Gotowe bibliografie tematyczne / Integrated learning

Gotowa bibliografia na temat „Integrated learning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Integrated learning"

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Peile, Ed. "Integrated learning". BMJ 332, nr 7536 (2.02.2006): 278. http://dx.doi.org/10.1136/bmj.332.7536.278.

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Tritton, Thomas R. "Integrated Learning". Annals of the New York Academy of Sciences 935, nr 1 (25.01.2006): 266–74. http://dx.doi.org/10.1111/j.1749-6632.2001.tb03487.x.

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Xakimov, Muxammadali, i Sabrina Maffei. "Integrated learning technology". ACADEMICIA: An International Multidisciplinary Research Journal 12, nr 4 (2022): 704–8. http://dx.doi.org/10.5958/2249-7137.2022.00340.8.

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Jumaevich, Gofirov Muzaffar. "Integrated learning concept". ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, nr 1 (2021): 1188–91. http://dx.doi.org/10.5958/2249-7137.2021.00171.3.

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Kondziolka, Douglas, Anthony L. Asher, Gerald E. Rodts i Nathan R. Selden. "Integrated Medical Learning". Neurosurgery 62, nr 6 (czerwiec 2008): 1400–1401. http://dx.doi.org/10.1227/01.neu.0000333457.37142.5b.

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Christian-Carter, Judith. "Integrated e-learning". British Journal of Educational Technology 36, nr 4 (lipiec 2005): 698–99. http://dx.doi.org/10.1111/j.1467-8535.2005.00547_6.x.

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Lyckhage, Elisabeth Dahlborg, i Sandra Pennbrant. "Work-Integrated Learning". Advances in Nursing Science 37, nr 1 (2014): 61–69. http://dx.doi.org/10.1097/ans.0000000000000018.

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Mills, Steven C. "Integrated learning systems". TechTrends 39, nr 1 (styczeń 1994): 27–28. http://dx.doi.org/10.1007/bf02763871.

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Nevid, Jeffrey S., i Alexander J. Gordon. "Integrated Learning Systems". Teaching of Psychology 45, nr 4 (2.09.2018): 340–45. http://dx.doi.org/10.1177/0098628318796920.

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The present study hypothesized that requiring use of an integrated learning system (ILS) would yield a learning benefit in a classroom situation. Two sections of an introductory psychology course taught by the same instructor and using the same text and exams differed with respect to whether online quizzing and concept mastery exercises in an ILS were required or optional. Students in the ILS-required section received substantial course credit for achieving a criterion of 100% correct on each online quiz, with unlimited retakes, and mastery of 25 key concepts per chapter. Results showed better exam performance for the ILS-required class across items keyed to different levels in Bloom’s taxonomy. Students in the ILS-optional class failed to use these online resources consistently, suggesting that graded incentives may be needed to justify their use in classroom situations.
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Muhammad Hasan Basari, Engkus Kuswarno, Hanafiah i Achmad Mudrikah. "INTEGRATED LEARNING at SMA TERPADU DARUSSALAM RAJAPOLAH TASIKMALAYA". IJGIE (International Journal of Graduate of Islamic Education) 3, nr 1 (16.03.2022): 31–52. http://dx.doi.org/10.37567/ijgie.v3i1.1005.

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The purpose of this study was to obtain an overview, knowledge and describe about integrated learning in a pesantren-based school at SMA Terpadu Darussalam Rajapolah Tasikmalaya. The main result of this research is that integrated learning in a pesantren-based school at SMA Terpadu Darussalam Rajapolah Tasikmalaya uses an integrated one-lesson learning model that stands alone and integrates with the integrated curriculum, twenty-four hour parenting and learning time in the lesson schedule. The conclusion is that integrated learning in pesantren-based schools at SMA Terpadu Darussalam Rajapolah Tasikmalaya uses an integrated one-lesson learning model that stands alone and integrates with integrated curriculum, twenty-four hour parenting and learning time in the lesson schedule. Integrated learning emphasizes the integration of general learning which refers to the 2013 curriculum by integrating the salafi pesantren curriculum and KMI Gontor. Supported by an integrated 24-hour upbringing of students in Islamic boarding schools and schools, integration of learning hours, educators and integration of learning materials to foster the noble character of students.
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Rozprawy doktorskie na temat "Integrated learning"

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Skaresund, Robert. "Work Integrated Learning : crossing Boundaries". Thesis, University West, Department of Nursing, Health and Culture, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2687.

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Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program.


För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.

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Smith, Natalie L., Amanda E. Greene i Charles Jones. "Work-Based Integrated Learning Workshop". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4949.

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Casey, M. C. "Integrated learning in multi-net systems". Thesis, University of Surrey, 2004. http://epubs.surrey.ac.uk/3040/.

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Specific types of multi-net neural computing systems can give improved generalisation performance over single network solutions. In single-net systems learning is one way in which good generalisation can be achieved, where a number of neurons are combined through a process of collaboration. In this thesis we examine collaboration in multi-net systems through in-situ learning. Here we explore how generalisation can be improved through learning in the components and their combination at the same time. To achieve this we present a formal way in which multi-net systems can be described in an attempt to provide a method with which the general properties of multi-net systems can be explored. We then explore two novel learning algorithms for multi-net systems that exploit in-situ learning, evaluating them in comparison with multi-net and single-net solutions. Last, we simulate two cognitive processes with in-situ learning to examine the interaction between different numerical abilities in multi-net systems. Using single-net simulations of subitization and counting we build a multi-net simulation of quantification. Similarly, we combine single-net simulations of the fact retrieval and ‘count all’ addition strategies into a multi-net simulation of addition. Our results are encouraging, with improved generalisation performance obtained on benchmark problems, and the interaction of strategies with in-situ learning used to describe well known numerical ability phenomena. This learning through interaction in connectionist simulations we call integrated learning.
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Robertson, Laura, D. Lee, Alissa A. Lange, Ryan A. Nivens i Jamie Price. "Integrated STEM Learning for Elementary Students". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5925.

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We are a collaborative group of K-5 teachers, pre-service teachers, and higher education faculty. In our session we will share our work to design integrated STEM learning units aligned to Tennessee's elementary math and science standards. We will discuss strategies for planning integrated STEM learning as well as use a station format to model interactive, hands-on learning activities. Special emphasis will be placed on math and science standards that may be challenging for teachers.
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Jing, Yushi. "Learning an integrated hybrid image retrieval system". Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43746.

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Current Web image search engines, such as Google or Bing Images, adopt a hybrid search approach in which a text-based query (e.g. "apple") is used to retrieve a set of relevant images, which are then refined by the user (e.g. by re-ranking the retrieved images based on similarity to a selected example). This approach makes it possible to use both text information (e.g. the initial query) and image features (e.g. as part of the refinement stage) to identify images which are relevant to the user. One limitation of these current systems is that text and image features are treated as independent components and are often used in a decoupled manner. This work proposes to develop an integrated hybrid search method which leverages the synergies between text and image features. Recently, there has been tremendous progress in the computer vision community in learning models of visual concepts from collections of example images. While impressive performance has been achieved on standardized data sets, scaling these methods so that they are capable of working at web scale remains a significant challenge. This work will develop approaches to visual modeling that can be scaled to address the task of retrieving billions of images on the Web. Specifically, we propose to address two research issues related to integrated text- and image-based retrieval. First, we will explore whether models of visual concepts which are learned from collections of web images can be utilized to improve the image ranking associated with a text-based query. Second, we will investigate the hypothesis that the click-patterns associated with standard web image search engines can be utilized to learn query-specific image similarity measures that support improved query-refinement performance. We will evaluate our research by constructing a prototype integrated hybrid retrieval system based on the data from 300K real-world image queries. We will conduct user-studies to evaluate the effectiveness of our learned similarity measures and quantify the benefit of our method in real world search tasks such as target search.
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Peker, Ender. "Campus As An Integrated Learning Environment: Learning In Campus Open Spaces". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612496/index.pdf.

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Recent researches on campus learning environments present that there is a seeking for alternative learning spaces among students. Researches argue that more learning is taking place outside of class time than ever before. With an increased emphasis on collaboration and group projects, students are learning in small groups outside of the classrooms as they accomplish work related to their courses. Literature defines these experiences as &lsquo
informal learning&rsquo
. Therewithal, campus open spaces are one of the major areas where students prefer for their informal learning experiences. This thesis aims to search the influence of campus open space design on students&rsquo
learning experiences. Additionally, it argues that there is a strong relation between the learning and the space where learning action occurs. In doing this, it both covers a theoretical framework and a case study. Within the theoretical part, it discusses various learning theories with respect to the prominent principles for each theory. It reveals learning space design indicators which affects learning both in indoor and outdoor learning environments. In the case study, with the analysis of different sample areas from METU campus, the study both investigates the learning experiences actualized on campus open spaces and the triggering design indicators which enhance these experiences.
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Gerber, Karin. "Optimising the work integrated learning of student nurses". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7721.

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According to the Council on Higher Education (CHE, 2011:78) the term Work Integrated Learning (WIL) refers to an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. The CHE (2011:4) further describes WIL as an approach to career-focussed education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualifications. WIL forms part of many training programmes for professions across the globe and is considered an important aspect of preparing the trainee or student to integrate theoretical learning into the clinical environment in which he or she will be building his or her career. WIL is considered crucial for the development of professional attributes and competencies needed to perform duties within the chosen profession once the trainee is qualified. Health care professions across the world employ WIL in clinical areas as an integral part of their curricula and nursing specifically is one of the health care professions that utilise a large component of WIL for clinical development of the student nurses. In South Africa, student nurses are currently placed in a variety of clinical settings in order to obtain the required and regulated clinical experience that work integrated learning should offer them. However, anecdotal evidence indicated that student nurses from the various Nursing Education Institutions in Nelson Mandela Bay experienced difficulty in finding adequate opportunities to develop their newly acquired skills when in the clinical areas and reported great difficulties in achieving their WIL outcomes. The aim of this study was to explore and describe the student nurses’ experiences of work integrated learning in various clinical areas in the Nelson Mandela Bay. This study followed a qualitative, exploratory, descriptive and contextual design with two phases. Thirty-five student nurses in their third and fourth-year were purposely sampled. In phase one data was collected using two steps, where the first step comprised using naïve sketches. During the second step interviews were done by means of focus groups using semi-structured questions and responsive interviewing. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. In phase two recommendations for nurse educators to optimise WIL were formulated. The following three themes and related sub-themes emerged from the analysis: 1) Student nurses experienced a multitude of challenges in the clinical placement areas (CPA) and at the nursing education institution (NEI) that negatively impact on their morale and hinder WIL, namely lack of resources, unsupportive learning environments, a lack of belonging and workplace violence. 2) Positive experiences resulted in motivated and enthusiastic students, namely being inspired by role models, enhanced learning when support was offered and personal growth. 3) Students offered recommendations for enabling their WIL, namely adequate mentoring and clinical support, adequate financial support related to WIL and adjusting the nursing programmes to better incorporate the students’ needs. Relevant literature and recommendations offered by the student nurses were used to formulate recommendations with action steps for nurse educators to optimise work integrated learning of student nurses.
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Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.

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Lourenço, Fábio André Ferreira Borges. "Integrated learning and development environment for mobile applications". Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16946.

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Mestrado em Engenharia Electrónica e Telecomunicações
Esta dissertação contribuiu para o desenvolvimento de uma ferramenta didática estruturada que integrasse informação de qualidade já existente sobre Sistemas de Informação Web, proveniente de fontes devidamente credenciadas, disponibilizando-a ao público-alvo (alunos de engenharia fora da área das tecnologias da informação e comunicação), indicando e ajudando a encontrar o melhor caminho a seguir nessa aprendizagem. A ferramenta didática encontra-se atualmente em três formatos diferentes – Website que utiliza um software de Sistema de Gestão de Conteúdos, aplicação móvel Android e documento de texto – tentando assim abranger o maior número de indivíduos dentro do público-alvo. A ferramenta didática encontra-se orientada para a autoaprendizagem devidamente estruturada. Aborda os fundamentos teóricos principais sobre os Sistemas de Informação Web: conceitos, definições, arquitetura e as suas camadas, componentes de construção (bases de dados, Web Services, interface com o utilizador nos formatos de aplicação móvel Android e Website). Disponibiliza receitas para casos de uso prático que são expansíveis a diversas áreas, como, por exemplo, o desenvolvimento de um sistema que faz uso de um servidor LAMP, no qual existem serviços RESTful que fornecem a informação presente numa base de dados para ser acedida numa aplicação móvel Android. A ferramenta não se encontra ainda testada e validada na comunidade estudantil, mas as primeiras impressões são muito promissoras.
This dissertation has contributed to develop a structured didactic tool that integrates existing quality information on Web Information Systems, from properly accredited sources, making it available to the target audience (engineering students outside the area of information and communication technologies), indicating and helping them to find the best course of action in this learning process. The didactic tool can be currently found in three different formats – Website that uses a Content Management System software, Android mobile application and text document – thus attempting to reach the largest number of individuals within the target audience. The didactic tool is oriented to properly structured self-learning. It discusses the main theoretical foundations on Web Information Systems: concepts, definitions, architecture and its layers, building components (databases, Web Services, user interface in Android mobile application and Website formats). Provides recipes for cases of practical use that are expandable to different areas, for example, the development of a system that makes use of a LAMP server, in which there are RESTful services that provide the information stored in a database to be accessed in an Android mobile application. The tool has not been yet tested and validated in the student community, but first impressions are very promising.
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Trevino-Anderson, Monika Raquel. "Mastery of sixth grade TEKS objectives through integrated learning". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1413.

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The purpose of this study was to assess learning in sixth grade students’ by gain scores in science and mathematics while participating in the integrative curriculum modules developed by the Partnership for Environmental Education and Rural Health (PEER) Program. The PEER Program is a collaboration between the College of Education and Applied Sciences, and the College of Veterinary Medicine at Texas A&M University. Two Integrated Curricular Modules provided the experimental treatment in this study. The alliance of the PEER Program and Texas A&M University has developed a middle school integrated curriculum based on sixth grade mathematics, science, English, reading and social studies TEKS (Texas Essential Knowledge and Skills)-based objectives. This multimedia curriculum incorporates the five disciplines into an adventure narrative featuring characters similar in dynamics to its targeted population, with problem-solving activities aimed to spark learning interests of students and emphasize skill development. Integrated learning allows students an alternative method to traditional or conventional ways of learning by conceptualizing the subject matter into more than one medium. Selected students who participated in this study were pre-tested with Texas Assessment of Knowledge and Skills (TAKS)-related instrumentation based on TEKS objectives. Their scores were recorded and some students were then selected to participate as the treatment group where they were taught the PEER Program’s integrated curriculum, patterned to correspond to TEKS’ objectives. Post-tests were administered to both groups, and gain scores were collected to evaluate and determine if there was evidence that the PEER Program was successful in improving the mastery of the TEKS objectives in mathematics and science. Results varied in this study with findings that supported the notions that the integrated PEER experimental modules had a positive, negative, and no effect on the experimental populations compared to the control, or untreated population. It is inconclusive to whether the integrated modules were effective in raising and improving test scores based on the preparatory curriculum. Inconsistencies in the results from this study imply that further research is needed.
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Książki na temat "Integrated learning"

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Rezaei, Nima, red. Integrated Education and Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15963-3.

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Ruiz de Zarobe, Yolanda, i Rosa María Jiménez Catalán, red. Content and Language Integrated Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675.

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D, Yawkey Thomas, red. Integrated learning activities for young children. Boston: Allyn and Bacon, 1990.

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Coyle, Do. CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press, 2010.

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Coyle, Do. CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press, 2010.

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Sutherland, Philippa. The management of integrated learning resources. Brighton: Council of Polytechnic Librarians, 1992.

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R, Anderson John. Learning and memory: An integrated approach. Chichester: Wiley, 1995.

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Classroom connections: Strategies for integrated learning. Armadale, Vic: Eleanor Curtain Pub., 1998.

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1951-, Hood Philip, i Marsh David 1956-, red. CLIL: Content and language integrated learning. New York: Cambridge University Press, 2010.

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Learning and memory: An integrated approach. New York: Wiley, 1995.

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Części książek na temat "Integrated learning"

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Kuno, Hiroyuki. "Integrated learning". W Educational Progressivism, Cultural Encounters and Reform in Japan, 29–40. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315666198-3.

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Crogman, Horace, i Maury Jackson. "Unshackling Learning". W Integrated Science, 255–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15963-3_15.

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Lindstaedt, Stefanie, i Claudia Thurner-Scheuerer. "Integrated Learning Systems". W Encyclopedia of the Sciences of Learning, 1588–91. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_843.

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Schwartau, Janin, i Detlef Hunsdiek. "Business Integrated Learning". W Strategisches Management von Personalrisiken, 175–93. Wiesbaden: Gabler, 2009. http://dx.doi.org/10.1007/978-3-8349-8526-2_10.

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Lennon, Jennifer A. "Integrated Learning Environments". W Hypermedia Systems and Applications, 173–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60759-2_10.

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Plaza, E., A. Aamodt, A. Ram, W. Velde i M. Someren. "Integrated learning architectures". W Machine Learning: ECML-93, 427–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-56602-3_162.

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Rezaei, Nima, Amene Saghazadeh, Abdurrahman Abdurrahman, Alessandro Ciasullo, Alexander Liaptsev, Brian Lighthill, Delfín Ortega-Sánchez i in. "Integrated Education and Learning 2050". W Integrated Science, 489–507. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15963-3_26.

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Rezaei, Nima, i Amene Saghazadeh. "Introduction to Integrated Education and Learning". W Integrated Science, 1–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15963-3_1.

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Antoniadis, Georges, Sylviane Granger, Olivier Kraif, Claude Ponton, Julia Medori i Virginie Zampa. "Integrated Digital Language Learning". W Technology-Enhanced Learning, 89–103. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9827-7_6.

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Marlow, Annette, Cassandra Saunders i Carey Mather. "Evaluating work-integrated learning". W Advances in Research, Theory and Practice in Work-Integrated Learning, 121–30. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003021049-14.

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Streszczenia konferencji na temat "Integrated learning"

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Li, Changlin, i Kebao Wu. "Integrated E-Learning". W 2009 International Conference on E-Business and Information System Security (EBISS). IEEE, 2009. http://dx.doi.org/10.1109/ebiss.2009.5138005.

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Guerrero, Urbano Ameth. "INTEGRATED LEARNING SCENARIOS". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1305.

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Dony, R. D., i S. Haykin. "Optimally integrated adaptive learning". W Proceedings of ICASSP '93. IEEE, 1993. http://dx.doi.org/10.1109/icassp.1993.319192.

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Ahmadi, Ahmad. "WORK-INTEGRATED LEARNING AND EMPLOYABILITY. A DIFFERENT PERSPECTIVE ON WORK-INTEGRATED LEARNING". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0095.

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Wang, Zi, Lorry Chang, Feifan Wang, Tiantian Li i Tingyi Gu. "Machine Learning with Integrated Metasystem". W CLEO: Science and Innovations. Washington, D.C.: OSA, 2020. http://dx.doi.org/10.1364/cleo_si.2020.sf2o.8.

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Carmichael, Gail, Christine Jordan, Andrea Ross i Alison Evans Adnani. "Curriculum-Aligned Work-Integrated Learning". W SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159543.

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Yuliani, Sri, i Dicki Hartanto. "Integrated E-Learning Implementation at University Learning Process". W The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009390604580464.

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Thomas, Aditya V., i Arun K. Tangirala. "Integrated Set-Point Learning for Iterative Learning Control". W 2019 58th Annual Conference of the Society of Instrument and Control Engineers of Japan (SICE). IEEE, 2019. http://dx.doi.org/10.23919/sice.2019.8859895.

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Gurbutt, Dawne, i Paul Milne. "TRANSFORMATIONAL LEARNING: INTEGRATED EDUCATION FOR INTEGRATED CARE AND SERVICES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0177.

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Bernhardsson, Lennarth, Livia Norström i Mikael Andersson. "WORK INTEGRATED LEARNING AND WORK INTEGRATED EDUCATION: A STUDY ON LEARNING PROCESSES AND LEARNING METHODS FOR WORKING LIFE". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1135.

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Raporty organizacyjne na temat "Integrated learning"

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Bhanu, Bir. Learning Integrated Visual Database for Image Exploitation. Fort Belvoir, VA: Defense Technical Information Center, listopad 2002. http://dx.doi.org/10.21236/ada413389.

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

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Boyd, Zachary M., i Joanne Roth Wendelberger. An Integrated Approach to Parameter Learning in Infinite-Dimensional Space. Office of Scientific and Technical Information (OSTI), wrzesień 2017. http://dx.doi.org/10.2172/1392846.

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Marshall, Sandra P. Schemas in Problem Solving: An Integrated Model of Learning, Memory, and Instruction. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1992. http://dx.doi.org/10.21236/ada246882.

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Marshall, Sandra P. Schemas in Problem Solving: An Integrated Model of Learning, Memory, and Instruction. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1992. http://dx.doi.org/10.21236/ada247058.

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Marshall, Sandra P. Schemas in Problem Solving: An Integrated Model of Memory, Learning, and Instruction. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1991. http://dx.doi.org/10.21236/ada235561.

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Lee, Adrienne Y. Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2007. http://dx.doi.org/10.21236/ada463181.

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Merzlykin, Olexandr, i Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], maj 2018. http://dx.doi.org/10.31812/123456789/2897.

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Streszczenie:
Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies’ implementation in secondary schools.
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Shen, Chaopeng, Forrest Hoffman i Chonggang Xu. Integrated parameter and process learning for hydrologic and biogeochemical modules in Earth System Models. Office of Scientific and Technical Information (OSTI), kwiecień 2021. http://dx.doi.org/10.2172/1769724.

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Dwivedi, Dipankar, Grey Nearing, Hoshin Gupta, Alden Sampson, Laura Condon, Benjamin Ruddell, Daniel Klotz i in. Knowledge-Guided Machine Learning (KGML) Platform to Predict Integrated Water Cycle and Associated extremes. Office of Scientific and Technical Information (OSTI), kwiecień 2021. http://dx.doi.org/10.2172/1769733.

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