Дисертації з теми "Action Model Learning"
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1
Foster, Allison A. "Educational Design and Implementation of a Blended Active Learning Instructional Model for Undergraduate Gross Anatomy Education: A Multi-Modal Action Research Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156594215554831.
2
Webb, Nicholas. "Imitation learning : does children's imitation model preference vary across different action types? /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19752.pdf.
3
Whitbeck, Barbara Ann. "Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2095.
Анотація:
Although learning organization theory evolved in corporate settings, literature suggests that the theory has much to offer human service organizations. This dissertation examines the implementation of a modified learning organization model in three small field offices of a publicly-funded vocational rehabilitation organization in the Pacific Northwest, at a time when the organization was negotiating financial cutbacks and organizational changes. The model - known as Strengths in Action - was based on Senge's five learning organization disciplines, and informed by organizational culture theory. In each participating office, all staff worked together to set a goal, make a plan, and achieve the goal.
This dissertation covers the implementation of the modified learning organization model; the factors that facilitated and impeded the model's implementation; the model's impact on participating offices' climate and culture; and the similarities and differences among participating offices. This primarily qualitative study utilized mixed methods: observations, interviews, and an online survey.
Implementation of the model resulted in individual and team learning, better staff communication, more productive teamwork, stronger staff relationships, stronger office/community partner relationships, and improved office morale. This study shows that such a model can be effective in a human service setting, moving workgroups away from a mode of individual workers reactively handling individual cases, and toward a mode of proactive collective problem-solving. It also provides strong evidence that a learning organization model, implemented during a period of resource retrenchment, can produce substantial benefits for small workgroups within human service organizations, even when the model is not disseminated organization-wide.
4
Stoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.
Анотація:
Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action.Ph. D.
5
Van, der Voort Geoffrey Hermanus. "An action learning model to assist circuit teams to support school management teams towards whole-school development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016065.
Анотація:
This research study took as its point of departure the general state of underperformance of the majority of schools in South Africa. A review of the literature uncovered evidence that suggested that the state of school management in the majority of schools was in disarray. The problem was compounded by the poor quality and haphazard nature of support that District and Circuit Officials of the Education Department rendered to schools. I therefore saw the need to conduct a scientific investigation into how Circuit Teams could be assisted to support School Management Teams towards whole-school development. Against this background, I formulated the following primary research question to guide the study: “How can Circuit Teams effectively support School Management Teams of underperforming schools towards whole-school development?” The following secondary research questions arose out of this to provide further direction to the study: How can Circuit Teams assist School Management Teams to develop and implement their respective School Improvement Plans? How can Circuit Teams be assisted to develop, implement and monitor their Circuit Improvement Plans? What recommendations can be made to improve service delivery to the schools?. The primary aim of the research was therefore to design an action learning model that would enable Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development. A qualitative research approach was adopted for this study, as it best suited the purpose of the research, and the philosophical assumptions of the researcher. In addition, I drew on a constructivist-interpretative and a critical theory paradigm to guide the design. I chose action research as the specific methodology for the study as, in line with critical theory it aims to empower people to facilitate social change and improvement at a local level. Purposive sampling was used to select four underperforming high schools in the same township within the Cape Town Metro, belonging to the same education Circuit and District Office to participate in the research. In addition, the members of the Circuit Team that serviced these schools were also brought on board as participants. In total, 40 people participated in the research: 4 members from the Circuit Team, 4 Principals, 8 Deputy Principals and 24 Heads of Department. Data were generated in the period January to June 2012 using structured, semi-structured and unstructured interviews, participant observation, and document analysis. Data were analysed by following the eight steps for analysing qualitative data identified by Tesch. An Action Research cycle consisting of the following five steps was followed with participants during the fieldwork, viz.: Identification of the problem; Designing the action plan; Implementing the action plan; Evaluating the action, and Reflection and lessons learnt. Two Action Research cycles emerged from the fieldwork. The first cycle dealt with assisting the schools and Circuit Team to construct their improvement plans. The main findings from this cycle were (1) that the Circuit Team did not function as a team, due to the autocratic management style of the Circuit Team Manager, and the plan of action to address the underperforming schools was not developed in a participative manner. In addition, the Circuit Team had no Circuit Improvement Plan in place with which to support the schools. (2) The schools did not receive the required support to prepare their School Improvement Plans, and although they were able to articulate their areas of support needed, none of them undertook the process of School Self-Evaluation and therefore did not have School Improvement Plans in place. The second action r esearch cycle dealt with the support that schools needed from the other pillars of the District Office to implement their intervention plans. Three themes emerged from this action research cycle: (1) The School Management Teams required capacitybuilding to manage their schools effectively, (2) teachers needed support to implement the curriculum, and (3) learners required assistance to achieve better results. As the outcome of the research, a spiral model consisting of three distinctive phases, each having several loops that describe the particular action that Circuit Teams and School Management Teams have to undertake was developed as the ultimate outcome of the research. The structure of the model was explained, and explicit guidelines for operationalizing it in practice were provided. Based on the findings and the construction of the model, a number of recommendations were put forward to guide future research and practice in the area of Circuit Team support to nderperforming schools. In conclusion, this research study contributed to the body of knowledge by exploring, investigating and describing the working relationship between Circuit Teams and School Management Teams, which until now has not been adequately covered in the existing literature and research. The study culminated in a theoretical model which can be used to improve this relationship permitting Circuit Teams to better support School Management Teams towards whole-school development. The action research design also allowed a more participative and democratic relationship to develop between the Circuit Team and the School Management Teams of the four schools, which is also an innovative idea considering the traditional hierarchic and autocratic approach which has been the norm in the past. Hopefully the findings of this study will encourage the emergence of democratic partnerships between Departmental officials and school management, leading to the empowerment and transformation of school management.
6
Mahembe, Bright. "The development and empirical evaluation of an extended learning potential structural model." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86456.
Анотація:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: In South Africa, selection from a diverse population poses a formidable challenge. The challenge lies in subgroup difference in the performance criterion. Protected group members perform systematically lower on the criterion due to systematic, group-related differences in learning and job competency potential latent variables required to succeed in learning and on the job. These subgroup differences are attributable to the unequal development and distribution of intellectual capital across racial-ethnic subgroups due to systemic historical disadvantagement. This scenario has made it difficult for organisations in South Africa to meet equity targets when selecting applicants from a diverse group representative of the South African population, while at the same time maintaining production and efficiency targets. Therefore there is an urgent need for affirmative development. Ensuring that those admitted to affirmative development interventions successfully develop the job competency potential and job competencies required to succeed on the job requires that the appropriate people are selected into these interventions. Selection into affirmative development opportunities represents an attempt to improve the level of Learning performance during evaluation of learners admitted to affirmative development opportunities. A valid understanding of the identity of the determinants of learning performance in conjunction with a valid understanding of how they combine to determine the level of learning performance achieved should allow the valid prediction of Learning performance during evaluation. The primary objective of the present study was to integrate and elaborate the De Goede (2007) and the Burger (2012) learning potential models in a manner that circumvents the problems and shortcomings of these models by developing an extended explanatory learning performance structural model that explicates additional cognitive and non-cognitive learning competency potential latent variables that affect learning performance and that describes the manner in which these latent variables combine to affect learning performance. A total of 213 participants took part in the study. The sample was predominantly made up of students from previously disadvantaged groups on the extended degree programme of a university in the Western Cape Province of South Africa. The proposed De Goede – Burger – Mahembe Learning Potential Structural Model was tested via structural equation modeling after performing item and dimensional analyses. Item and dimensional analyses were performed to identify poor items and ensure uni-dimensionality. Uni-dimensionality is a requirement for item parcel creation. Item parcels were used due to sample size restrictions. The fit of the measurement and structural models can generally be regarded as reasonable and both models showed close fit. Significant relationships were found between: Information processing capacity and Learning Performance during evaluation; Self-leadership and Motivation to learn; Motivation to learn and Time-engaged-on-task; Self efficacy and Self-leadership; Knowledge about cognition and Regulation of cognition; Regulation of cognition and Time-cognitively-engaged; Learning goal orientation and Motivation to learn; Openness to experience and Learning goal orientation. Support was not found for the relationships between Conscientiousness and Time-cognitively-engaged, as well as between Time-cognitively-engaged and Learning performance. The hypothesised moderating effect of Prior learning on the relationship between Abstract reasoning capacity and Learning performance during evaluation was not supported. The statistical power of the test of close fit for the comprehensive LISREL model was examined. The discriminant validity of the item parcels were ascertained. The limitations of the research and suggestions for future studies have been highlighted. The results of the present study provide some important insights for educators and training and development specialists on how to identify potential students and talent for affirmative development in organisations in South Africa.
7
Byadarhaly, Kiran. "A Neuro-dynamical model of Synergistic Motor Control." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384426521.
8
Nyame-Asiamah, Frank. "The deferred model of reality for designing and evaluating organisational learning processes : a critical ethnographic case study of Komfo Anokye teaching hospital, Ghana." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7582.
Анотація:
The study proposed an evidence-based framework for designing and evaluating organisational learning and knowledge management processes to support continuously improving intentions of organisations such as hospitals. It demarcates the extant approaches to organisational learning including supporting technology into ‘rationalist’ and ‘emergent’ schools which utilise the dichotomy between the traditional healthcare managers’ roles and clinicians’ roles, and maintains that they are exclusively inadequate to accomplish transformative growth intentions, such as continuously improving patient care. The possibility of balancing the two schools for effective organisational learning design is not straightforward, and fails; because the balanced-view school is theoretically orientated and lack practical design to resolve power tensions entrenched in organisational structures. Prior attempts to address the organisational learning and knowledge management design and evaluation problematics in actuality have situated in the interpretivist traditions, only focusing on explanations of meanings. Critically, this is uncritical of power relations and orthodox practices. The theory of deferred action is applied in the context of critical research methods and methodology to expose the motivations behind the established organisational learning and knowledge management practices of Komfo Anokye Teaching Hospital (KATH) which assumed rationality design conceptions. Ethnographic data was obtained and interpreted with combined critical hermeneutics and narrative analyses to question the extent of healthcare learning and knowledge management systems failures and unveil the unheard voices as force for change. The study makes many contributions to knowledge but the key ones are: (i) Practically, the participants accepted the study as a catalyst for (re)-designing healthcare learning and knowledge management systems to typify the acceptance of the theory of deferred action in practice; (ii) theoretically, the cohered emergent transformation (CET) model was developed from the theory of deferred action and validated with empirical data to explain how to plan strategically to achieve transformative growth objectives; and (iii) methodologically, the sense-making of the ethnographic data was explored with the combined critical hermeneutics and critical narrative analyses, the data interpretation lens from the critical theory and qualitative pluralism positions, to elucidate how the unheard emergent voices could bring change to the existing KATH learning and knowledge management processes for improved patient care.
9
Vellala, Abhinay. "Genre-based Video Clustering using Deep Learning : By Extraction feature using Object Detection and Action Recognition." Thesis, Linköpings universitet, Statistik och maskininlärning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176942.
Анотація:
Social media has become an integral part of the Internet. There have been users across the world sharing content like images, texts, videos, and so on. There is a huge amount of data being generated and it has become a challenge to the social media platforms to group the content for further usage like recommending a video. Especially, grouping videos based on similarity requires extracting features. This thesis investigates potential approaches to extract features that can help in determining the similarity between videos. Features of given videos are extracted using Object Detection and Action Recognition. Bag-of-features representation is used to build the vocabulary of all the features and transform data that can be useful in clustering videos. Probabilistic model-based clustering, Multinomial Mixture model is used to determine the underlying clusters within the data by maximizing the expected log-likelihood and estimating the parameters of data as well as probabilities of clusters. Analysis of clusters is done to understand the genre based on dominant actions and objects. Bayesian Information Criterion(BIC) and Akaike Information Criterion(AIC) are used to determine the optimal number of clusters within the given videos. AIC/BIC scores achieved minimum scores at 32 clusters which are chosen to be the optimal number of clusters. The data is labeled with the genres and Logistic regression is performed to check the cluster performance on test data and has achieved 96% accuracy
10
Nivens, Ryan Andrew. "Moving from Student Teaching to a Residency Model: Tennessee's Ready 2 Teach Initiative in Action." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/232.
Анотація:
Tennessee’s Ready2Teach initiative, a statewide teacher education reform, will be discussed with a description of its enactment at one regional university. Discussion will focus on how to utilize 300 hours of co-teaching in addition to student teaching.
11
Yarana, Chanida. "The development of an instructional intervention for auditing learning : evidence from Thailand." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/ba61b48d-f9ac-47b9-9f91-c5b5c7d59b67.
Анотація:
The changes in economy in addition to globalisation have impacted upon the audit profession. After the economic crisis in the 2000s, the audit profession was deemed to be a cause of the corporate collapse due to unethical behaviour of auditors. This issue also impacts upon auditing instruction worldwide, including Thailand where political and economic crises along with corruption issues have become significant and urgent problems in the Thai society. There has been a high scrutiny on capabilities, competence and ethics of auditors from the public and other stakeholders, whereas there is scant evidence to show whether Thai educators take action on enhancing holistic attributes of their auditing students, in particular, ethical sensitivity of the students. Thereby, Thailand needs to reform the quality of audit education in order to serve qualified graduate students to the business environment. This thesis developed a set of reflective case studies as an instructional intervention for auditing learning. It aims to enhance professional knowledge, skills and ethics of auditing students in Thailand. Four learning theories comprising Transformative Learning Theory (TLT), Experiential Learning Theory (ELT), Reflective Learning Theory (RLT) and Project-based Learning Theory (PLT) were applied as the theoretical framework. In addition, this thesis applied concepts of qualitative and action research together with the ADDIE instructional development as the practical framework for the development of an instructional intervention. There were five phases of the ADDIE model: Analyse, Design, Develop, Implement and Evaluate applied to organise the empirical work. Two empirical fieldworks were conducted within university settings in Thailand. The first fieldwork complied with the analysing phase of the ADDIE model exploring current practice and problems of audit instruction in Thailand in order to identify performance gap of the audit education. Semi-structured interviews were conducted in 11 universities with 34 participants who were audit lecturers and students in five regions throughout the country. The results showed that in general, audit instructors in Thailand mostly applied traditional teaching methods. However, there were problems of audit instruction comprising inappropriate learning strategies of the students, lack of staff and learning resources, deficiencies of knowledge and skills of audit students and lack of ethical awareness of the students. Significantly, the participants required case studies in Thai context as a learning tool to enhance the knowledge, skills and ethics of Thai auditing students. These elements were determined as performance gap which was required to improve. In response to the results of the first empirical fieldwork, the thesis applied the design and development phases of the ADDIE model to develop a set of reflective case studies for auditing students. A framework for the development of case studies derived from other professional education such as law, medicine, nursing and engineering where such real-life case studies have been successfully used to enhance ethical sensitivity of students. Additionally, concepts of reflective writing and audit working paper were applied in the cases studies. Other instruments such as guidance for lecturers and students were also developed for Thai auditing students. All instructional resources were validated by experts. The final version was refined and approved before the implementation. The second empirical fieldwork complied with the implement and evaluate phases of the ADDIE model. An experiment conducted with 77 auditing students in Naresuan University, Phitsanulok, Thailand. In addition, there were 15 participants who voluntarily participated in the reflective writing activity and the focus group interview. The results revealed that before the cases’ implementation, students had negative views on auditing learning. However, during and after the implementation, students had reformed their way of learning, attitudes towards auditing learning and ethical sensitivity.
12
Burns, Heather L. "Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
Анотація:
Postsecondary teaching and learning must be reoriented to equip learners with the knowledge, skills, and values they will need for creating a more sustainable world. This action research study examined the effects of implementing the Bums model of sustainability pedagogy in university courses taught by the researcher. This model is comprised of five key dimensions: (1 )Content; (2)Perspectives; (3)Process; (4)Context; and (5)Design. The Burns model of sustainability pedagogy seeks to: (1) increase learners' systemic understanding of complex sustainability issues (Content); (2) provide learners with opportunities to think critically about dominant paradigms, practices and power relationships and consider complex ecological and social issues from diverse perspectives (Perspectives); (3) enhance learners' civic responsibility and intentions to work toward sustainability through active participation and experience (Process); (4) increase learners' understanding of and connection with the geographical place and the community in which they live (Context); and (5) utilize an ecological course design to create transformative learning (Design). This pedagogical model reflects education as sustainability, a transformative learning process through which learners' values and perspectives change so that they are able to embrace sustainability and take action for change.
Findings revealed that through the use of sustainability themes, students came to understand sustainability Content concretely, personally, and multidimensionally. Students understood multiple Perspectives and power relationships through experiential learning, through relationships with one another, by hopeful examples, and by learning to think critically. Due to a participatory and experiential learning Process, students expressed intentions to buy locally and to act directly for sustainable change. Through a focus on Context, students experienced stronger connections to their local community. A self-reflective teaching process and relational learning was important to the Design of a transformational learning process. The results show that the Burns model of sustainability pedagogy can be adapted to university courses in various disciplines.
This study contributes to the field of sustainability education by providing an example ofan effective model for teaching sustainability at the university level. In order to prepare diverse learners for leadership roles in a sustainable world, attention must be focused on integrating transformative sustainability pedagogy throughout postsecondary education.
13
Babb, Jeffry. "TOWARDS A REFLECTIVE-AGILE LEARNING MODEL AND METHOD IN THE CASE OF SMALL-SHOP SOFTWARE DEVELOPMENT: EVIDENCE FROM AN ACTION RESEARCH STUDY." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1763.
Анотація:
The ascension and use of agile and lightweight software development methods have challenged extant software design and development paradigms; this is especially notable in the case of small-team and small-shop software development. In this dissertation, a Reflective-Agile Learning Method and Methodology (RALMM) for small-shop software development, is proposed to enhance communication and learning in the use of agile methods. The purpose of the inquiry in this dissertation pertains to: the nature of the professional practice of small team software development; the implications of the epistemology of Reflective Practice has for the professional practice of small-team software development; and whether the introduction of Reflective Practice to an extant agile methodology improves process, productivity and professional confidence for a small development team. This dissertation uses Dialogical Action Research (Mårtensson and Lee 2004), or Dialogical AR, a qualitative and interpretive research approach, to iteratively develop and refine the Reflective-Agile Learning Model and Method (RALMM). The proposed model and method also considers Hazzan and Tomayko’s (2002, 2004, and 2005) synthesis of Schön’s (1983, 1987) Reflective Practice and Extreme Programming (XP). RALMM is shaped by Argyris and Schön’s theories of practice (1974) and Organizational Learning (1978, 1996) and Schön’s ancillary work on generative metaphor (1979) and frames (Schön et al. 1994). The RALMM artifact was developed in a Dialogical AR Partnership using Lee’s (2007) framework for synthesizing design science and action research. The development and use of RALMM facilitated theorizing on the role of Reflective Practice in the successful use of agile methods. To assist in interpretation and analysis, the data collected during Dialogical AR cycles are analyzed using Strauss and Corbin’s (1998) Grounded Theory as a mode of analysis to guide in the coding and analysis of qualitative evidence from the research. As a result of this research, RALMM improved the practitioners’ processes and productivity. Furthermore, RALMM helped to establish, formalize and reinforce a team learning system for the continued development of the practitioners’ professional repertoire. Additionally, the iterative development of RALMM provides a basis for theorizing on Reflective Practice as an epistemology, paradigm, metaphor and frame of reference for the professional practice of small-shop software development.
14
Du, Plessis Linda Alida. "'n Onderrigmodel vir die aanwending van tegnologie by die implementering van aksieleer in die vak inligtingstelsels / Linda Alida du Plessis." Thesis, Potchefstroom University for Christian Higher Education, 2002. http://hdl.handle.net/10394/9095.
Анотація:
In this study, the integration of technology in education and the application of action learning as a teaching strategy, are investigated through a literature study and with empirical research. The purpose is to develop a teaching model wherein technology can be effectively incorporated for the offering of the subject Information Systems (IS). The study also focuses on the nature and scope of the subject Information Systems, as well as the status concerning the subject Information Systems at Technikons in South Africa. Knowledge regarding technology quickly becomes obsolete and therefore IS-learners should have the means and skills to keep abreast of advances in technology. IS-learners not only need subject oriented knowledge, but also personal skills that are known as critical cross field outcomes in the new educational paradigm. The establishment of the National Qualification framework, led to an academic initiative that is based on transparent national standards and clear descriptions of learning outcomes. For higher education institutions in South Africa the implication was that all curricula of subjects, including Information Systems, had to be rewritten in terms of outcomes. Specialisation is essential for the Information System qualification, as it became apparent that information system applications and demands from industry are becoming specialised. In 1999 the IS-qualification was adjusted to provide for specialisation areas at Technikons in South Africa. Action learning integrates the theories and characteristics of several disciplines, amongst others, education, psychology, systems thinking, political science, ethics, anthropology and sociology. During the process of action learning, knowledge must be constructed by asking questions, processing information and applying the newly acquired knowledge. Links must be established between new knowledge and pre-knowledge. Action learning attempts to integrate the elements of
knowledge, insight and practice, and states that there can be no learning without action and that no purposeful action can take place without learning, while the solving of a problem influences both the problem and the person that acts on the problem. Action learning satisfies all the requirements needed to address the knowledge, values, skills and behaviour that IS-learners should adhere to. Action learning stimulates the development of cognitive skills that are essential for the training ofiS-learners. The different types of information systems that are found in organisations are not isolated systems, but rather integrated systems that collaborate in order to support a business function. IS-learners should not only understand the development, but also the integration and implementation of these systems. From this it becomes apparent that action learning is a suitable teaching strategy for IS-learners. The classification of educational technology as well as a framework for the implementation thereof, is discussed in the study. According to the literature study and from results obtained from the empirical research, a teaching model is proposed that consists of the following three components: • Determinants that influence the teaching and learning scenario. These determinants include the National Qualification framework industry; technology infrastructure; institutional policy and outcomes based education. • The didactic triangle, in which the distinct roles of the learners (that can act as facilitators during action learning) and educators are discussed, as well as the outcomes for the subject Information Systems. • Action learning and the utilisation of technology as the teaching strategy within the proposed model. The proposed action learning and technology teaching model promotes a learner-centred approach and focuses on learning outcomes, rather than learning contents. The proposed model empowers learners as well as educators and makes provision for the use of technology within the financial constraints of institutions.Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
15
Masood, Syed Zain. "A Study of Localization and Latency Reduction for Action Recognition." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5426.
Анотація:
The success of recognizing periodic actions in single-person-simple-background datasets, such as Weizmann and KTH, has created a need for more complex datasets to push the performance of action recognition systems. In this work, we create a new synthetic action dataset and use it to highlight weaknesses in current recognition systems. Experiments show that introducing background complexity to action video sequences causes a significant degradation in recognition performance. Moreover, this degradation cannot be fixed by fine-tuning system parameters or by selecting better feature points. Instead, we show that the problem lies in the spatio-temporal cuboid volume extracted from the interest point locations. Having identified the problem, we show how improved results can be achieved by simple modifications to the cuboids. For the above method however, one requires near-perfect localization of the action within a video sequence. To achieve this objective, we present a two stage weakly supervised probabilistic model for simultaneous localization and recognition of actions in videos. Different from previous approaches, our method is novel in that it (1) eliminates the need for manual annotations for the training procedure and (2) does not require any human detection or tracking in the classification stage. The first stage of our framework is a probabilistic action localization model which extracts the most promising sub-windows in a video sequence where an action can take place. We use a non-linear classifier in the second stage of our framework for the final classification task. We show the effectiveness of our proposed model on two well known real-world datasets: UCF Sports and UCF11 datasets. Another application of the weakly supervised probablistic model proposed above is in the gaming environment. An important aspect in designing interactive, action-based interfaces is reliably recognizing actions with minimal latency. High latency causes the system's feedback to lag behind and thus significantly degrade the interactivity of the user experience. With slight modification to the weakly supervised probablistic model we proposed for action localization, we show how it can be used for reducing latency when recognizing actions in Human Computer Interaction (HCI) environments. This latency-aware learning formulation trains a logistic regression-based classifier that automatically determines distinctive canonical poses from the data and uses these to robustly recognize actions in the presence of ambiguous poses. We introduce a novel (publicly released) dataset for the purpose of our experiments. Comparisons of our method against both a Bag of Words and a Conditional Random Field (CRF) classifier show improved recognition performance for both pre-segmented and online classification tasks.Ph.D.
Doctorate
Computer Science
Engineering and Computer Science
Computer Science
16
Grechuta, Klaudia. "Grounding body ownership and language in action: evidence from healthy and damaged brains." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667128.
Анотація:
Contrary to the classical theory of mind, largely inspired by dualism, the theoretical framework of embodiment emphasizes the constitutive role of the body in the process of cognition. This view also referred to as the sensorimotor approach has been supported by a number of clinical and empirical studies suggesting that at the basis of both lower-level processes and higher-level functions is the coupling between the body, brain, and environment through action. Critically, these results challenge the traditional theories which view both the experience of the body and the conceptualization of the world through language as isolated and decoupled from action. These two abilities, in turn, seem functionally grounded in experience and essential to successfully act in the world by defining the boundaries of an embodied self, on the one hand, and enabling verbal communication, on the other. In an interdisciplinary effort which integrates methods such as bodily illusions and clinical trials, this dissertation comprises a series of experiments which aim at advancing our knowledge about the principles of body ownership and language (re)learning grounded in sensorimotor interactions of an individual with the world. In the first part of the dissertation, we present a set of four behavioral experiments that extend the classical multisensory theory of body ownership (i.e., based on the Rubber Hand Illusion). This approach indeed only accounts for externally-generated stimuli (i.e., tactile strokes) and neglects the integration of the efferent signals which are necessarily present during goal-oriented behavior. To bridge this gap, we asked whether body ownership is coupled to the motor system such that it depends on the congruency of sensory consequences of goal-oriented actions. Our results suggest that the mechanisms which underlie body ownership go beyond the mere integration of passively received multi-sensory signals and support the role of action, goals, and environment in building the minimal representation of the embodied self. In the second part of the dissertation, we tested the premises of the embodiment thesis in the context of language (re)learning. In particular, we designed a virtual reality-based contextualized multimodal therapy for the rehabilitation of language in post-stroke patients with nonfluent aphasia which capitalizes on the sensory-motor grounding of linguistic functions predicted by the empirical framework of embodiment. We tested, in a longitudinal clinical trial, the benefits of this approach compared to the standard therapy and showed that behaviorally relevant training of language in the context of action indeed promotes the recovery and retention of linguistic functions. Moreover, we demonstrated that the sensorimotor cueing embedded in our approach facilitates word retrieval. Altogether, the results of this dissertation contribute to the understanding of how both lower- and higher-level cognitive functions, such as body-ownership and language, are tightly coupled to the motor system, goals at hand, and the dynamics of the surrounding environment. These findings can contribute to the basic research as well as applied sciences with an emphasis on learning and rehabilitation.Contràriament a la teoria clàssica de la ment fonamentalment inspirada pel dualisme, el marc teòric d'"embodiment" emfatitza el rol constitutiu del cos en els processos cognitius. Aquesta perspectiva, també referida com a aproximació sensoriomotora, ha rebut suport per part de nombrosos estudis empírics, suggerint que a la base dels processos cognitius tant de baix com d'alt nivell s'hi situa la interacció entre el cos, el cervell i l'entorn, mitjançant l'acció. Críticament, aquests resultats desafien les teories tradicionals sobre la mateixa experiència del cos com a procés de baix nivell, així com les aproximacions a l'adquisició del llenguatge com a procés d'alt nivell. Ambdues funcions, alhora, semblen essencials per, d'una banda, poder actuar al món satisfactòriament, definint el mínim sentit de "self", i d'altra banda, per habilitar la comunicació verbal. En un esforç interdisciplinari que integra mètodes tals com il·lusions corporals i assajos clínics aleatoritzats, aquesta dissertació es presenta com a una sèrie d'experiments amb l'objectiu de millorar el nostre coneixement sobre els principis de "body ownership" i del (re)aprenentatge del llenguatge basats en les interaccions sensoriomotores d'un invididu amb el món. Amb aquesta finalitat, en un conjunt de quatre experiments de comportament amb persones sanes, hem intentat estendre la teoria clàssica multisensorial de "body ownership", la qual es basa en paradigmes que no tenen en compte la integració de cap senyal eferent. Específicament, hem provat si el "body ownership" interacciona amb el sistema motor en el sentit de si depèn de senyals sensorials (incloent-hi les externes al cos) pertanyents a una tasca orientada a objectius. En un estudi posterior, vam posar a prova les nocions de connectivitat, espai peripersonal, i plausibilitat física com a condicions necessàries per "body ownership" en el context de l'acció. Finalment, ens vam preguntar quin és el rol del model intern que tenim de l'entorn en l'experiència del "self". Paral·lelament, inspirats per descobriments recents, vam posar a prova les premisses de la tesi d'"embodiment" en el context de (re)aprenentatge del llenguatge. En particular, vam dissenyar una teràpia comportamental, orientada a objectius, i multimodal, per pacients amb afàsia no fluent. Vam provar si aquesta aproximació és beneficiosa per a la recuperació i retenció de les funcions de llenguatge, en comparació amb la teràpia estàndard basada en la visió proposicional. Conjuntament, els nostres resultats contribueixen a l'enteniment de com processos de baix nivell, com l'experiència que el cos ens pertany, i les funcions cognitives de baix nivell, com el (re)aprenentatge del llenguatge, estan íntimament lligats al sistema motor, els objectius, i les dinàmiques de l'entorn. Més enllà de la seva rellevància per a la recerca en neurociència, aquests resultats poden tenir aplicacions en l'àmbit de la rehabilitació de desordres del "body-self" i del llenguatge.
17
Fivaz, Francina Magdalena. "Facilitating a co-constructed learning environment for caregivers in social gerontology : applying the 'Ripples on a pond' model / Magdel Fivaz." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4355.
18
Cass, Susan B. "A journey along the road to "Model 2" : an in-depth study of one practitioner's experience in learning the diagnostic skills of action science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/MQ40161.pdf.
19
Pajany, Peroumal. "AI Transformative Influence: Extending the TRAM to Management Student's AI’s Machine Learning Adoption." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1623093426530669.
20
Al-Hojailan, Mohammed Ibrahim A. "The effectiveness of the social network in higher education in Saudi Arabia : action research to develop an e-learning conceptual model based on blog tools." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/9505.
Анотація:
During the last two decades, there has been great interest in integrating computers and technology in higher education. Currently web tool services for learning have attracted researchers in the field of education technology to integrate eLearning within the learning environment. In particular, the Internet has become an increasingly important and novel feature of the modern learning environment. Amongst the innovations, a certain tool has become extremely popular worldwide. It is known as web 2.0. It is a read/write web. Blogs (web logs) are one its fastest growing features. The researcher investigated the exciting prospect of developing an eLearning environment by utilizing and applying effective blogs. To date there has been little use of blogs as online tools in higher education, especially in Saudi Arabia. This study concerned the disclosure of more understanding of the use of web 2.0 applications in higher education in Saudi universities. The first purpose of this study was to develop an eLearning model for web 2.0. Its second purpose was to examine learners' perceptions and attitudes toward web 2.0 applications, i.e. blog tools by exploring the relationship between learners' attitudes toward blog tool instructions and factors identified as potentially influencing these attitudes. This research adopted an approach based on an interpretive philosophical paradigm accompanied by a qualitative methodology coupled with action research methods. Learning theories were considered as a theoretical framework. The learning theories considered was Behaviorism, Cognitive and Constructivism with Bloom's Taxonomy and Boud's Model. Data was collected qualitatively and analyzed thematically. Triangulation was conducted upon the outcomes of the questionnaires, interviews, observations and blog content analysis. This research made four main contributions. First, it identified the factors that influenced learner acceptance for the use of blog tools in higher education. Second, it investigated the relationship between learners' attitudes and their acceptance of the utilization of blog tools within their learning environment. Third, it responded to calls from the literature review to investigate blog utilization by conducting an in-depth investigation that utilized qualitative methodology with action research. Lastly, it provided further insight and a better understanding of blog usage with respect to structured/ unstructured learning environments.
21
Concilio, Vicente. "BadenBaden. Modelo de ação e encenação em processo com a peça didática de Bertolt Brecht." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/27/27155/tde-23082013-110650/.
Анотація:
A presente pesquisa investiga o conceito de modelo de ação, um dos elementos que configuram a proposta de Bertolt Brecht para o exercício com suas peças didáticas. Para isso, em um primeiro capítulo, são contextualizados os aspectos que fundamentam essa proposta por meio de uma análise da situação em que tais ideias foram elaboradas. No capítulo seguinte, analisa-se com maior detalhamento as considerações do dramaturgo alemão referentes ao conceito de modelo de ação. Ainda neste capítulo, um experimento denominado Sete vezes Sr. Schmitt é abordado como possibilidade na prática com a peça didática. Por fim, no terceiro capítulo, descreve-se e examina-se os procedimentos artísticos e a encenação intitulada BadenBaden, tanto nos âmbitos das premissas que embasaram esse trabalho quanto nas repercussões desse processo para os artistas envolvidos. Dessa forma, especula-se acerca dos vínculos entre a proposta brechtiana das peças didáticas e a prática de encenação contemporânea, no campo da Pedagogia do Teatro.The current research aims at investigating the concept of action model, one of the elements that constitutes Bertolt Brecht\'s proposal for the exercise with his own learning plays. In the first chapter, the founding aspects of his proposal are contextualized through an analysis of the context in which those ideas were conceived. The next chapter analyzes with more specific details the German dramaturge\'s considerations referring to the concept of action model; in the same chapter, the experiment called \"Seven times Mr. Schmitt\" is described as a possibility in the practice with the learning play. Finally, in the third chapter, the artistic procedures are described and analyzed, and the staging entitled BadenBaden, both in the premises that justify this research, as well as the repercussion of this process for the artists involved. Thus, the connections between Brecht\'s proposal for the learning plays and the contemporary staging practice are evaluated, in the context of the Theater Pedagogy.
22
Ma, Zhongmin. "Android Application Install-time Permission Validation and Run-time Malicious Pattern Detection." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/25238.
Анотація:
The open source structure of Android applications introduces security vulnerabilities that
can be readily exploited by third-party applications. We address certain vulnerabilities at
both installation and runtime using machine learning. Effective classification techniques
with neural networks can be used to verify the application categories on installation. We
devise a novel application category verification methodology that involves machine learning
the application permissions and estimating the likelihoods of different categories. To detect
malicious patterns in runtime, we present a Hidden Markov Model (HMM) method to analyze
the activity usage by tracking Intent log information. After applying our technique to nearly
1,700 popular third-party Android applications and malware, we report that a major portion
of the category declarations were judged correctly. This demonstrates the effectiveness of
neural network decision engines in validating Android application categories. The approach,
using HMM to analyze the Intent log for the detection of malicious runtime behavior, is new.
The test results show promise with a limited input dataset (69.7% accuracy). To improve
the performance, further work will be carried out to: increase the dataset size by adding
game applications, to optimize Baum-Welch algorithm parameters, and to balance the size
of the Intent sequence. To better emulate the participant's usage, some popular applications
can be selected in advance, and the remainder can be randomly chosen.Master of Science
23
Catalá, Bolós Alejandro. "AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces." Doctoral thesis, Universitat Politècnica de València, 2012. http://hdl.handle.net/10251/16695.
Анотація:
La creatividad es una habilidad de especial interés para el desarrollo humano
dado que es una de las dimensiones que permite al individuo y en última
instancia a la sociedad enfrentarse a nuevos problemas y retos de forma
satisfactoria. Además de entender la creatividad como una serie de factores
relativos al individuo creativo, debe tenerse en cuenta que el grado de
motivación intrínseca, el entorno y otros factores sociales pueden tener un
efecto relevante sobre el desarrollo de esta importante habilidad, por lo que
resulta de interés explorarla en el contexto de utilización de tecnologías de la
información.
En particular, dado que los procesos comunicativos, el intercambio de ideas y
la interacción colaborativa entre individuos son un pilar fundamental en los
procesos creativos, y también que en gran medida todas ellas son características
mayormente facilitadas por las mesas interactivas, una de las principales
contribuciones de esta tesis consiste precisamente en la exploración de la
idoneidad de las superficies interactivas en tareas creativas colaborativas de
construcción en estudiantes adolescentes. Partiendo del estudio realizado, que
aporta evidencia empírica acerca de la adecuación de las superficies interactivas
como tecnología de potencial para el fomento de la creatividad, esta tesis
presenta AGORAS: un middleware para la construcción de ecosistemas de
juegos 2D para mesas interactivas, y cuya idea final es entender actividades de
aprendizaje más enriquecedoras como aquellas que permiten la propia creación
de juegos y su posterior consumo.
En el contexto de esta tesis también se ha desarrollado un toolkit básico para
construcción de interfaces de usuario para superficies interactivas, se ha
desarrollado un modelo de ecosistema basado en entidades que son simulables
de acuerdo a leyes físicas; y se ha dotado al modelo de aproximación basada en
reglas de comportamiento enriquecidas con expresiones dataflows y de su
correspondiente editor para superficies.Catalá Bolós, A. (2012). AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/16695
Palancia
24
Kalinga, Ellen. "Development of an Interactive e-Learning Management System (e-LMS) for Tanzanian Secondary Schools." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00404.
Анотація:
e-learning, as defined to be the use of information and communications technology (ICT) for supporting the educational processes, has motivated Tanzania to apply ICT in its education system. Tanzania secondary schools in rural areas are geographically and socially isolated. Rural Tanzania secondary schools face a number of problems including ways in getting learning materials, as well as inadequacy in qualified teachers. The impact of these problems is poor performance in National Examinations. This poor performance however is highly noted in science and mathematics subjects. The problem in getting learning materials can be reduced by employing ICT in secondary school education system. This research develops an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. The research is aiming to support teaching and learning functions by allowing creation and storage of learning materials, making them available, easily accessed and sharable among students from different secondary schools in Tanzania in a more organized way. Tanzania has only one curriculum for all secondary schools registered under the Ministry of Education and Vocational Training (MoEVT). During development stage it will not be easy to involve all scattered Tanzanian secondary schools. The research is focusing to two selected pilot schools; Kibaha secondary school and Wali-ul-Asr girls’ seminary in Kibaha town, Pwani region. Features of the e-LMS will represent the standard form of any other secondary school registered by the MoEVT. The complete implementation of the e-LMS to these selected pilot schools will later be extended to all other secondary schools in Tanzania. The development uses Object-Oriented System Analysis and Design (OOSAD) approach along with the power of modeling as it has been emphasized by Model Driven Architecture (MDA). Unified Modeling Language (UML) is mainly used in both cases. To create an interoperable system, UML is integrated with extensible markup language (XML) during model transformation from e-LMS Platform Independent Model (PIM) to e-LMS Platform Specific Model (PSM). Development will make use of open source software. For context specific development, participatory action research methodology is adopted and the inputs are well presented in developing e-LMS. Customization of open source learning management system (LMS) platforms is employed to help generate a timely solution to e-LMS development. Finally, this thesis also considers the need for replication and mirroring of the database for the purpose of making learning materials highly available to end-users.
25
Nekkar, François. "L'action ludique dans les pratiques d'enseignement ? : le cas de la description d'images en cours de français au collège." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0446.
Анотація:
Le jeu fait partie de l’éducation de l’enfant depuis toujours, et bien que les activités ludique et d’apprentissage aient des fins éloignées (le plaisir pour l’un, le savoir pour l’autre), nous montrons des conditions de possibilités pour qu’une activité d’apprentissage scolaire rencontre une activité ludique. Pour ce faire, notre méthodologie, fondée sur l’action didactique conjointe, met en perspective l’apprentissage pendant le jeu : un élève de 5e décrit une image cachée aux autres élèves qui la dessinent pour la deviner ; c’est le but du jeu et le but de l’enseignement-apprentissage. À partir de ce double enjeu ludique/apprentissage, nous modélisons des conditions de possibilités pour qu’une activité d’enseignement-apprentissage de savoirs soit ludique, ce qui abonde dans le sens d’un espace potentiel de développement-apprentissage du jeu en contexte scolairePlay has always been part of the education of the child, and although play and learning activities have far-reaching aims (pleasure for one, knowledge for the other), we show possibilities for a school learning activity to be playful. To do this, our methodology, based on the didactic joint action concept, put in perspective the learning during the game : a pupil of 5th class describes a hidden image to the other pupils who draw it to guess it ; that is the goal of the game and the purpose of teaching-learning. Starting from this double play / learning issue, we model some conditions of possibilities for a teaching-learning knowledge activity to be playful, which abounds in the sense of a potential space of development-learning of the game in school context
26
Costa, Hawbertt Rocha [UNESP]. "Investigando a produção de significados sobre os números quânticos, as formas dos orbitais e as transições eletrônicas do modelo quântico por meio das ferramentas socioculturais." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143051.
Анотація:
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Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico do Maranhão (FAPEMA)
Os conceitos referentes à mecânica quântica são de suma importância para o estudo da estrutura do átomo, possuindo grande relevância para a Química, que tem por base o estudo da matéria e de seus constituintes. A investigação desses conceitos e de como eles são estruturados pelo estudante de Química têm adquirido relevância nas pesquisas de ensino de Química, sobretudo pelas dificuldades de aprendizagem dos entes submicroscópicos em relação aos macroscópicos concernentes à mecânica clássica. Esta pesquisa buscou analisar como ocorreu a produção de significados dos estudantes de Química no estudo dos conceitos derivados do modelo atômico atual, em especial os números quânticos, formas dos orbitais e transições eletrônicas, observando os níveis de domínio e apropriação destes. A investigação foi realizada durante uma sequência didática organizada por uma entrevista efetuada com o professor responsável pela disciplina de Química Geral II da Universidade Federal do Maranhão, onde a pesquisa ocorreu. Para a coleta de dados, utilizou-se a captura de tela, imagem e áudio dos alunos, por meio do software Camtasia®, além de gravações de áudios, entrevistas semiestruturadas, exercícios e os registros de conversas de um grupo criado na rede social WhatsApp®.A estruturação dos dados teve por base o modelo topológico de ensino, que permitiu orientar as análises. A análise ocorreu a partir da interação dos alunos e o modo como produziram os significados dos conceitos, sendo dividida em três momentos: mapa de aulas, mapa de categorias e microanálise. Identificamos que os conceitos são produzidos por livres associações de aulas anteriores e a partir das ideias inseridas nos Objetos de Aprendizagem, além disso, o discurso de autoridade influenciou a produção de significados durante as interações comunicativas. Na maioria das atividades, os alunos apresentaram domínio sobre os conceitos focos da pesquisa, organizando-os em alguns momentos de forma confusa, principalmente por meio da escrita. Apenas um aluno orientou suas ideias em direção à apropriação dos conceitos, porém não foi possível analisar os níveis de apropriação nessa etapa.
The concepts related to Quantum Mechanics are important for the study of atomic structure, having great relevance to Chemistry, which is based on the study of matter and its constituents. The investigation of how students learned these concepts has gained importance in the scientific literature, and many studies are directed about the difficulties related to the obstacle concerning the submicroscopic world and Classical Mechanics. This research aimed to analyze how production of meanings of Chemistry students in the study of concepts derived from current atomic model, especially the quantum numbers, shapes of orbitals and electronic transitions, observing levels of mastery and appropriation of it. The study was carried out during a teaching sequence organized on an interview conducted with the teacher of General Chemistry II of the Federal University of Maranhão, where the research took place. For data collection, screen capture, image and voice of the students through the Camtasia® software, and audio recordings, semi-structured interviews, exercises and conversations recorded in a group created on WhatsApp®, a social network . Data organization was based on the topological model of teaching that guided the process. The analysis occurred by the interaction of students and how they produced the meanings of concepts, being divided into three stages: classes map, categories map and microanalysis. We identified concepts produced by free associations of the previous classes and from the ideas embedded on the Learning Objects, moreover, the authority discourse influenced the production of meanings during communicative interactions. Most of activities, students showed mastery of the focus concepts of this research organizing then confusingly, mainly through writing. Only one student guided his ideas toward the appropriation of concepts, however, it was not possible to analyze the appropriation levels at this stage.
FAPEMA: 01770/12
27
Farmer, Christine N. "Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436285167.
28
Grand, Maxence. "Apprentissage de Modèle d'Actions basé sur l'Induction Grammaticale Régulière pour la Planification en Intelligence Artificielle." Electronic Thesis or Diss., Université Grenoble Alpes, 2022. http://www.theses.fr/2022GRALM044.
Анотація:
Le domaine de l’intelligence artificielle vise à concevoir des agents autonomes capables de percevoir, d’apprendre et d’agir sans aucune intervention humaine pour accomplir des tâches complexes. Pour accomplir des tâches complexes, l’agent autonome doit planifier les meilleures actions possibles et les exécuter. Pour ce faire, l’agent autonome a besoin d’un modèle d’action. Un modèle d’action est une représentation sémantique des actions qu’il peut exécuter. Dans un modèle d’actions, une action est représentée à l’aide (1) d’une précondition: l’ensemble des conditions qui doivent être satisfaites pour que l’action puisse être exécutée et (2) des effets: l’ensemble des propriétés du monde qui vont être modifiées par l’exécution de l’action. La planification STRIPS est une méthode classique pour concevoir ces modèles d’actions. Cependant, les modèles d’actions STRIPS sont généralement trop restrictifs pour être utilisés dans des applications réelles. Il existe d’autres forme de modèles d’actions: les modèles d’actions temporels permettant de représenter des actions pouvant être exécutées en concurrence, les modèles d’actions HTN permettant de représenter les actions sous formes de tâches et de sous tâches, etc. Ces modèles sont moins restrictifs, mais moins les modèles sont restrictifs plus ils sont difficiles à concevoir. Dans cette thèse, nous nous intéressons aux méthodes facilitant l’acquisition de ces modèles d’actions basées sur les techniques d’apprentissage automatique.Dans cette thèse, nous présentons AMLSI (Action Model Learning with State machine Interaction), une approche d’apprentissage de modèles d’actions basée sur l’induction grammaticale régulière. Dans un premier temps nous montrerons que l’approche AMLSI permet d’apprendre des modèles d’actions STRIPS. Nous montrerons les différentes propriétés de l’approche prouvant son efficacité: robustesse, convergence, requiert peu de données d’apprentissage, qualité des modèles appris. Dans un second temps, nous proposerons deux extensions pour l’apprentissage de modèles d’actions temporels et de modèles d’actions HTNThe field of artificial intelligence aims to design and build autonomous agents able to perceive, learn and act without any human intervention to perform complex tasks. To perform complex tasks, the autonomous agent must plan the best possible actions and execute them. To do this, the autonomous agent needs an action model. An action model is a semantic representation of the actions it can execute. In an action model, an action is represented using (1) a precondition: the set of conditions that must be satisfied for the action to be executed and (2) the effects: the set of properties of the world that will be altered by the execution of the action. STRIPS planning is a classical method to design these action models. However, STRIPS action models are generally too restrictive to be used in real-world applications. There are other forms of action models: temporal action models allowing to represent actions that can be executed concurrently, HTN action models allowing to represent actions as tasks and subtasks, etc. These models are less restrictive, but the less restrictive the models are the more difficult they are to design. In this thesis, we are interested in approaches facilitating the acquisition of these action models based on machine learning techniques.In this thesis, we present AMLSI (Action Model Learning with State machine Interaction), an approach for action model learning based on Regular Grammatical Induction. First, we show that the AMLSI approach allows to learn (STRIPS) action models. We will show the different properties of the approach proving its efficiency: robustness, convergence, require few learning data, quality of the learned models. In a second step, we propose two extensions for temporal action model learning and HTN action model learning
29
Masamba, Lulendo Mpanda Val. "La contribution de la relation d’accompagnement pour l’apprentissage de la convention d’affaires inhérente a l’organisation impulsée : une recherche-action au sein de l’incubateur I&Fentrepreneuriat en République Démocratique du Congo." Thesis, Bordeaux 4, 2013. http://www.theses.fr/2013BOR40022/document.
Анотація:
Les travaux ayant utilisé la théorie de la connaissance créative (Nonaka et Takeuchi,1997 ; Nonaka et al, 2001) dans un contexte d’émergence organisationnelle sontrares, notamment dans le contexte d’accompagnement par incubation. La thèses’appuie sur ce corpus théorique pour apprécier les capacités d’apprentissage d’uneméthode d’accompagnement mobilisant le modèle GRP (Génération, Rémunérationet Partage de la valeur) de Verstraete et Jouison-Laffitte (2009). Il s’agit, à la fois, derelever le contenu des apprentissages et de comprendre comment cesapprentissages se forment, se cumulent et se traduisent en compétencesentrepreneuriales. Pour ce faire, le cadre opératoire déploie une recherche-actionpragmatiste auprès de quatre cas de porteurs de projet accompagnés parl’incubateur congolais I&FentrepreneuriatVery little current literature has used the theory of creative knowledge (Nonaka andTakeuchi, 1997 ; Nonaka and al one, 2001) in the context of organizationalemergence, and what is more, in the context of support for business incubation. Noresearch either has understood through the business convention deploying the GRPmodel (Generation, Compensation and value sharing) (Verstraete et Jouison-Lafitte,2009). It is not just a question of highlighting the learning content, but also have aclose look at how these learning processes are formed, accumulated and lead toentrepreneurial skills (meaning). In so doing, the methodology deploys pragmatistresearch action with four cases of project holders supported by the Congoleseincubator I & F entrepreneurship
30
Grip, Jesper. "Metaanalys av förslag på åtgärder i kommunala olycksundersökningar." Thesis, Karlstads universitet, Institutionen för miljö- och livsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-46924.
Анотація:
This paper carry out a qualitative meta-analysis of 112 “proposals for action” identified in 30 of the approximately 630 accident investigations that are published on the Swedish Civil Contingencies Agency (MSB) website. Accident investigations have been carried out at the discretion of each municipality and then sent to the MSB, which in turn, after a secrecy review and an ethical review, publishes most of the investigations on the web page Kommunala olycksundersökningar. The accident investigations are split into a number of different categories by type of event and the categories analysed in this paper are “Automatic alarm - not fire” and “Fire - not in building”.The process of learning from accidents can be illustrated using the CHAIN model (Reporting - selection - Investigation - spread - implementation). This model attempts to show how the process of learning from accidents step by step and point out that every step must be followed and implemented for a lesson to be learned - from event to implemented lesson learned. Previous studies however have found that the steps in the CHAIN model are not followed from the beginning to the end in terms of learning from municipal accident investigations. A first problem is that some proposals listed can be unclearly formulated in terms of who is supposed to carry out the proposal, but above all, there are weaknesses in distribution and thus also the implementation of the proposals.Aim and method This paper seeks to compile, analyse and present the proposals for action contained in the selected accident investigations. The method used is a qualitative meta-analysis understood here as an "analysis of analyses" performed with the qualitative method content analysis, which may also contain quantitative elements.Findings Almost all of the proposals set out are alone in its kind. There is just two proposals contained more than once. Proposals for measures can be further divided into categories by thought, or stated, receivers and for similarities between the proposals. More than half of all proposals are targeted to Rescue services own work, either regarding the intervention itself, organizational or other planning or collaboration with other agencies or stakeholders. One group is aimed towards the operator and propose improvements in various parts of their systematic fire prevention (SBA). Two smaller groups of proposals suggests improvements for handling errors and to do changes in the products and that this information should be communicated to operators/retailers or producer. Some proposals do not fall within any of the other categories.It noted that, in principle, all suggestions are workable and implementable and that these proposals can be generalized beyond its original context into a larger one. And that this kind of qualitative meta-analysis can be a part of the CHAIN model's implementation.I denna uppsats görs en kvalitativ metaanalys av 112 förslag på åtgärder vilka anges i 30 av de runt 630 kommunala olycksundersökningar som finns publicerade på Myndigheten för samhällsskydd och beredskaps (MSB) hemsida. Olycksundersökningarna har genomförts efter beslut i respektive kommun och därefter skickats in till MSB, vilka i sin tur, efter en sekretessprövning och en etisk prövning, publicerar de flesta på webbsidan Kommunala olycksundersökningar. Olycksundersökningarna delas upp på ett antal olika kategorier efter typ av händelse och de kategorier vilka analyseras i denna uppsats är Automatlarm – ej brand samt Brand – ej i byggnad.Processen att lära från olyckor kan åskådliggöras med hjälp av CHAIN-modellen (rapportering – urval – utredning – spridning – genomförande). Denna modell vill visa på hur processen med lärandet från olyckor går till steg för steg samt poängtera att varje steg måste följas och genomföras för att ett lärande ska komma i mål – från händelse till implementerad lärdom. Tidigare studier har dock funnit att CHAIN-modellens steg inte följs från början till slut vad gäller lärandet från kommunala olycksundersökningar. Ett första problem är att vissa förslag som anges kan vara otydligt formulerade vad gäller vem som ska genomföra förslaget, men framförallt finns det brister i spridningen och således också genomförandet av förslagen.Syfte och metod Denna uppsats syfte är att sammanställa, analysera och presentera de förslag på åtgärder som återfinns i de utvalda olycksundersökningarna, samt att värdera dessa utifrån generaliserbarhet. Metoden som använts är en kvalitativ metaanalys med vilket här avses en ”analys av analyser” utförd med den kvalitativa metoden innehållsanalys, vilken också kan innehålla kvantitativa inslag.Resultat Nästan alla de förslag på åtgärder som anges i olycksundersökningarna är ensamma i sitt slag, det är bara 2 förslag som återfinns mer än en gång. Detta beror troligen på att en utökad olycksundersökning görs först om utredningen bedöms kunna tillföra ny information. Förslagen på åtgärder kan vidare delas in i kategorier efter tänkt, eller angiven, mottagare samt efter likheter mellan förslagen. Men än hälften av alla förslag är riktade mot Räddningstjänstens eget arbete, antingen gällande själva insatsen, organisatoriskt eller annat planeringsarbete eller gällande samverkan med andra myndigheter eller aktörer. En grupp förslag riktar sig mot verksamhetsutövaren och föreslår förbättringar i olika delar av dessas Systematiska brandskyddsarbete. Två mindre grupper förslag ger förslag på förbättringar efter handhavandefel respektive på förändringar av produkter samt att denna information ska delges verksamhetsutövare/återförsäljare eller producent. Några förslag faller inte inom någon utav de övriga kategorierna.Konstateras görs också att i princip alla förslag är konkreta och genomförbara samt att dessa förslag kan generaliseras utanför sitt ursprungliga sammanhang till en större kontext. Samt att denna typ av kvalitativ metaanalys kan vara ett led i CHAIN-modellens genomförande.
31
Hunt, Laurence T. "Modelling human decision under risk and uncertainty." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:244ce799-7397-4698-8dac-c8ca5d0b3e28.
Анотація:
Humans are unique in their ability to flexibly and rapidly adapt their behaviour and select courses of action that lead to future reward. Several ‘component processes’ must be implemented by the human brain in order to facilitate this behaviour. This thesis examines two such components; (i) the neural substrates supporting action selection during value- guided choice using magnetoencephalography (MEG), and (ii) learning the value of environmental stimuli and other people’s actions using functional magnetic resonance imaging (fMRI). In both situations, it is helpful to formally model the underlying component process, as this generates predictions of trial-to-trial variability in the signal from a brain region involved in its implementation. In the case of value-guided action selection, a biophysically realistic implementation of a drift diffusion model is used. Using this model, it is predicted that there are specific times and frequency bands at which correlates of value are seen. Firstly, there are correlates of the overall value of the two presented options, and secondly the difference in value between the options. Both correlates should be observed in the local field potential, which is closely related to the signal measured using MEG. Importantly, the content of these predictions is quite distinct from the function of the model circuit, which is to transform inputs relating to the value of each option into a categorical decision. In the case of social learning, the same reinforcement learning model is used to track both the value of two stimuli that the subject can choose between, and the advice of a confederate who is playing alongside them. As the confederate advice is actually delivered by a computer, it is possible to keep prediction error and learning rate terms for stimuli and advice orthogonal to one another, and so look for neural correlates of both social and non-social learning in the same fMRI data. Correlates of intentional inference are found in a network of brain regions previously implicated in social cognition, notably the dorsomedial prefrontal cortex, the right temporoparietal junction, and the anterior cingulate gyrus.
32
Pinheiro, Adalberto Vitor Raiol. "Contribuições dos jogos teatrais para o ensino de língua estrangeira (italiano)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06112014-161616/.
Анотація:
A presente dissertação tem como objetivo propor uma reflexão sobre as contribuições que a prática de jogos teatrais pode trazer para o aprendizado de língua estrangeira (italiano). A hipótese de nossa pesquisa é que a realização de jogos teatrais a partir de modelos de ação (KOUDELA, 1991, 1996), práticas muito comuns à pedagogia do teatro, possa criar novas oportunidades/situações de aprendizagem e potencializar o processo de ensino-aprendizagem de línguas na perspectiva da abordagem comunicativa. Para isso, utilizamos como base as fichas de jogos propostos por Spolin (2001), as quais foram ampliadas e contextualizadas para o contexto de línguas. Quanto aos aspectos teóricos, procuramos apresentar o conceito de jogo, o sistema de jogos da norte-americana Viola Spolin, reflexões sobre protocolo e modelo de ação. Procuramos ainda, relacionar esses conceitos, inerentes à pedagogia do Teatro, à hierarquia de abordagens, métodos e técnicas (ANTHONY, 1963; RICHARDS & RODGERS, 1986), à aprendizagem colaborativa de línguas (FIGUEIREDO, 2003), ao ensino comunicativo (ALMEIDA FILHO 1993, 2012; RICHARDS, 2006) e à pedagogia Pós-Método (KUMARAVADIVELU, 1994, 2003). A experiência que fundamentou nosso trabalho foi realizada com alunos e professores de língua italiana, no mês de julho de 2012, em um curso de difusão cultural da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo ministrado pelo próprio pesquisador. Como metodologia da pesquisa, servimo-nos da análise de dados qualitativos obtidos através do visionamento das aulas gravadas, da aplicação de questionário inicial e final e produção de protocolos realizados pelos participantes (KOUDELA, 1996, 2001). A análise dos dados sinaliza para as seguintes contribuições dos jogos teatrais para a sala de comunicativa, tais como: desenvolvimento da autonomia de alunos e professores em relação ao processo ensino-aprendizagem, uso integrado das habilidades comunicativas, facilitação da interação negociada e construção de ambientes autênticos de interação oral durante o processo de ensino-aprendizagem de línguasThe present study intends to propose a reflection about the contributions the practice of theater games may bring to the learning of a foreign language (Italian). The hypothesis of our research is that the theater games achievement from action models (KOUDELA, 1991, 1996), fairly common practice to the pedagogy of theater, can create new opportunities/learning situations and potentiate the teaching-learning of language process in the communicative approach perspective. To this purpose, we use the records of games proposed by Spolin (2001) as basis, which were extended and contextualized to the context of languages related to the language teaching. Regarding theoretical aspects, we try to present the game concept, the game system of the North American Viola Spolin, reflections about protocol and action model. We also seek to relate these concepts inherent to the theater pedagogy, the hierarchy of approaches, methods and tecniques (ANTHONY, 1963; RICHARDS & RODGERS, 1986), the collaborative language learning (FIGUEIREDO, 2003), the communicative teaching (ALMEIDA FILHO 1993, 2012; RICHARDS, 2006) and the Post-Method pedagogy (KUMARAVADIVELU, 1994, 2003). The experience which grounded our study was conducted with students and teachers of the Italian language, in July of 2012, in a course called Cultural Diffusion ministered by the own researcher performed by University of Philosophy, Letters and Human Sciences of São Paulo. As a research methodology, we serve of the qualitative data analysis obtained by the viewing of recorded lectures and implementing of initial and final questionnaire and protocols production performed by participants (KOUDELA, 1996, 2001). The data analysis points to the following theater games contributions to the communicative room, such as: development of students and teachers autonomy in relation the teaching-learning process, integrated use of communication skills, facilitation of interaction / negotiation and construction of authentic environments of oral interaction during the teaching-learning process of languages
33
Patnaik, Kaushik. "Adaptive learning in lasso models." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54353.
Анотація:
Regression with L1-regularization, Lasso, is a popular algorithm for recovering the sparsity pattern (also known as model selection) in linear models from observations contaminated by noise. We examine a scenario where a fraction of the zero co-variates are highly correlated with non-zero co-variates making sparsity recovery difficult. We propose two methods that adaptively increment the regularization parameter to prune the Lasso solution set. We prove that the algorithms achieve consistent model selection with high probability while using fewer samples than traditional Lasso. The algorithm can be extended to a broad set of L1-regularized M-estimators for linear statistical models.
34
Cora, Vlad M. "Model-based active learning in hierarchical policies." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/737.
Анотація:
Hierarchical task decompositions play an essential role in the design of complex simulation and decision systems, such as the ones that arise in video games. Game designers find it very natural to adopt a divide-and-conquer philosophy of specifying hierarchical policies, where decision modules can be constructed somewhat independently. The process of choosing the parameters of these modules manually is typically lengthy and tedious. The hierarchical reinforcement learning (HRL) field has produced elegant ways of decomposing policies and value functions using semi-Markov decision processes. However, there is still a lack of demonstrations in larger nonlinear systems with discrete and continuous variables. To narrow this gap between industrial practices and academic ideas, we address the problem of designing efficient algorithms to facilitate the deployment of HRL ideas in more realistic settings. In particular, we propose Bayesian active learning methods to learn the relevant aspects of either policies or value functions by focusing on the most relevant parts of the parameter and state spaces respectively. To demonstrate the scalability of our solution, we have applied it to The Open Racing Car Simulator (TORCS), a 3D game engine that implements complex vehicle dynamics. The environment is a large topological map roughly based on downtown Vancouver, British Columbia. Higher level abstract tasks are also learned in this process using a model-based extension of the MAXQ algorithm. Our solution demonstrates how HRL can be scaled to large applications with complex, discrete and continuous non-linear dynamics.
35
de, Souza César Roberto. "Action recognition in videos: data-efficient approaches for supervised learning of human action classification models for video." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/565827.
Анотація:
En aquesta dissertació, explorem diferents maneres de reconèixer accions humanes en fragments de vídeo. Ens centrem sobretot en l'eficiència amb les dades, investigant i proposant nous mètodes que permetin evitar la laboriosa i lenta anotació de dades de forma manual. A la primera part d'aquesta dissertació, comencem analitzem els millors models preexistents, comparant les seves diferències i similituds amb la finalitat d'identificar d'on provenen els seus punts forts. Aprofitant aquesta informació, procedim a millorar el rendiment en classificació d'aquests models senzills a nivells que podrien competir amb xarxes neuronals profundes mitjançant la introducció d'arquitectures híbrides de classificació de vídeo. Aquestes arquitectures estan basades en representacions no supervisades dissenyades amb característiques espai-temporals degudament escollides a mà i després classificades per xarxes neuronals profundes supervisades. En els nostres experiments mostrem que el model híbrid que proposem combina el millor d'ambdós mons: per una banda és més eficient amb les dades (entrenat entre 150-10,000 fragments de vídeos curts); i per l'altra, millora significativament els resultats dels models existents, incloent models profunds entrenats en milions d'imatges i vídeos etiquetats manualment. A la segona part de la dissertació, investiguem la generació de dades d'entrenament sintètiques per al reconeixement d'accions, ja que recentment s'han mostrat resultats prometedors en una varietat d'altres tasques en visió per computador. Proposem un model generatiu paramètric interpretable de vídeos d'acció humana que es basa en la generació procedimental i altres tècniques de gràfics per computador existents en els motors dels videojocs moderns. Generem un conjunt sintètic de vídeos d'accions humanes diverses, realistes i físicament plausibles, anomenats PHAV (Procedural Human Action Videos). Aquest conjunt de dades conté un total de 39,982 vídeos, amb més de 1,000 exemples per cadascuna de les 35 categories d'acció. La nostra proposta no es limita a les seqüències de captura de moviment existents, i definim procedimental 14 accions sintètiques. Després, presentem arquitectures profundes d'aprenentatge de representacions multi-tasca per fusionar vídeos sintètics i reals, fins i tot quan les categories d'acció difereixen. Els nostres experiments en comparats amb els altres mitjançant els punts de referència UCF-101 i HMDB-51 suggereixen que la combinació del gran conjunt de vídeos sintètics que proposem amb petits conjunts de dades del món real pot millorar el rendiment, superant els models generatius de vídeo no supervisats recentment desenvolupats.En esta disertación, exploramos diferentes formas de realizar reconocimiento de acciones humanas en vídeos. Nos enfocamos en la eficiencia de los datos, proponiendo nuevos enfoques que alivian la necesidad de anotarlos manualmente, tarea muy laboriosa y subjetiva, sujeta a errores. En la primera parte de esta disertación, comenzamos analizando modelos anteriores de vanguardia, comparando sus diferencias y similitudes con el fin de identificar de dónde vienen sus verdaderas fortalezas. Aprovechando esta información, procedemos a aumentar la precisión de la clasificación basada en modelos diseñados por un experto a niveles que rivalizan con las redes neuronales profundas. Presentamos arquitecturas híbridas de clasificación de vídeo basadas en representaciones espaciotemporales generales y no supervisadas, cuidadosamente diseñadas como características de entrada a redes neuronales profundas supervisadas. Los experimentos que presentamos muestran que nuestro modelo híbrido combina lo mejor de ambos mundos: es eficiente en datos (entrenado en 150 a 10,000 vídeos cortos) y mejora significativamente en el estado del arte, incluyendo modelos profundos entrenados en millones de imágenes etiquetadas manualmente y videos. En la segunda parte de esta tesis, investigamos la generación de datos sintéticos de entrenamiento para el reconocimiento de acciones, ya que recientemente este paradigma ha mostrado resultados prometedores en muchas otras tareas de visión por computador. Basándonos en técnicas de gráficos por computador, proponemos un modelo paramétrico e interpretable para generar vídeos de acciones humanas. Los vídeos que generamos son diversos, realistas y físicamente plausibles; llamamos PHAV (de "Procedural Human Action Videos") al conjunto de vídeos. PHAV contiene un total de 39,982 videos, con más de 1,000 ejemplos para cada acción, contemplando 35 acciones diferentes. Nuestro enfoque no se limita a las secuencias de captura de movimiento existentes, ya que también definimos procedimentalmente 14 acciones sintéticas. Luego presentamos arquitecturas profundas para el aprendizaje de representaciones de tareas múltiples que mezclan vídeos sintéticos y reales, incluso si las categorías de acción son diferentes. Nuestros experimentos en los conjuntos de datos UCF-101 y HMDB-51 sugieren que la combinación de PHAV con pequeños conjuntos de datos del mundo real puede aumentar la precisión del reconocimiento, superando el estado del arte de los modelos no supervisados de generación de vídeos.
In this dissertation, we explore different ways to perform human action recognition in video clips. We focus on data efficiency, proposing new approaches that alleviate the need for laborious and time-consuming manual data annotation. In the first part of this dissertation, we start by analyzing previous state-of-the-art models, comparing their differences and similarities in order to pinpoint where their real strengths comes from. Leveraging this information, we then proceed to boost the classification accuracy of shallow models to levels that rival deep neural networks. We introduce hybrid video classification architectures based on carefully designed unsupervised representations of handcrafted spatiotemporal features classified by supervised deep networks. We show in our experiments that our hybrid model combine the best of both worlds: it is data efficient (trained on 150 to 10,000 short clips) and yet improved significantly on the state of the art, including deep models trained on millions of manually labeled images and videos. In the second part of this research, we investigate the generation of synthetic training data for action recognition, as it has recently shown promising results for a variety of other computer vision tasks. We propose an interpretable parametric generative model of human action videos that relies on procedural generation and other computer graphics techniques of modern game engines. We generate a diverse, realistic, and physically plausible dataset of human action videos, called PHAV for "Procedural Human Action Videos". It contains a total of 39,982 videos, with more than 1,000 examples for each action of 35 categories. Our approach is not limited to existing motion capture sequences, and we procedurally define 14 synthetic actions. We then introduce deep multi-task representation learning architectures to mix synthetic and real videos, even if the action categories differ. Our experiments on the UCF-101 and HMDB--51 benchmarks suggest that combining our large set of synthetic videos with small real-world datasets can boost recognition performance, outperforming fine-tuning state-of-the-art unsupervised generative models of videos.
36
Terzi, Matteo. "Learning interpretable representations for classification, anomaly detection, human gesture and action recognition." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3423183.
Анотація:
The goal of this thesis is to provide algorithms and models for classification, gesture recognition and anomaly detection with a partial focus on human activity. In applications where humans are involved, it is of paramount importance to provide robust and understandable algorithms and models. A way to accomplish this requirement is to use relatively simple and robust approaches, especially when devices are resource-constrained. The second approach, when a large amount of data is present, is to adopt complex algorithms and models and make them robust and interpretable from a human-like point of view. This motivates our thesis that is divided in two parts.
The first part of this thesis is devoted to the development of parsimonious algorithms for action/gesture recognition in human-centric applications such as sports and anomaly detection for artificial pancreas. The data sources employed for the validation of our approaches consist of a collection of time-series data coming from sensors, such as accelerometers or glycemic. The main challenge in this context is to discard (i.e. being invariant to) many nuisance factors that make the recognition task difficult, especially where many different users are involved. Moreover, in some cases, data cannot be easily labelled, making supervised approaches not viable. Thus, we present the mathematical tools and the background with a focus to the recognition problems and then we derive novel methods for:
(i) gesture/action recognition using sparse representations for a sport application;
(ii) gesture/action recognition using a symbolic representations and its extension to the multivariate case;
(iii) model-free and unsupervised anomaly detection for detecting faults on artificial pancreas.
These algorithms are well-suited to be deployed in resource constrained devices, such as wearables.
In the second part, we investigate the feasibility of deep learning frameworks where human interpretation is crucial. Standard deep learning models are not robust and, unfortunately, literature approaches that ensure robustness are typically detrimental to accuracy in general. However, in general, real-world applications often require a minimum amount of accuracy to be employed. In view of this, after reviewing some results present in the recent literature, we formulate a new algorithm being able to semantically trade-off between accuracy and robustness, where a cost-sensitive classification problem is provided and a given threshold of accuracy is required. In addition, we provide a link between robustness to input perturbations and interpretability guided by a physical minimum energy principle: in fact, leveraging optimal transport tools, we show that robust training is connected to the optimal transport problem. Thanks to these theoretical insights we develop a new algorithm that provides robust, interpretable and more transferable representations.
37
Xia, Victoria(Victoria F. ). "Learning of probabilistic transition models for robotic actions via templates." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/121497.
Анотація:
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 71-72).
In this work we present templates as an approach for learning probabilistic transition models for actions. By constructing templates via a greedy procedure for building up lists of deictic references that select relevant objects to pass to a predictor, we learn compact representations for a transition model whose training time and performance do not suffer from the presence of additional objects in more complex scenes. We present various algorithms for simultaneously separating training data into corresponding templates and learning template parameters, through the use of clustering-based approaches for initial assignment of samples to templates, followed by EM-like methods to further separate the data and train templates. We evaluate templates on variants of a simulated, 3D table-top pushing task involving stacks of objects. In comparing our approach to a baseline that considers all objects in the scene, we find that the templates approach is more data-efficient in terms of impact of number of training samples on performance.
by Victoria Xia.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
38
Mahdaviani, Maryam. "Semi-supervised and active training of conditional random fields for activity recognition." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/346.
Анотація:
Automated human activity recognition has attracted increasing attention in the past decade. However, the application of machine learning and probabilistic methods for activity recognition problems has been studied only in the past couple of years. For the first time, this thesis explores the application of semi-supervised and active learning in activity recognition. We present a new and efficient semi-supervised training method for parameter estimation and feature selection in conditional random fields (CRFs),a probabilistic graphical model. In real-world applications such as activity recognition, unlabeled sensor traces are relatively easy to obtain whereas labeled examples are expensive and tedious to collect. Furthermore, the ability to automatically select a small subset of discriminatory features from a large pool can be advantageous in terms of computational speed as well as accuracy. We introduce the semi-supervised virtual evidence boosting (sVEB)algorithm for training CRFs — a semi-supervised extension to the recently developed virtual evidence boosting (VEB) method for feature selection and parameter learning. sVEB takes advantage of the unlabeled data via mini-mum entropy regularization. The objective function combines the unlabeled conditional entropy with labeled conditional pseudo-likelihood. The sVEB algorithm reduces the overall system cost as well as the human labeling cost required during training, which are both important considerations in building real world inference systems. Moreover, we propose an active learning algorithm for training CRFs is based on virtual evidence boosting and uses entropy measures. Active virtual evidence boosting (aVEB) queries the user for most informative examples, efficiently builds up labeled training examples and incorporates unlabeled data as in sVEB. aVEB not only reduces computational complexity of training CRFs as in sVEB, but also outputs more accurate classification results for the same fraction of labeled data. Ina set of experiments we illustrate that our algorithms, sVEB and aVEB, benefit from both the use of unlabeled data and automatic feature selection, and outperform other semi-supervised and active training approaches. The proposed methods could also be extended and employed for other classification problems in relational data.
39
Panzner, Maximilian [Verfasser]. "Learning action models by curiosity driven self exploration and language guided generalization / Maximilian Panzner." Bielefeld : Universitätsbibliothek Bielefeld, 2020. http://d-nb.info/1211474844/34.
40
Georgette, Jeffrey Phillip. "Active Learning using Model-Eliciting Activities and Inquiry-Based Learning Activities in Dynamics." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1117.
Анотація:
This thesis focuses on a year-long project of implementing active learning in undergraduate dynamics courses at Cal Poly San Luis Obispo from 2012-2013. The purpose is to increase conceptual understanding of critical dynamics concepts and to repair misconceptions of the students. Conceptual understanding in Dynamics is vital to understanding the big picture, building upon previous knowledge, and better understanding the behavior of engineering systems. Through various hands-on activities, students make predictions, test their conceptions, and solve real world problems. These active learning methods allow students to improve their learning of Dynamics concepts. Education research on active learning is present in Physics and Mathematics disciplines, yet is still growing in Engineering.
Four Inquiry-Based Learning Activities (IBLAs) and two Model-Eliciting Activities (MEAs) are discussed in this thesis. Inquiry-Based Learning Activities feature student prediction and experimentation in which the physical world acts as the authority. On the other hand, Model-Eliciting-Activities prompt students to solve real world problems and deliver results to a client.
From the results, some activities yield an increase in conceptual understanding, as measured by assessment items, while others do not yield a significant increase. These activities not only help to promote conceptual gains, but also to motivate students and offer realistic engineering contexts. In conclusion, the six total IBLA and MEAS will continue in practice and be improved in their implementation.
This thesis work will contribute to engineering education research of active learning methods, and improve the undergraduate dynamics curriculum locally at Cal Poly.
41
Krithara, Anastasia. "Learning aspect models with partially labeled data." Paris 6, 2008. http://www.theses.fr/2008PA066059.
Анотація:
L'apprentissage automatique a été utilisé pour diverses tâches d'accès à l'information, tels que la catégorisation, le clustering ou l'extraction d'information. Acquérir les données annotées nécessaires pour appliquer les techniques d'apprentissage supervisé est un défi majeur pour cesapplications, en particulier pour les très grandes collections. Au coursdes dernières années, deux grandes approches ont été explorées dans cesens, l'apprentissage semi-supervisé et l'apprentissage actif. Les deuxparadigmes abordent la question du coût d'annotation, mais de deux pointsde vue différents. D'une part, apprentissage semi-supervisé essaied'apprendre en tenant compte à la fois des données annotées etnon-annotées. D'autre part, l'apprentissage actif tente de trouver lesmeilleurs exemples à annoter, afin de réduire au minimum le nombre d'exemples annotés nécessaire. Dans ce travail, nous étudions des extensions de modèles d'aspect pour la tâche de la classification, où les données sont partiellement annotées.
42
Pérez, Cabrera María José. "El asesoramiento de proceso como modelo de formación inicial del profesorado universitario." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/394020.
Анотація:
En el marco del EEES, y con el objetivo de alcanzar la calidad y excelencia de la formación universitaria, la universidad española ha experimentado en los últimos años profundos y sustanciales cambios que afectan no solo a su estructura y organización, sino también a su forma de entender la enseñanza y el aprendizaje, lo que lleva necesariamente a una docencia con nuevos objetivos, metodologías y procesos de evaluación, donde las competencias desempeñan un papel nuclear.
Ante los retos que el EEES plantea, el profesorado universitario se ve inmerso en un necesario proceso de cambio y adaptación, en el que la formación docente, desde un planteamiento flexible y dinámico enmarcado en el concepto de desarrollo profesional (Feixas, 2002; Villa, 2005; Imbernón, 2002a y 2007a; Medina, 2006; Marcelo y Vaillant, 2009), se convierte en una importante herramienta al servicio tanto del profesional como de la misma institución.
La presente investigación ha tenido como objetivo experimentar una propuesta formativa dirigida al profesorado universitario situada en la racionalidad Práctica, bajo un modelo Reflexivo sobre la práctica (Gimeno y Pérez, 1992), asumiendo como propio un modelo de asesoramiento de proceso (Louis et ál, 1985; Schein, 1988; Escudero y Moreno, 1992; Murillo, 2000; Domingo, 2005; Imbernón, 2007a) para el desarrollo de ciclos de aprendizaje reflexivo (Schön, 1992 y 1998; Zeichner, 1993; Barcena, 1994; Brockbank y McGill, 2002; Perrenoud, 2004; García Montoya et ál., 2007; Imbernón y Medina, 2008; Medina et ál., 2010; Domingo, 2013).
El estudio llevado a cabo toma como punto de partida el modelo de asesoramiento de proceso o colaborativo, entendiéndolo como el acompañamiento que un profesor experimentado realiza a uno o varios profesores poco o menos experimentados en su proceso de mejora y formación, favoreciendo el aprendizaje mediante procesos de análisis, interpretación y reflexión, proporcionando apoyo y guía en la identificación de necesidades y situaciones, en la toma de decisiones y en la puesta en práctica de nuevas experiencias docentes, planteándole análisis críticos y ayudando a construir conjuntamente el conocimiento sobre los diversos ámbitos que constituyen el ser docente.
Teniendo en cuenta que el interrogante de esta investigación se concreta en: ¿Es el asesoramiento de proceso un modelo válido para la formación inicial docente del profesorado universitario?, el estudio pretende analizar, comprender e interpretar las vivencias, experiencias y significados de las personas que participan en el Programa de Formación e Innovación en Docencia Universitaria de la Universitat Politècnica de Catalunya, aplicando un modelo de formación inicial docente del profesorado basado en el asesoramiento, donde el asesor se erige en una figura clave, por su carácter vehicular tanto de la formación como del aprendizaje. Al mismo tiempo, la aproximación a su perfil en base a la experiencia vivida se antoja, en sí mismo, un objetivo básico de la investigación.
Ante estas premisas del estudio, se erige como adecuada y sumamente pertinente la metodología interpretativa de perspectiva fenomenológica, donde el estudio instrumental de casos es la estrategia de investigación que permite comprender en su complejidad la experiencia llevada a cabo dentro del Programa, utilizando para ello un muestreo de tendencia no probabilística. Así mismo, los instrumentos que han posibilitado una mayor aproximación y comprensión a las experiencias, vivencias y significados de las personas implicadas en la formación han sido: el diario de campo, la entrevista semiestructurada, el grupo de discusión, la observación sistemática no participante y el análisis documental.
El establecimiento de categorías se ha realizado en base a un proceso deductivo – inductivo. El sistema categorial finalmente obtenido ha permitido la utilización de un procedimiento inferencial caracterizado por la triangulación de subcategorías y categorías, así como por una triangulación intercategorial y con el marco teórico, lo que ha supuesto el establecimiento de conclusiones con un marcado carácter integrador.
De la experiencia vivida surgen grandes conclusiones, entre las que destacan: las funciones que debe asumir el asesor, los rasgos de la relación asesora, las características y dinámicas de la formación dentro del modelo de asesoramiento de proceso, así como el rediseño del programa de formación en caso de su continuidad, pudiendo todo ello constituir elementos de interés para guiar y orientar otras experiencias que deseen emprender el camino del asesoramiento de proceso como modelo de formación inicial del profesorado universitario.
La tesis se estructura en cuatro partes:
1. Primera Parte: Marco Teórico, en el que se realiza un exhaustivo análisis de las aportaciones más relevantes de la literatura científica y especializada en relación a la formación docente del profesorado universitario y al asesoramiento como modelo de formación.
2. Segunda Parte: Marco Contextual, donde se analiza en detalle las características institucionales de la universidad en la que tuvo lugar la experiencia así como las singularidades del Programa de Formación e Innovación en Docencia Universitaria llevado a cabo en el marco de la tesis.
3. Tercera Parte: Marco Metodológico, donde se recoge en detalle el diseño y desarrollo del proceso de investigación, la metodología utilizada, los instrumentos administrados, los criterios de rigor científico así como el proceso realizado para el análisis y tratamiento de los datos.
4. Cuarta Parte: Resultados de la Investigación. En esta última parte se encuentra el informe interpretativo generado a partir de la investigación así como las conclusiones de la tesis, las limitaciones del estudio y las propuestas de futuro en relación al asesoramiento de proceso como modelo de formación inicial del profesorado universitario.The aim of this research paper is to explore a training proposal for the training of university teaching staff. The proposal could be positioned under the concept of practical rationality in a reflective practice type model (Gimeno and Pérez, 1992), assuming its own process counselling model (Louis et al, 1985; Schein, 1988; Escudero and Moreno, 1992; Murillo, 2000; Domingo, 2005; Imbernón, 2007a) for the development of reflective learning cycles (Schön, 1992 and 1998; Zeichner, 1993; Barcena, 1994; Brockbank and McGill, 2002; Perrenoud, 2004; García Montoya et al., 2007; Imbernón and Medina, 2008; Medina et al., 2010; Domingo, 2013). Given that our research question is defined as “Is a counselling process a valid model for the initial training of university teaching staff?”, the study aims to analyse, understand and interpret the experiences and meanings of individuals as they attend the Programme for Training and Innovation in University Teaching at the Polytechnic University of Catalonia, applying an initial teacher teaching model based on counselling. The study was conducted following an interpretative phenomenological methodological approach, where the instrumental case study is the research strategy that would allow the complexity of the experiment being carried out to be explored using a non-probabilistic sampling trend. The instruments used were: field diary, semi-structured interview, group discussion, non-participating systematic observation and document analysis. The categorical system was established based on a deductive/inductive process thus facilitating an inferential process characterized by the triangulation of categories and subcategories, intercategorial triangulation and a triangulated theoretical framework. The conclusions emerging from this research involve the type of functions to be assumed by the advisor/consultant, the nature of the advisory relationship, the characteristics and dynamics of the training within a counselling process model, as well as redesigning the training programme should it continue. All these would constitute elements that could help guide and direct other experiences that may wish to take the path of a counselling process as a model for the initial training of university teachers.
43
Crook, Paul A. "Learning in a state of confusion : employing active perception and reinforcement learning in partially observable worlds." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1471.
Анотація:
In applying reinforcement learning to agents acting in the real world we are often faced with tasks that are non-Markovian in nature. Much work has been done using state estimation algorithms to try to uncover Markovian models of tasks in order to allow the learning of optimal solutions using reinforcement learning. Unfortunately these algorithms which attempt to simultaneously learn a Markov model of the world and how to act have proved very brittle. Our focus differs. In considering embodied, embedded and situated agents we have a preference for simple learning algorithms which reliably learn satisficing policies. The learning algorithms we consider do not try to uncover the underlying Markovian states, instead they aim to learn successful deterministic reactive policies such that agents actions are based directly upon the observations provided by their sensors. Existing results have shown that such reactive policies can be arbitrarily worse than a policy that has access to the underlying Markov process and in some cases no satisficing reactive policy can exist. Our first contribution is to show that providing agents with alternative actions and viewpoints on the task through the addition of active perception can provide a practical solution in such circumstances. We demonstrate empirically that: (i) adding arbitrary active perception actions to agents which can only learn deterministic reactive policies can allow the learning of satisficing policies where none were originally possible; (ii) active perception actions allow the learning of better satisficing policies than those that existed previously and (iii) our approach converges more reliably to satisficing solutions than existing state estimation algorithms such as U-Tree and the Lion Algorithm. Our other contributions focus on issues which affect the reliability with which deterministic reactive satisficing policies can be learnt in non-Markovian environments. We show that that greedy action selection may be a necessary condition for the existence of stable deterministic reactive policies on partially observable Markov decision processes (POMDPs). We also set out the concept of Consistent Exploration. This is the idea of estimating state-action values by acting as though the policy has been changed to incorporate the action being explored. We demonstrate that this concept can be used to develop better algorithms for learning reactive policies to POMDPs by presenting a new reinforcement learning algorithm; the Consistent Exploration Q(l) algorithm (CEQ(l)). We demonstrate on a significant number of problems that CEQ(l) is more reliable at learning satisficing solutions than the algorithm currently regarded as the best for learning deterministic reactive policies, that of SARSA(l).
44
Bez, Marta Rosecler. "Construção de um modelo para o uso de simuladores na implementação de métodos ativos de aprendizagem nas escolas de medicina." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/70612.
Анотація:
Este trabalho tem como objetivo propor um modelo para o uso de ferramentas tecnológicas (em especial simuladores de casos clínicos) como mediadoras do processo de implementação de métodos ativos de aprendizagem no ensino de medicina. A metodologia empregada é a pesquisa-ação, onde o pesquisador é membro ativo da ação e, ao mesmo tempo, a partir da realidade observada, busca na pesquisa soluções para os problemas encontrados. Um estudo teórico sobre métodos ativos de aprendizagem, com ênfase em aprendizagem baseada em problemas e problematização, é apresentado no decorrer do trabalho, seguido de uma revisão sistemática sobre o uso de simuladores no ensino de medicina. O modelo proposto é composto de quatro pilares que lhe dão suporte: metodológicos, organizacionais, tecnológicos e estruturantes. Os pilares metodológicos foram obtidos por meio do estudo teórico sobre métodos ativos de aprendizagem. Os pilares organizacionais são provenientes da revisão sistemática. Quanto aos aspectos tecnológicos, esses foram desenvolvidos abarcando simuladores (SIACC e SimDeCS), banco de imagens médicas, banco de dados e plataformas. Os simuladores foram validados em duas oficinas de formação de professores, e os resultados de um questionário aplicado foram analisados, comparando os dois sistemas e demonstrando os aspectos positivos e os que devem ser melhorados para que possam ser utilizados em sala de aula. Os aspectos estruturantes provêm do estudo de diversas plataformas para disponibilizar os simuladores de paciente virtual. O modelo foi concluído e validado em suas partes no decorrer da pesquisaação e deverá ser validado na sua completude junto a uma faculdade de Medicina.This work has as its objective proposing a model for the use of technological tools (especially simulators of clinical cases) as mediators of the implementing process of active methods of learning in the Medicine Teaching. The applied methodology is the research-action one, where the researcher is an active member of the action and at the same time, from the observed reality, searches in the research, solutions to the problems found. A theoretical study about active methods of learning, with emphasis on the learning based on problems and problematization, it is presented throughout the work, followed with a systematic review about the using of simulators in the Medicine Teaching. The proposed model is composed by four pillar bases: methodological, organizational, technological and structural. The methodological pillars were obtained by means of theoretical study about active methods of learning. The organizational pillars come from the systematical review. As for the technological aspects, these ones were developed embracing simulators (SIACC and SimDeCS), medical images bank, data bank and platforms. The simulators were validated in two workshops of teachers’ formation and the results of an applied questionnaire were analyzed, comparing the two systems, displaying the positive aspects and the ones that must be improved to be used in the classroom. The structural aspects come from the study of several platforms to release the simulators of virtual patient. The model was concluded and validated in parts throughout the research-action and it must be validated in its complete in a Medicine Faculty.
45
Wackwitz, Kerstin. "Anpassung der Inhalte und Methoden der agraren Berufsausbildungen an die veränderten beruflichen Anforderungen durch Bildungsinnovation." Doctoral thesis, Humboldt-Universität zu Berlin, Landwirtschaftlich-Gärtnerische Fakultät, 2004. http://dx.doi.org/10.18452/15027.
Анотація:
Ein zentrales Thema von Modellversuchen in Verbindung mit der Berufsausbildung ist die Entwicklung und Erprobung neuer Konzepte. Grundlage dafür sollte der konkrete Zustand in der reellen Praxis sein. Die Autorin erstellt in Recherche zahlreicher Quellen einen Überblick zum Kompetenzbegriff (Fach-, Methoden-, Sozial-, Personal-, Handlungskompetenz). Sie meint, dass zur Analyse, Evaluierung sowie zur gezielte Selektion relevanter Informationen eine Strategie zur Kompe-tenzentwicklung erforderlich ist, bei der Lernende einen grundlegenden Fundus an Medienkompetenz besitzen müssen und der Lehrende einen Rollenwandlung vom Wissensvermittler zum Anleiter erfährt. Mit Hilfe spezieller Handlungsanleitungen beantwortet der Lernende Fragen und gewinnt selbstständig Fachinformationen. Der Anleitende beaufsichtigt, kontrolliert und bewertet den Prozess der Informationsgewinnung. Die Ergebnisse werden zusammengefasst und dienen der Beantwortung offener Fragen. Die Autorin geht davon aus, dass methodische Orientierungshilfen sowohl bei deduktiv, als auch bei induktiv angelegter Erkenntnisgewinnung im Unterricht der Berufsausbildung angewandt werden können. Die neuen Informationssysteme zeigen uns dabei neue Wege der Informationsverarbeitung auf. Die Autorin kategorisiert aktuelle digitale Medien. In einer empirischen Erhebung mit Auszubildenden im Bildungsgang zum Gärtner/zur Gärtnerin wird geprüft, in welchem Ausbildungs-jahr welche digitalen Medien zur Fachinformationsgewinnung im handlungsorientierten Unterricht geeignet sind. Die speziellen Handlungsanleitungen der Untersuchung befinden sich im Anhang (Band II) der Publikation. Zusätzlich gibt die Autorin Lehrenden eine Anleitung zur selbstständigen Erstellung von Handlungsanleitungen. Das lebenslangen Lernen beginnt mit der ersten Unterweisung und erfordert eine stetige Qualifikation. Das Erfordernis einer modernen Berufsausbildung ist eine Voraussetzung für die Integration der Lernenden in das spätere Arbeitsleben. Handlungsanleitungen können als methodisch-didaktisches Instrumentarium handlungsorientierten Unterricht bereichern und Kreativität, das Vermögen zur Selbstorganisation und Problemlösung sowie die stetige aufgeschlossenen Auseinandersetzung mit disziplinären und interdisziplinären Novitäten fördern.In the centre of model-trials in connection with the professional education is the development and test of new conceptions. The basis of these conceptions must be the concrete situation in the real practice. In Investigation of numerous sources the author gives a survey on competence (special -, method -, social -, participating -, action competence). The opinion of the author is, that to the analysis and valuation of the information and the specific selection of relevant information a strategy for the development of competence is necessary. The teacher will obtain the role of an instructor. The learner must have basic knowledge in computer science. With help of special action guides the learner answer the questions and realised the independent procurement of specialized information. The guide supervises, controls and assesses the process of information procurement. The results will be compared and answer to the open questions must be found. In the opinion of the author the deductive and the induction way are possible. The new information systems show us new ways in information processing. The author shows in a temporary categorization different digital media. In an empirical survey with trainees in the course of education to a gardener was assayed, in witch year of education they can work with witch digital media. The target of the survey was the independent procurement of specialized information in a lesson with orientation on praxis. The special action guides of the tests are in the appendix (Volume II) of the publication. Additionally, the author give a instruction for teacher, to develop action guides independently. The livelong learning begins with the first instruction and demands a comprehensive qualification. The demand of a modern professional education is a precondition for the integration into the working live. Action guides, as one of the methodical-didactical instruments, are conductive for development of creativity, for the capability to organised by itself, for the capabil-ity to solve problems and for the continuous analysis with innovations.
46
Romero, Margaurete. "Comparing Game Simulation to Concept Models for Student-Centered Learning in Biology." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6577.
Анотація:
Science education research continues to demonstrate improved learning with active-learning techniques compared to lectures. However, the question of which active-learning methods are the most effective for learning complex scientific principles in various context still remains. Models are commonly used in activities that allow students to simplify complex systems and understand how components interact. I investigated the outcomes for student learning and engagement of two model-based activities - concept models and game simulations. The activities were conducted in an introductory biology course in sixteen discussion sections. Eight sections were assigned to the concept model activity and eight to the simulation activity. To assess engagement, students filled out a Likert-scale questionnaire on enjoyment and usefulness of activity (concept model: 130 students for food web activity and 131 for carbon cycle activity; game simulation: 131 students for food web activity and 126 game simulation students during the carbon cycle activity). To assess student learning, 152 students completed pre-post homework assignment based on conservation and transformation of matter. Over 80% of students enjoyed both the concept-mapping and simulation activities. Students reported that the hands-on nature of the concept activity was helpful for understanding the connections in food webs. For the homework assessment, all students significantly increased in their scores from pre to post on the MC (paired t-test, meanpre = 4.86±1.6; meanpost = 5.23±1.6;p<.05) and TF assessments (paired t-test; meanpre = 2.06±1.0 meanpost = 2.32± 1.0; p<0.05). For the TF assessments, we observed the trend that students in the simulation group showed a greater improvement in their scores than students in the concept-mapping group (t-test; meanΔconcept = 0.11±1.4; meanΔsimulation =0 .43±1.0 p=.059). There was no difference between student improvement for the two groups on the MC assessment ( t-test meanΔconcept = 0.27±2.1; meanΔsimulation = 0.51±1.8 p=.474). Students’ responses to short answer questions showed those students’ ideas about the concept of matter conservation varied from naive to scientific. For example, students failed to conserve matter during nutrient cycling. More scientific responses demonstrated principled reasoning such as references to conservation of matter. The students within the two activities did not demonstrate large differences between their text responses for the short answer. Overall, students in both activity type demonstrated learning gains, though there was no significant difference between the activity types.
47
Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.
Анотація:
Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.
48
Stronger, Daniel Adam. "Autonomous sensor and action model learning for mobile robots." 2008. http://hdl.handle.net/2152/17798.
Анотація:
Autonomous mobile robots have the potential to be extremely beneficial to society due to their ability to perform tasks that are difficult or dangerous for humans. These robots will necessarily interact with their environment through the two fundamental processes of acting and sensing. Robots learn about the state of the world around them through their sensations, and they influence that state through their actions. However, in order to interact with their environment effectively, these robots must have accurate models of their sensors and actions: knowledge of what their sensations say about the state of the world and how their actions affect that state. A mobile robot’s action and sensor models are typically tuned manually, a brittle and laborious process. The robot’s actions and sensors may change either over time from wear or because of a novel environment’s terrain or lighting. It is therefore valuable for the robot to be able to autonomously learn these models. This dissertation presents a methodology that enables mobile robots to learn their action and sensor models starting without an accurate estimate of either model. This methodology is instantiated in three robotic scenarios. First, an algorithm is presented that enables an autonomous agent to learn its action and sensor models in a class of one-dimensional settings. Experimental tests are performed on a four-legged robot, the Sony Aibo ERS-7, walking forward and backward at different speeds while facing a fixed landmark. Second, a probabilistically motivated model learning algorithm is presented that operates on the same robot walking in two dimensions with arbitrary combinations of forward, sideways, and turning velocities. Finally, an algorithm is presented to learn the action and sensor models of a very different mobile robot, an autonomous car.text
49
Huang, Yu-Hsing, and 黃毓杏. "An Action Research of Autonomous Learning Model in Upper Grade Science Learning Club." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/19019538910359155347.
Анотація:
碩士國立臺北教育大學
自然科學教育學系碩士班
98
The research of autonomous learner model was designed based on three directions: orientation, individual development, and enrichment activities. I chose 16 students from 5th & 6th grades who were interested in science, and taught them to focus on affection, personal relations which would help students move forward to be positive and confident autonomous learners. I used action research in this project, and triple examined the research through teaching note, observation in other teachers’ classroom teaching, and students’ homework. By rethinking, reading, analyzing data, and then bringing these into next teaching, the above constructed a cycle of teaching action. The findings of the research described as following: 1. Bringing the learners’ demand into the courses determined so that aroused the interesting of the students. The teacher allowed students to have different learning schedules and subjects in the same class, to understood and accepted students’ emotion and situations, so more affection were arisen in the science class. By this way, students could throw themselves more into the science learning, and expanded into the learning after school. Most students appeared to be autonomous learning accordingly. ii 2. To those students who have potential in mathematics but can’t handle their emotion well, after they joined to learn autonomous learner model, their emotion became stable and were eager in science exploration. 3. Autonomous learner model was practicable in elementary school. To put ALM into practice in science classes would cultivate students’ interest in science and the ability to form the science subject. 4. Training the autonomous learners, the teacher needed to make great efforts in the abilities such as empathy, group motivation, and kept exploring the meaning of autonomous learning.
50
TSENG, KE-MING, and 曾科銘. "Application of Deep Learning Model to Human Action Recognition in Video." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3qk2ms.
Анотація:
碩士國立高雄科技大學
資訊管理系
107
In the era of big data, a large amount of image data has been accumulated, but recognizing the action behavior in an image requires a lot of manpower and time. In order to cope with this time-consuming and laborious work, this study uses a deep learning model that applies image recognition to motion recognition. The 3D convolutional neural network (3DCNN) is the mainstream of today's motion recognition, but 3DCNN has no other models that compete against each other. To this end, the study used a model that would be applied to weather prediction and traffic flow prediction: Convolutional Long-Term Memory Network (ConvLSTM) was applied to the task of motion recognition to compare the pros and cons of the two. This study will compare three different data sets: UCF (class 101), LSA (class 64) and UTD (class 27), compare 3DCNN with ConvLSTM, and combining the three data sets to verify the accuracy of the model. The final experimental results show that ConvLSTM is better than 3DCNN in three different data sets, and the result of the combined data set is also the best for ConvLSTM. The accuracy of 3DCNN and ConvLSTM is better than LSTM and BLSTM in the literature companison with the two data sets of LSA and UTD. This study proposes the application and development of action recognition using ConvLSTM first.