects of a self-instructional manual (SIM) and web-based computer-aided personalized system of instruction (WebCAPSI) on teaching knowledge and implementation of the assessment of basic learning abilities (ABLA)". 2012. http://hdl.handle.net/1993/12547.

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Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.
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Majschak, Jens-Peter. "Rechnerunterstützung für die Suche nach verarbeitungstechnischen Prinziplösungen". Doctoral thesis, 1996. https://tud.qucosa.de/id/qucosa%3A26633.

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Die hier zur Verfügung gestellte Datei ist leider nicht vollständig, aus technischen Gründen sind die folgenden Anhänge leider nicht enthalten: Anhang 3: Begriffshierarchie "verarbeitungstechnische Funktion" S. 141 Anhang 4: Begriffshierarchie "Eigenschaftsänderung" S. 144 Anhang 5: Begriffshierarchie "Verarbeitungsgut" S. 149 Anhang 6: Begriffshierarchie "Verarbeitungstechnisches Prinzip" S. 151 Konsultieren Sie die Druckausgabe, die Sie im Bestand der SLUB Dresden finden: http://slubdd.de/katalog?TN_libero_mab21079933:ABKÜRZUNGEN UND FORMELZEICHEN S. 5 1. EINLEITUNG S. 7 2. UNTERSTÜTZUNGSMITTEL FÜR DIE KONZEPTPHASE IN DER VERARBEITUNGSMASCHINEN-KONSTRUKTION - ALLGEMEINE ANFORDERUNGEN, ENTWICKLUNGSSTAND 9 2.1. DIE BEDEUTUNG DER KONZEPTPHASE IN DER VERARBEITUNGSMASCHINENKONSTRUKTION S. 9 2.2. ALLGEMEINE ANFORDERUNGEN AN UNTERSTÜTZUNGSMITTEL FÜR DEN KONSTRUKTEUR ALS PROBLEMLÖSER S. 13 2.3. SPEZIFIK VERARBEITUNGSTECHNISCHER PROBLEMSTELLUNGEN S. 17 2.3.1. Verarbeitungstechnische Informationen im Konstruktionsprozeß von Verarbeitungsmaschinen S. 17 2.3.2. Komplexität verarbeitungstechnischer Probleme S. 19 2.3.3. Unbestimmtheit verarbeitungstechnischer Probleme S. 21 2.3.4. Beschreibungsspezifik verarbeitungstechnischer Problemstellungen S. 22 2.4. UNTERSTÜTZUNGSMITTEL FÜR DIE KONZEPTPHASE UND IHRE EIGNUNG FÜR DIE VERARBEITUNGSMASCHINENKONSTRUKTION S. 24 2.4.1. Traditionelle Unterstützungsmittel für die Lösungssuche S. 24 2.4.1.1. Lösungskataloge S. 24 2.4.1.2. Konstruktionsmethodik in der Prinzipphase S. 25 2.4.2. Rechnerunterstützung für die Konstruktion mit Relevanz für die Konzeptphase S. 28 2.4.2.1. Kurzüberblick über Konstruktionsunterstützungssysteme und ihre Einbindung in übergeordnete Systeme S. 28 2.4.2.2. Rechnerunterstützung zum Analysieren S. 31 2.4.2.3. Rechnerunterstützung zum Informieren S. 32 2.4.2.4. Rechnerunterstützung zum Synthetisieren S. 34 2.4.2.5. Rechnerunterstützung zum Bewerten und Auswählen S. 39 2.4.2.6. Integrierende Systeme mit Unterstützung für die Konzeptphase S. 41 2.4.3. Der Wissensspeicher Verarbeitungstechnik S. 43 2.5. SCHLUßFOLGERUNGEN AUS DER ANALYSE DES IST-STANDES S. 46 3. ANFORDERUNGEN AN EINE RECHNERUNTERSTÜTZUNG DER PRINZIPPHASE DER VERARBEITUNGSMASCHINENKONSTRUKTION 47 3.1. FUNKTIONSBESTIMMUNG S. 47 3.1.1. Typisierung der mit dem System zu lösenden Fragestellungen S. 47 3.1.2. Anforderungen an Funktionalität und Dialoggestaltung S. 50 3.2. INHALTLICHE ABGRENZUNG S. 54 3.3. ANFORDERUNGEN AN DIE WISSENSREPRÄSENTATION S. 57 4. INFORMATIONSMODELL DES VERARBEITUNGSTECHNISCHEN PROBLEMRAUMES S. 61 4.1. ÜBERBLICK ÜBER MÖGLICHE DARSTELLUNGSARTEN S. 61 4.1.1. Allgemeiner Überblick S. 61 4.1.1.1. Unterschiede zwischen wissensbasierten Systemen und anderen Wissensrepräsentationsformen S. 61 4.1.1.2. Algorithmische Modellierung S. 62 4.1.1.3. Relationale Modellierung S. 63 4.1.1.4. Darstellungsformen in wissensbasierten Systemen S. 64 4.1.2. Die verwendete Software und ihre Möglichkeiten S. 71 4.2. ÜBERBLICK ÜBER DEN SYSTEMAUFBAU S. 74 4.2.1. Gesamtüberblick S. 74 4.2.2. Sichtenmodell S. 78 4.2.3. Relationale Darstellung von Prinzipinformationen, Kennwerten und Kenngrößen S. 83 4.2.4. Bildinformationen S. 85 4.2.5. Ergänzende Informationen in der Benutzeroberfläche S. 86 4.3. MODELLIERUNG VON WISSENSKOMPONENTEN DER DOMÄNE VERARBEITUNGSTECHNIK S. 87 4.3.1. Abbildung verarbeitungstechnischer Funktionen S. 87 4.3.1.1. Darstellungsarten für verarbeitungstechnische Funktionen - Bedeutung, Verwendung, Probleme S. 87 4.3.1.2. Die Sicht "Verarbeitungstechnische Funktion" S. 89 4.3.1.3. Die Sicht "Eigenschaftsänderung" S. 90 4.3.2. Abbildung von Informationen über Verarbeitungsgüter S. 93 4.3.2.1. Beschreibungskomponenten und ihre Verwendung bei der Lösungssuche S. 93 4.3.2.2. Die Sicht "Verarbeitungsgut" S. 94 4.3.2.3. Abbildung von Verarbeitungsguteigenschaften S. 94 4.3.3. Abbildung verarbeitungstechnischer Prinzipe S. 96 4.3.3.1. Die Sicht "Verarbeitungstechnisches Prinzip" S. 96 4.3.3.2. Die Detailbeschreibung verarbeitungstechnischer Prinzipe S. 97 4.3.4. Verarbeitungstechnische Kenngrößen S. 99 4.3.5. Darstellung von Zusammenhängen mittels Regeln S. 100 4.3.6. Unterstützung der Feinauswahl S. 102 5. PROBLEMLÖSEN MIT DEM BERATUNGSSYSTEM VERARBEITUNGSTECHNIK S. 104 5.1. INTERAKTIVE PROBLEMAUFBEREITUNG S. 104 5.2. BESTIMMUNG DER LÖSUNGSMENGE - GROBAUSWAHL S. 109 5.3. FEINAUSWAHL S. 110 5.4. VERARBEITUNG DER ERGEBNISSE S. 112 6. WISSENSAKQUISITION S. 113 6.1. PROBLEME BEI DER WISSENSAKQUISITION S. 113 6.2. VORSCHLÄGE ZUR UNTERSTÜTZUNG UND ORGANISATION DER AKQUISITION FÜR DAS BERATUNGSSYSTEM VERARBEITUNGSTECHNIK S. 115 7. GEDANKEN ZUR WEITERENTWICKLUNG S. 116 7.1. INHALTLICHER UND FUNKTIONALER AUSBAU DES BERATUNGSSYSTEMS VERARBEITUNGSTECHNIK S. 116 7.1.1. Ergänzung der Sichtenbeschreibung durch weitere Sichten S. 116 7.1.2. Andere Erweiterungsmöglichkeiten S. 117 7.2. EINBINDUNGSMÖGLICHKEITEN FÜR DAS BERATUNGSSYSTEMS VERARBEITUNGSTECHNIK S. 118 8. ZUSAMMENFASSUNG S. 120 LITERATURVERZEICHNIS S. 123 Anhang 1: Beispiele für phasenübergreifende Rechnerunterstützung der Konstruktion 134 Anhang 2: Inhalt der Kerntabelle "Prinzip" S. 138 Anhang 3: Begriffshierarchie "verarbeitungstechnische Funktion" S. 141 Anhang 4: Begriffshierarchie "Eigenschaftsänderung" S. 144 Anhang 5: Begriffshierarchie "Verarbeitungsgut" S. 149 Anhang 6: Begriffshierarchie "Verarbeitungstechnisches Prinzip" S. 151 Anhang 7: Implementierung einer umstellbaren Formel am Beispiel Dichteberechnung S. 158
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(8790224), Lang Zhao. "Real-Time Precise Damage Characterization in Self-Sensing Materials via Neural Network-Aided Electrical Impedance Tomography: A Computational Study". Thesis, 2020.

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Many cases have evinced the importance of having structural health monitoring (SHM) strategies that can allow the detection of the structural health of infrastructures or buildings, in order to prevent the potential economic or human losses. Nanocomposite material like the Carbon nanofiller-modified composites have great potential for SHM because these materials are piezoresistive. So, it is possible to determine the damage status of the material by studying the conductivity change distribution, and this is essential for detecting the damage on the position that can-not be observed by eye, for example, the inner layer in the aerofoil. By now, many researchers have studied how damage influences the conductivity of nanocomposite material and the electrical impedance tomography (EIT) method has been applied widely to detect the damage-induced conductivity changes. However, only knowing how to calculate the conductivity change from damage is not enough to SHM, it is more valuable to SHM to know how to determine the mechanical damage that results in the observed conductivity changes. In this article, we apply the machine learning methods to determine the damage status, more specifically, the number, radius and the center position of broken holes on the material specimens by studying the conductivity change data generated by the EIT method. Our results demonstrate that the machine learning methods can accurately and efficiently detect the damage on material specimens by analysing the conductivity change data, this conclusion is important to the field of the SHM and will speed up the damage detection process for industries like the aviation industry and mechanical engineering.
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Libros sobre el tema "Knowledge-aided Learning"

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1935-, Vincent Tom, ed. The knowledge web: Learning and collaborating on the net. London: K. Page, 1998.

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Eisenstadt, Marc. The knowledge web: Learning and collaborating on the net. London: K. Page, 2000.

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der, Linden Gert van, ed. Virtual corporate universities: A matrix of knowledge and learning for the new digital dawn. Boston: Kluwer Academic Publishers, 2003.

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C, Jain L., ed. Innovative teaching and learning: Knowledge-based paradigms. Heidelberg: Physica-Verlag, 2000.

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Toru, Iiyoshi y Kumar M. S. Vijay, eds. Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press, 2008.

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Toru, Iiyoshi y Kumar M. S. Vijay, eds. Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press, 2008.

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Kotzee, Ben. Cyborgs, Knowledge, and Credit for Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769811.003.0013.

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If digital technology today makes children able to rely on external aids (pocket calculators, Google, etc.) in their learning, is it still necessary to teach traditional school knowledge (such as mental arithmetic, recall of facts)? In this chapter, the debate about extended cognition is approached from the perspective of education. It is asked whether a human–machine interaction constitutes good learning in an effort to distinguish between when a person truly comes to know something aided by technology and when they merely parrot or copy something from technology. The standard answer to this question is that the difference is made by how well the technology in question is integrated in one’s cognitive character. Instead, it is argued that the difference lies in one’s acquired facility with the technology in question—credit for what one comes to know using technology when one has learned to use that technology well enough.
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Vincent, Tom y Marc Eisenstadt. The Knowledge Web: Learning and Collaborating on the Net (Open and Distance Learning Series) (Open and Distance Learning Series). Routledge, 2000.

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Knowledge Web: Learning and Collaborating on the Net. Routledge, 2012.

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Baets, Walter R. J. y Gert van der Linden. Virtual Corporate Universities: A Matrix of Knowledge and Learning for the New Digital Dawn. Springer London, Limited, 2012.

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Capítulos de libros sobre el tema "Knowledge-aided Learning"

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Grecu, Dan L. y David C. Brown. "Guiding Agent Learning in Design". En Knowledge Intensive Computer Aided Design, 275–93. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35582-5_13.

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Spirov, Krasimir y Mihail Draganov. "A conceptual model of a computer-aided learning knowledge base". En Computer Assisted Learning, 500–516. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_82.

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Waern, Yvonne. "Prior Knowledge and Learning in Computer Aided Tasks". En Social Science Research on CAD/CAM, 121–32. Heidelberg: Physica-Verlag HD, 1988. http://dx.doi.org/10.1007/978-3-642-52380-9_14.

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Allert, Heidrun, Hadhami Dhraief y Wolfgang Nejdl. "Intelligent Online Knowledge Resources for Instructional Learning. Computer-Supported and Computer-Aided Design for Online Knowledge Resources". En Agents of Change, 147–54. Wiesbaden: VS Verlag für Sozialwissenschaften, 2003. http://dx.doi.org/10.1007/978-3-322-91354-8_10.

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Chhetri, Tek Raj, Sareh Aghaei, Anna Fensel, Ulrich Göhner, Sebnem Gül-Ficici y Jorge Martinez-Gil. "Optimising Manufacturing Process with Bayesian Structure Learning and Knowledge Graphs". En Computer Aided Systems Theory – EUROCAST 2022, 594–602. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-25312-6_70.

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Bersagol, V., J. L. Dessalles, F. Kaplan, J. C. Marze y S. Picault. "XMOISE: A logical spreadsheet to elicit didactic knowledge". En Computer Aided Learning and Instruction in Science and Engineering, 430–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022636.

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Dikareva, Svetlana y Eugen Dikarev. "Interactive Knowledge Base for designing new technology based tutoring systems". En Computer Aided Learning and Instruction in Science and Engineering, 439–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022639.

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Miyar-Cruz, David y Eva Rimbau-Gilabert. "Exploring the Role of Computer-Aided Work in Men’s Interactions with Their Children". En Information Systems, E-learning, and Knowledge Management Research, 661–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_82.

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Huet, Armand, Romain Pinquie, Philippe Veron, Frederic Segonds y Victor Fau. "Design Rules Application in Manufacturing Industries: A State of the Art Survey and Proposal of a Context-Aware Approach". En Lecture Notes in Mechanical Engineering, 335–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_53.

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Abstract[Context] In manufacturing industries, the design of a product needs to comply with many design rules. These rules are essentials as they help industrial designers to create high quality design in an efficient way. [Problem] However, the management of an ever-increasing number of design rules becomes a real problem, especially for new designers. Even if there exists some knowledge management tools for design rules, their capabilities are still limited and many companies continue to store their design rules in unstructured documents. Nowadays, design rule application is still a difficult task that needs a circular validation process between many expert services in a manufacturing company. [Proposition] In this paper, we will analyze the main existing approaches for design rules application from which we will demonstrate the need of a new approach to improve the current state-of-the-art practices. To minimize rule application impact on the design process, we propose to develop a Context-Aware Design Assistant that will perform design rule recommendation on the fly while designing using computer-aided technologies. Our Design Assistant relies on the modelling of the design rules and the design context in a single knowledge graph that can fuel a recommendation engine. [Future Work] In future work, we will describe the technical structure of the Context-Aware Design Assistant and develop it. The potential outcome of this research are: a better workflow integration of design rules application, a proactive verification of design solutions, a continuous learning of design rules, the detection and automation of design routines.
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Jou, Min y Din-Wu Wu. "An Investigation on the Effectiveness of Computer-Aided Simulation in Assisting Student Learning of Manufacturing Technology". En Information Systems, E-learning, and Knowledge Management Research, 563–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_71.

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Actas de conferencias sobre el tema "Knowledge-aided Learning"

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Zhang, Yihao, Mehmet Orgun y Weiqiang Lin. "Unsupervised Learning Aided by Hierarchical Analysis in Knowledge Exploration". En Sixth International Conference on Intelligent Systems Design and Applications]. IEEE, 2006. http://dx.doi.org/10.1109/isda.2006.276.

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Fang, Jun, Yanning Shen, Fuwei Li, Hongbin Li y Zhi Chen. "Support knowledge-aided sparse Bayesian learning for compressed sensing". En 2015 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2015. http://dx.doi.org/10.1109/icassp.2015.7178679.

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Shen, Jiajun y Tian Zhou. "Contextual knowledge-aided sparse Bayesian learning method for bathymetric sonar". En 178th Meeting of the Acoustical Society of America. ASA, 2019. http://dx.doi.org/10.1121/2.0001241.

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Iqbal, Ridwan Al. "Empirical Learning Aided by Weak Domain Knowledge in the Form of Feature Importance". En 2011 International Conference on Multimedia and Signal Processing (CMSP). IEEE, 2011. http://dx.doi.org/10.1109/cmsp.2011.32.

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Zhou, Xiaokang, Guangyu Piao y Qun Jin. "Knowledge organization aided by eye-tracking in a social media enhanced learning environment". En 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291235.

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But, Adrian y Eniko But. "LEARNING CAM –COMPUTER AIDED MANUFACTURING –SKILLS AND COMPETENCE". En eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-167.

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The first step to achieve performance in production area, consist in providing the infrastructure. This means new Computer Numerical Control (CNC) machine-tools, strong Computer Aided Design (CAD) software’s and Computer Aided Manufacturing ( CAM) software’s. But all this, without the detailed knowledge of the machine tools, the software programming capabilities, will not achieve the expected profitability. In this paper are covered the basic steps in a computer-assisted programming CNC machine tools. It focuses how the information’s are transferred to someone who wants to learn, the way haw was checked the assimilated knowledge by the trainees. All are customized using a CAD / CAM software implemented in our university. Is underline the CAM software capabilities in educational CNC training applications with interactive communication between user and computer, with test and technical suggestions. Are treated carefully in which ways the information\\\\\\\'s are transmitted but is important too, their succession . Are highlighted the advantages of visual impact of technical processes simulation as a way to attract attention of the auditors and in the same time, to complete the technical information\\\\\\\'s who was transmitted in the training process. Was presented the CNC TRAINING CENTER from Timisoara, with his three important divisions : CAD/CAM department, CNC simulation and virtual operating area and the workshop with real CNC machine tools, lathe and milling. With all this three entities was possible to analyze and to go through each stage of the product life : design assisted by computer, computer aided manufacturing and processing on real machine tools.
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Molcho, Gila, Ronit Schneor, Yaron Zipori, Pawel Kowalsi, Berend Denkena y Moshe Shpitalni. "Computer Aided Manufacturability Analysis Closing the CAD-CAM Knowledge Gap". En ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59280.

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Due to rising demands in efficiency of design and manufacturing of industrial products, collaboration and exchange between designers and process planners is a permanent challenge. In an industrial survey carried out as part of this research, all participants emphasized the lack of collaboration and cooperation between designers and process planners. Although evolving CAD, CAM, CAPP and PLM tools provide the backbone for such cooperation and collaboration, additional structured supporting tools and processes are still required. This paper presents a holistic approach and supporting software tools for closing the knowledge gap and capitalizing on available manufacturability knowledge. Two complementary tools have been developed and implemented to ensure the efficiency and effectiveness of product and process design. The first is CAMA (Computer Aided Manufacturability Analysis), a system for capturing available “know how” and providing designers easy and effective insight regarding the manufacturability of their design. The system has been designed to facilitate upstream manufacturability validation and identification of areas of a design that are difficult, expensive or impossible to machine. The second tool is a process plan evaluator expert system tool capable of evaluating alternative process plans. The insight enabled by the evaluation is then also fed back to the designer and to CAMA, thus further initiating organizational learning.
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Viswanath, R. y Yogesh Jaluria. "Knowledge-Based Computer-Aided Design System for Ingot Casting Processes". En ASME 1990 Design Technical Conferences. American Society of Mechanical Engineers, 1990. http://dx.doi.org/10.1115/detc1990-0140.

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Abstract Thermal manufacturing processes are typically those in which a material is subjected to a temporal thermal cycle like casting, extrusion and heat treatment of metals and plastics. The complexity of the design process for all these systems stems from the need to simulate complicated heat transfer, fluid flow and phase change phenomena and couple the results with the design rules and knowledge available on the manufacturing processes to obtain satisfactory designs. In this regard, the ability of expert systems to use heuristic reasoning has proved to be a powerful tool in the computer-aided-design of thermal manufacturing systems. In this paper, the salient features of a knowledge-based system developed for the design of ingot casting process has been outlined. A Prolog based decision making front-end is interfaced with a Fortran based computational engine for rapid design. The results from the heat transfer analysis obtained from the computational module, are coupled to the evaluation module, which checks for satisfaction of the design criteria and violation of the design constraints. The decision making module uses a set of design rules to manipulate the variables until the design specifications are satisfied. Modularity and flexibility are maintained using an object-oriented format. Several interesting design acceleration features like learning from simple mathematical models and design extraction from previous designs are illustrated. The main features of this knowledge-based tool and the savings in time resulting from using these special features are discussed in detail.
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Zeng, Zhenbing, Liangyu Chen, Yuanhua Guo, Yibin Lu, Zhiqiang Wang, Fan Chen y Wenyuan Wu. "An Approach to Mathematics Knowledge Retrieval Based on Semantic Understanding for Computer Aided Learning Software". En 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.179.

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Adnan, Mohd Fahmi, Mohd Fadzil Daud y Muhammad Sukri Saud. "Contextual Knowledge in Three Dimensional Computer Aided Design (3D CAD) Modeling: A Literature Review and Conceptual Framework". En 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.41.

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Informes sobre el tema "Knowledge-aided Learning"

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova y Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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