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Artykuły w czasopismach na temat "Active learner"
Statti, Aubrey L. C. "Learner-Active Technology-Infused Classroom". International Journal of Smart Education and Urban Society 12, nr 1 (styczeń 2021): 30–44. http://dx.doi.org/10.4018/ijseus.2021010103.
Pełny tekst źródłaROSENBERG, STEVEN, MARY CLARK, JANET FILER, SUSAN HUPP i DEANA FINKLER. "Facilitating Active Learner Participation". Journal of Early Intervention 16, nr 3 (lipiec 1992): 262–74. http://dx.doi.org/10.1177/105381519201600306.
Pełny tekst źródłaWang, Zizhe, i Hailong Sun. "Teaching Active Human Learners". Proceedings of the AAAI Conference on Artificial Intelligence 35, nr 7 (18.05.2021): 5850–57. http://dx.doi.org/10.1609/aaai.v35i7.16732.
Pełny tekst źródłaTran, Alasdair, Cheng Soon Ong i Christian Wolf. "Combining active learning suggestions". PeerJ Computer Science 4 (23.07.2018): e157. http://dx.doi.org/10.7717/peerj-cs.157.
Pełny tekst źródłaNdihokubwayo, Kizito, Jean Uwamahoro i Irénée Ndayambaje. "Assessment of Rwandan physics students’ active learning environments: classroom observations". Physics Education 57, nr 4 (12.05.2022): 045027. http://dx.doi.org/10.1088/1361-6552/ac69a2.
Pełny tekst źródłaWirapatni, Anak Agung Istri Sri, P. K. Nitiasih i L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy". Journal of Education Research and Evaluation 5, nr 1 (14.01.2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.
Pełny tekst źródłaMiddleton, Andrew. "Audio Active". International Journal of Mobile and Blended Learning 3, nr 2 (kwiecień 2011): 31–42. http://dx.doi.org/10.4018/jmbl.2011040103.
Pełny tekst źródłaZhang, Qingjiu, i Shiliang Sun. "Multiple-view multiple-learner active learning". Pattern Recognition 43, nr 9 (wrzesień 2010): 3113–19. http://dx.doi.org/10.1016/j.patcog.2010.04.004.
Pełny tekst źródłaFynn, Angelo. "APPRECIATIVE INQUIRY OF A MENTORING PROGRAMME IN SOWETO". New Voices in Psychology 10, nr 1 (15.11.2017): 84–95. http://dx.doi.org/10.25159/1812-6371/3418.
Pełny tekst źródłaPatra, Dr Swarna M., Dr Karthik Shastry i . "Effective Teaching for Millennial Learner". Journal of Engineering Education Transformations 35, nr 4 (1.04.2022): 129–36. http://dx.doi.org/10.16920/jeet/2022/v35i4/22112.
Pełny tekst źródłaRozprawy doktorskie na temat "Active learner"
Krall, Joseph. "Faster Evolutionary Multi-Objective Optimization via GALE, the Geometric Active Learner". Thesis, West Virginia University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637611.
Pełny tekst źródłaGoal optimization has long been a topic of great interest in computer science. The literature contains many thousands of papers that discuss methods for the search of optimal solutions to complex problems. In the case of multi-objective optimization, such a search yields iteratively improved approximations to the Pareto frontier, i.e. the set of best solutions contained along a trade-off curve of competing objectives.
To approximate the Pareto frontier, one method that is ubiquitous throughout the field of optimization is stochastic search. Stochastic search engines explore solution spaces by randomly mutating candidate guesses to generate new solutions. This mutation policy is employed by the most commonly used tools (e.g. NSGA-II, SPEA2, etc.), with the goal of a) avoiding local optima, and b) expand upon diversity in the set of generated approximations. Such "blind" mutation policies explore many sub-optimal solutions that are discarded when better solutions are found. Hence, this approach has two problems. Firstly, stochastic search can be unnecessarily computationally expensive due to evaluating an overwhelming number of candidates. Secondly, the generated approximations to the Pareto frontier are usually very large, and can be difficult to understand.
To solve these two problems, a more-directed, less-stochastic approach than standard search tools is necessary. This thesis presents GALE (Geometric Active Learning). GALE is an active learner that finds approximations to the Pareto frontier by spectrally clustering candidates using a near-linear time recursive descent algorithm that iteratively divides candidates into halves (called leaves at the bottom level). Active learning in GALE selects a minimally most-informative subset of candidates by only evaluating the two-most different candidates during each descending split; hence, GALE only requires at most, 2Log2(N) evaluations per generation. The candidates of each leaf are thereafter non-stochastically mutated in the most promising directions along each piece. Those leafs are piece-wise approximations to the Pareto frontier.
The experiments of this thesis lead to the following conclusion: a near-linear time recursive binary division of the decision space of candidates in a multi-objective optimization algorithm can find useful directions to mutate instances and find quality solutions much faster than traditional randomization approaches. Specifically, in comparative studies with standard methods (NSGA-II and SPEA2) applied to a variety of models, GALE required orders of magnitude fewer evaluations to find solutions. As a result, GALE can perform dramatically faster than the other methods, especially for realistic models.
Orchard, Patricia. "An examination of learner-centered professional development for reluctant teachers". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4835.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.
Nicolas, Noémie. "Exploring playful annotations in interactive textbooks: Engaging the teacher and the learner in an active learning process". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21640.
Pełny tekst źródłaMcCormick, Freda Mary. "Active ageing and later life learning : a qualitative study of informal education and the engagement of the older learner". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709670.
Pełny tekst źródłaGlore, Nolan David. "Virtual Clicker - A Tool for Classroom Interaction and Assessment". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36054.
Pełny tekst źródłaMaster of Science
Lunga, Carolyne Mande. "Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020026.
Pełny tekst źródłaAlreiahi, Nadeyah. "The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education: A Case Study". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1603816370213921.
Pełny tekst źródłaPayton, Denise Murchison. "Effective Teaching in Higher Education for the 21st Century Adult Learner". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/552.
Pełny tekst źródłaNamakula, Halima. "A social realist analysis of learner agency and access to education : the case of Grade 11 learners in public secondary schools in the Makana District, Eastern Cape". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001954.
Pełny tekst źródłaCzaplinski, Iwona. "An analysis of learning networks of STEM undergraduate students to promote active learning". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/201510/1/Iwona_Czaplinski_Thesis.pdf.
Pełny tekst źródłaKsiążki na temat "Active learner"
E, Miller Douglas, red. The active learner: Successful study strategies. Wyd. 2. Los Angeles: Roxbury Pub. Co., 1996.
Znajdź pełny tekst źródłaBrown, Sallie A. The active learner: Successful study strategies. Wyd. 3. Los Angeles, Calif: Roxbury Pub. Co., 2001.
Znajdź pełny tekst źródła1959-, Shermis Michael, red. The active learner: Help your child learn by doing. Bloomington, Ind: Grayson Bernard, 1996.
Znajdź pełny tekst źródłaSensorcises: Active enrichment for the out-of-step learner. San Diego, CA: The Brain Store, 2004.
Znajdź pełny tekst źródłaWilliam, Himmele, red. Total participation techniques: Making every student an active learner. Alexandria, Va: ASCD, 2011.
Znajdź pełny tekst źródła1951-, Giddings Gene, red. Reawakening the learner: Creating learner-centric, standards-driven schools. Lanham, Md: Rowman & Littlefield Education, 2012.
Znajdź pełny tekst źródłaStudents taking charge: Inside the learner-active, technology-infused classroom. Larchmont, NY: Eye on Education, 2011.
Znajdź pełny tekst źródłaMurdoch, Kath. Creating a learner-centred primary classroom: Learner-centred strategic learning. London: Routledge, 2008.
Znajdź pełny tekst źródłaGross, Patricia A. Joint curriculum design: Facilitating learner ownership and active participation in secondary classrooms. Mahwah, N.J: L. Erlbaum Associates, 1997.
Znajdź pełny tekst źródłaCornelius-White, Jeffrey H. Learner-centered instruction: Building relationships for student success. Thousand Oaks: Sage Publications, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Active learner"
McCalla, Gordon, Julita Vassileva, Jim Greer i Susan Bull. "Active Learner Modelling". W Intelligent Tutoring Systems, 53–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45108-0_9.
Pełny tekst źródłaBudhai, Stephanie Smith, i Ke’Anna Brown Skipwith. "Online Learner Engagement". W Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies, 1–10. Wyd. 2. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003140405-1.
Pełny tekst źródłaChen, Jianhua. "A Scalable Boosting Learner for Multi-class Classification Using Adaptive Sampling". W Active Media Technology, 61–72. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09912-5_6.
Pełny tekst źródłaMačianskienė, Nemira, i Vilma Bijeikienė. "Fostering Active Learner Engagement in ESP Classes". W Key Issues in English for Specific Purposes in Higher Education, 223–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70214-8_13.
Pełny tekst źródłaColl, Richard K., Chanyah Dahsah, Sanoe Chairam i Ninna Jansoon. "Fostering Active Chemistry Learning in Thailand: Toward a Learner-Centered Student Experiences". W Learning with Understanding in the Chemistry Classroom, 305–44. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4366-3_16.
Pełny tekst źródłaDesjardins, Richard. "Acquiring Higher Levels of Education as an Adult Learner: Implications for Active Ageing". W Lifelong Learning Book Series, 177–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28227-1_12.
Pełny tekst źródłaStatti, Aubrey. "Learner-Active, Technology-Infused Classroom". W Handbook of Research on Digital Learning, 38–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch003.
Pełny tekst źródłaAbenga, Elizabeth Sarange Bosire, Elijah Owuor Okono, Mzee Awuor i Sarah Otanga. "Framework for Technology-Enriched Active Class Learning of Physics in Secondary Schools in Kenya". W Digital Solutions and the Case for Africa’s Sustainable Development, 131–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2967-6.ch009.
Pełny tekst źródła"The Challenges of Helping the Learner to Learn". W Active Learning in Secondary and College Science Classrooms, 149–56. Routledge, 2003. http://dx.doi.org/10.4324/9781410609212-24.
Pełny tekst źródła"Helping the Learner to Learn in the Student Laboratory". W Active Learning in Secondary and College Science Classrooms, 103–10. Routledge, 2003. http://dx.doi.org/10.4324/9781410609212-17.
Pełny tekst źródłaStreszczenia konferencji na temat "Active learner"
S. McCully, Mary. "Promise and Reality of Practiced Distributed Education (DE) Faculty Perspective". W 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2531.
Pełny tekst źródłaSzilagyi, Ioan, i Ioan Roxin. "Learner Ontology for the Active Semantic Learning System". W 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.162.
Pełny tekst źródłaGoeau, Herve, Olivier Buisson i Marie-Luce Viaud. "Image collection structuring based on evidential active learner". W 2008 International Workshop on Content-Based Multimedia Indexing. IEEE, 2008. http://dx.doi.org/10.1109/cbmi.2008.4564973.
Pełny tekst źródłaCouperthwaite, John. "CAPTURING ACTIVE LEARNING: NEW OPPORTUNITIES TO ENHANCE LEARNER ENGAGEMENT". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0385.
Pełny tekst źródłaHartley, R. "Active multimodal presentations (AMPs), instructional designs and learner autonomy". W Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.38.
Pełny tekst źródłaYu, Mei, Ian R. Grosse, Beverly Woolf i Mike Lindenmuth. "UMASST: A New Teaching Tool for Stress State Transformation". W ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/cie-48202.
Pełny tekst źródłaSyakdiyah, Aminatul, Fitri Nurmahmudah i Wiwik Wijayanti. "Active Learner Strategies in Era of Disruption: a Literature Review". W Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconprocs-19.2019.34.
Pełny tekst źródłaM. Bahgat, Mohamed, Ashraf Elsafty i Ashraf Shaarawy. "Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development". W International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6204.
Pełny tekst źródłaGĂRI NEGUȚ, Oana. "MAGIC AND SOCIETY: HARRY POTTER’S EFFECT ON READING THROUGH THE EMPOWERMENT OF LEARNERS AND OF EDUCATORS". W Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/03.02.
Pełny tekst źródłaSousa, Arthur F. M., Ricardo B. C. Prudencio, Carlos Soares i Teresa B. Ludermir. "Active selection of training instances for a random forest meta-learner". W 2013 International Joint Conference on Neural Networks (IJCNN 2013 - Dallas). IEEE, 2013. http://dx.doi.org/10.1109/ijcnn.2013.6706798.
Pełny tekst źródłaRaporty organizacyjne na temat "Active learner"
Yarotski, Dmitry Anatolievitch. Laser Incident Lessons Learned and Action List. Office of Scientific and Technical Information (OSTI), luty 2016. http://dx.doi.org/10.2172/1239898.
Pełny tekst źródłaCadiero Kaplan, Karen, Magaly Lavadenz i Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.
Pełny tekst źródłaTomick, John J., i Robert A. Morris. EAF Transition Workshop: After Action Report, Lessons Learned and Recommendations. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1999. http://dx.doi.org/10.21236/ada363388.
Pełny tekst źródłaArmas, Elvira, Magaly Lavadenz i Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.
Pełny tekst źródłaPautz Stephenson, Stefani, Rebecca Banks i Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, czerwiec 2022. http://dx.doi.org/10.51388/20.500.12265/158.
Pełny tekst źródłaArmas, Elvira, Gisela O'Brien, Magaly Lavadenz i Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Pełny tekst źródłaMills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke i Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, grudzień 2021. http://dx.doi.org/10.51388/20.500.12265/138.
Pełny tekst źródłaCho, Emily EunYoung, Karen Austrian i Isabel Vieitez Martínez. From Data to Action: Partnering with Governments on Evidence to Support Adolescents During the COVID-19 Pandemic. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1072.
Pełny tekst źródłaNemer, Leda, Winfrida Mayilla, Kathrin Demmler, Laura Platenkamp i Sharelle Polack. Nutrition governance in Tanzania. Lessons Learnt from Implementing the National Multisectoral Nutrition Action Plan (NMNAP). Global Alliance for Improved Nutrition (GAIN), maj 2020. http://dx.doi.org/10.36072/wp.5.
Pełny tekst źródłaFeeny, Emma. From Early Warning to Early Action in Somalia: What can we learn to support early action to mitigate humanitarian crises? Oxfam, październik 2017. http://dx.doi.org/10.21201/2017.0834.
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