Статті в журналах: "Curriculum-based learning"

1

Nygaard, Claus, Thomas Højlt, and Mads Hermansen. "Learning-based curriculum development." Higher Education 55, no. 1 (October 3, 2006): 33–50. http://dx.doi.org/10.1007/s10734-006-9036-2.

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He, Yuchen, and Simone Baldi. "Generalization Ability of Deep Reinforcement Learning-based Navigation Based on Curriculum Learning." Journal of Physics: Conference Series 2593, no. 1 (September 1, 2023): 012003. http://dx.doi.org/10.1088/1742-6596/2593/1/012003.

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Abstract In this paper, curriculum learning is studied as an approach to improve generalization ability in navigation tasks, that is, improve the agent’s ability of navigating in scenarios different from those used for training. The agent is trained based on the TD3 algorithm, and curriculum learning selects different stages (i.e. different curricula) of Empty/Sparse/Normal worlds for training. Via extensive numerical comparisons with agents trained under such curricula, it is shown that properly used curriculum learning improves the agent’s ability of generalization. Furthermore, an automatic curriculum learning (Auto-CL) approach is proposed. Auto-CL is shown to have even better generalization than the standard curriculum learning, since it makes the agent able to navigate in new environments with more than 6% shorter paths in more than 21% shorter time.

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Espin, Christine A., Todd W. Busch, Erica S. Lembke, David D. Hampton, Kyounghee Seo, and Beth A. Zukowski. "Curriculum-Based Measurement in Science Learning." Assessment for Effective Intervention 38, no. 4 (June 11, 2013): 203–13. http://dx.doi.org/10.1177/1534508413489724.

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4

Lockwood, Diana. "Challenge-Based Learning & STEAM Curriculum." STEAM 5, no. 1 (2023): 1–7. http://dx.doi.org/10.5642/steam.zfxx7073.

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5

Brown, Patrick, Rodger Bybee, and Joseph Taylor. "Leading Effective Science Curriculum-Based Learning." Science and Children 61, no. 4 (July 3, 2024): 9–11. http://dx.doi.org/10.1080/00368148.2024.2367950.

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6

Yang, Xiuli, Renmiao Zhu, Duo Wu, and Jiening Huang. "Curriculum evaluation design based on task-based teaching." Advances in Social Development and Education Research 1, no. 3 (July 16, 2024): 136. http://dx.doi.org/10.61935/asder.3.1.2024.p136.

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The task driven teaching model combined with traditional teaching methods can stimulate students' learning initiative and achieve better learning outcomes.Task based teaching design mainly includes task construction, task implementation, and task evaluation. This includes individual and group tasks of different difficulty levels.Task evaluation is a crucial process, and a reasonable evaluation mechanism can promote students to actively participate, timely understand their learning status, adjust their learning status, form good learning habits, and achieve good learning outcomes. In the driven teaching evaluation system, students themselves, teachers, and classmates form multiple evaluation subjects to make comprehensive and objective evaluations.

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Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations." International Journal of Knowledge-Based Organizations 3, no. 3 (July 2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.

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This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in question applies the theory of expansive learning and developmental work research (Engeström, 1987) by specifying it in a learning network setting. The cultural-historical activity theory approach is used to elaborate on the notion of multi-mediation as the main challenge for the pedagogical modeling of a learning network. The outcome of the analysis is summarized in terms of four tension-laden dimensions of learning to be mediated by a development curriculum.

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8

Kendler, Barry S., and Patricia A. Grove. "Problem-Based Learning in the Biology Curriculum." American Biology Teacher 66, no. 5 (May 1, 2004): 348–54. http://dx.doi.org/10.2307/4451688.

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Kendler, Barry S., and Patricia A. Grove. "Problem-Based Learning in the Biology Curriculum." American Biology Teacher 66, no. 5 (May 2004): 348–54. http://dx.doi.org/10.1662/0002-7685(2004)066[0348:plitbc]2.0.co;2.

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Cho, Jung-Won, and Ji-Hye Kim. "Collaborative Project Curriculum applying Project-based Learning." Journal of the Korea Academia-Industrial cooperation Society 11, no. 1 (January 31, 2010): 214–19. http://dx.doi.org/10.5762/kais.2010.11.1.214.

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Ormandy, Emma. "Team-based learning within the veterinary curriculum." Developing Academic Practice 2021, April (April 1, 2021): 1–5. http://dx.doi.org/10.3828/dap.2021.10.

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Team-based learning (TBL) was introduced to the Veterinary Science (BVSc) curriculum in 2013 as a method of aiding students in their integration of knowledge across multiple subjects using case-based scenarios. TBL is learner-centred and requires student accountability for learning within their team using an outcomes-based approach, and has been shown to increase medical student exam performance, particularly for lower performing students. The TBL format includes pre-reading, individual and group readiness assurance tests, instructor review, and team application, all of which are considered essential for the successful implementation of TBL. In this paper, we describe the use of TBL within the BVSc curriculum and discuss potential reasons for successes and failures related to student engagement and assessment, alongside considering enhancements required for future implementation.

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Hassan, M. Mubasher, and Tabasum Mirza. "Curriculum Complexity Based Model of Blended Learning." International Journal of Research in Advent Technology 7, no. 2 (March 10, 2019): 161–64. http://dx.doi.org/10.32622/ijrat.72201943.

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13

Goodman, Doug. "Problem-based Learning in the MPA Curriculum." Journal of Public Affairs Education 14, no. 2 (September 2008): 253–70. http://dx.doi.org/10.1080/15236803.2008.12001523.

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14

Barsuk, Jeffrey H., Elaine R. Cohen, Diane B. Wayne, Viva J. Siddall, and William C. McGaghie. "Developing a Simulation-Based Mastery Learning Curriculum." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 11, no. 1 (February 2016): 52–59. http://dx.doi.org/10.1097/sih.0000000000000120.

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15

Ponnusami, Viji. "Curriculum Development Using Problem Based Learning Techniques." Management Studies and Economic Systems 2, no. 1 (2015): 51–58. http://dx.doi.org/10.12816/0018082.

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Duffrin, M. W., and D. H. Holben. "Integrating problem-based learning acrossthe dietetic curriculum." Journal of the American Dietetic Association 101, no. 9 (September 2001): A—66. http://dx.doi.org/10.1016/s0002-8223(01)80219-4.

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17

Sangster, Alan, and R. A. Wilson. "Knowledge-based learning within the accounting curriculum." British Accounting Review 23, no. 3 (September 1991): 243–61. http://dx.doi.org/10.1016/0890-8389(91)90087-i.

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18

Gustafsson, John Ake. "Curriculum Development Based on Constructivism Learning Theory." Jurnal Ar Ro'is Mandalika (Armada) 1, no. 3 (March 12, 2024): 171–79. http://dx.doi.org/10.59613/armada.v1i3.2854.

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This research aims to determine constructivist learning theory, the advantages of constructivist learning theory, the weaknesses of constructivist learning theory and the characteristics/characteristics of constructivism. The research method used in this research is the library research method from the main source, namely journals. The curriculum is a tool designed to develop the abilities of teachers and students in solving daily problems and meeting existing needs. The discussion of this research is the understanding of constructivist learning theory which states that learning is a process in which individuals actively build their own knowledge. Constructivist learning theory has advantages and disadvantages because this theory makes students more active and creative where teachers do not only convey the knowledge they have, so there can be differences of opinion between students and teachers. One of the characteristics of constructivism is that knowledge is built based on experience or previous knowledge learning a personal interpretation of the world, an active process in which meaning is developed through experience, knowledge grows through negotiation of meaning and learning is carried out in a realistic way.

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19

Patria, Lilis, Sudarsono Sudarsono, Yohanes Gatot Sutapa Yuliana, and Ikhsanudin Ikhsanudin. "ANALYSING TEXTBOOKS WRITTEN BASED ON CURRICULUM 2006 AND CURRICULUM 2013." Journal of English Educational Study (JEES) 6, no. 2 (November 15, 2023): 123–31. http://dx.doi.org/10.31932/jees.v6i2.2465.

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Education is part of human life. It is given to individuals differently according to where the educational activities occur. In order to maintain the consistency of education in specific areas, there is a need for a curriculum to define how the materials and learning standards must be taught and achieved in educational institutes based on the customs of every area across the world. One curriculum implementation method is textbooks. They are tools where curriculum materials and standards are implemented to support teaching and learning activities. Textbooks always need help with the contents related to the implemented curriculum. There is a need for evaluation to assess the effectiveness and efficiency of textbooks. This study examines the existing implemented curriculum with the textbook contents. Two textbooks, "Bahasa Inggris" based on the Indonesian 2013 curriculum and "Developing English Competences" based on the Indonesian KTSP 2006 curriculum, are used for assessment and evaluation. The qualitative method called document analysis implements McGrath's theory to evaluate textbooks. The findings are the difference and validity between the textbooks contents and both the curriculum of 2013 and 2006 (KTSP). Both are considered suitable, but with some difficulties in teaching and learning activities at certain degrees.

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20

Syafiqoh, Nada Nabilah, Yuli Imawan, Okitra Asri Nurazim, and Putri Nurinadia. "DEVELOPING A NEUROSAINS-BASED ARABIC CURRICULUM." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 6, no. 1 (April 2, 2023): 139. http://dx.doi.org/10.35931/am.v6i1.1639.

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<p style="text-align: justify;"><em>The purpose of this article is to discuss the role of Neurosains in the modernization of the Arabic curriculum, including its strategic and practical reconstruction. One is the emergence of international integration, brain-based learning, and character development based on neuroscience or neuroscience approaches. The basic principle of this study is the correct brain functional statement as the foundation of Arabic curriculum development. This paper aims to demonstrate how the Arabic learning process can be integrated with neuroscience approaches by optimizing right and left brain functions. This type of research is a literature study with Content Analysis (Analysis content) in the form of descriptive analysis. The research method uses primary sources from previous articles and books. The results showed that the application of neurosains can be implemented into the formulation of Arabic curriculum development with Circuit; 1) optimization of the right and left brain nervous system; and 2) optimization of the nervous system of the right and left brain. 2) incorporate the role of the brain into the Educational Foundation and the psychological aspects of cognitive (the substance of Arabic), psychomotor (mastery of Arabic skills), and affective (attitudes, values, and character) into Arabic learning design; and 3) link these three aspects into the nature of Arabic learning objectives, methods, strategies, and techniques. On that basis, neuroscience can be incorporated into modern-era Arabic learning curriculum development standards.</em></p>

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21

Lin, Zeyang, Jun Lai, Xiliang Chen, Lei Cao, and Jun Wang. "Curriculum Reinforcement Learning Based on K-Fold Cross Validation." Entropy 24, no. 12 (December 6, 2022): 1787. http://dx.doi.org/10.3390/e24121787.

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With the continuous development of deep reinforcement learning in intelligent control, combining automatic curriculum learning and deep reinforcement learning can improve the training performance and efficiency of algorithms from easy to difficult. Most existing automatic curriculum learning algorithms perform curriculum ranking through expert experience and a single network, which has the problems of difficult curriculum task ranking and slow convergence speed. In this paper, we propose a curriculum reinforcement learning method based on K-Fold Cross Validation that can estimate the relativity score of task curriculum difficulty. Drawing lessons from the human concept of curriculum learning from easy to difficult, this method divides automatic curriculum learning into a curriculum difficulty assessment stage and a curriculum sorting stage. Through parallel training of the teacher model and cross-evaluation of task sample difficulty, the method can better sequence curriculum learning tasks. Finally, simulation comparison experiments were carried out in two types of multi-agent experimental environments. The experimental results show that the automatic curriculum learning method based on K-Fold cross-validation can improve the training speed of the MADDPG algorithm, and at the same time has a certain generality for multi-agent deep reinforcement learning algorithm based on the replay buffer mechanism.

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22

Jacobs, Joshua, Albert Salas, Terri Cameron, Gwen Naguwa, and Richard Kasuya. "Implementing an Online Curriculum Management Database in a Problem-Based Learning Curriculum." Academic Medicine 80, no. 9 (September 2005): 840–46. http://dx.doi.org/10.1097/00001888-200509000-00011.

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23

Solikhah, Imroatus. "KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES." LINGUA: Journal of Language, Literature and Teaching 12, no. 1 (March 1, 2015): 1–22. http://dx.doi.org/10.30957/lingua.v12i1.68.

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This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices. The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed. In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined. In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.

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Hamdy, Hossam, and Esam Agamy. "Is running a Problem-Based Learning curriculum more expensive than a traditional Subject-Based Curriculum?" Medical Teacher 33, no. 9 (August 19, 2011): e509-e514. http://dx.doi.org/10.3109/0142159x.2011.599451.

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25

Lisdawati, Lisdawati. "Independent Curriculum Based Learning Management in Primary School Education Units." PPSDP International Journal of Education 3, no. 1 (January 26, 2024): 1–8. http://dx.doi.org/10.59175/pijed.v3i1.182.

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Implementation of Independent Curriculum-based Learning is a challenge for elementary school teachers to improve the quality of learning processes and outcomes. Therefore, the implementation of an independent curriculum must be supported by competent teachers, effective and efficient learning management, and adequate infrastructure. This research aims to analyze independent curriculum-based learning management in elementary school education units. Data collection tools use interviews, documentation, and literature review. Implementation of the Independent Curriculum in the learning process must be able to build strong awareness and understanding of the Independent Curriculum, design learning plans that reflect the principles of the Independent Curriculum, create a learning environment that supports the Independent Curriculum, encourage active participation of students by always innovating, and be able to involve parents and community in implementing the independent learning curriculum in the learning process. The obstacles faced by teachers such as limited school infrastructure and teacher adaptation and centralization of the curriculum can be followed up by participating in training and professional development to increase understanding of the concepts and principles of the Independent Learning Curriculum.

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Mahayanti, Ni Wayan Surya, G. A. P. Suprianti, and I. Putu Indra Kusuma. "LANGUAGE LEARNING GAMES DEVELOPMENT BASED ON CURRICULUM 2013." Journal of Education Technology 1, no. 1 (May 3, 2017): 61. http://dx.doi.org/10.23887/jet.v1i1.10086.

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This research aimed at developing character based language learning games in teaching English which can be used by teacher of junior high school grade VII as an alternative activities in the classroom. This research is R&D which used the design from Sugiyono (2011). The data in this study were collected through in depth interview, observation, and questionnaire distribution for both teacher and students. Then the data gained were analyzed qualitatively as the basis to develop the games and manual. As the result, 3 character based language learning games are developed; they are Word Bricks, Race Words dan Snake and Signs games. Validation from experts has been conducted and the scores given indicate that the product designed can be categorized as good games and excellent manual. It is also found that the product developed is categorized as good games and manual based on teacher’s score. After the implementation, it is shown that the students are motivated in learning English by using games. Besides, it is also found that students’ characters are starting to emerge in students who played the games.

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27

Dai, Liwei, and Shan Huang. "Object Detection Enhancement Algorithm Based on Curriculum Learning." Journal of Computer-Aided Design & Computer Graphics 33, no. 2 (February 1, 2021): 278–86. http://dx.doi.org/10.3724/sp.j.1089.2021.18401.

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Laxman, Kumar. "Infusing inquiry‐based learning skills in curriculum implementation." International Journal for Lesson and Learning Studies 2, no. 1 (January 4, 2013): 41–55. http://dx.doi.org/10.1108/20468251311290123.

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Göksel, Eva. "Drama-based pedagogy: Activating learning across the curriculum." Research in Drama Education: The Journal of Applied Theatre and Performance 25, no. 4 (August 28, 2020): 655–56. http://dx.doi.org/10.1080/13569783.2020.1811657.

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30

Greenier, Vincent Troy. "The 10Cs of project-based learning TESOL curriculum." Innovation in Language Learning and Teaching 14, no. 1 (May 11, 2018): 27–36. http://dx.doi.org/10.1080/17501229.2018.1473405.

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31

Asher, Jenny. "Building work‐based learning into the school curriculum." Education + Training 47, no. 1 (January 2005): 64–69. http://dx.doi.org/10.1108/00400910510580647.

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Cadwallader, Susan, Catherine Atwong, and Aubrey Lebard. "Proposing Community-Based Learning in the Marketing Curriculum." Marketing Education Review 23, no. 2 (July 2013): 137–50. http://dx.doi.org/10.2753/mer1052-8008230203.

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33

Westbury, Ian. "State-based curriculum-making: the Illinois Learning Standards." Journal of Curriculum Studies 48, no. 6 (November 2016): 783–802. http://dx.doi.org/10.1080/00220272.2016.1186740.

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Morales-Mann, Erlinda T., and Christabel A. Kaitell. "Problem-based learning in a new Canadian curriculum." Journal of Advanced Nursing 33, no. 1 (January 2001): 13–19. http://dx.doi.org/10.1046/j.1365-2648.2001.01633.x.

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35

Jamaludin, Mohammad Zamry, Khairiyah Mohd.Yusof, Nor Farida Harun, and Syed Ahmad Helmi Syed Hassan. "Crafting Engineering Problems for Problem-Based Learning Curriculum." Procedia - Social and Behavioral Sciences 56 (October 2012): 377–87. http://dx.doi.org/10.1016/j.sbspro.2012.09.666.

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D'Ottavio, Alberto Enrique. "Some reflections on problem-based learning medical curriculum." Advances in Medical Education and Practice Volume 9 (June 2018): 505–6. http://dx.doi.org/10.2147/amep.s173337.

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Zhang, Min, Zhongwei Yu, Hai Wang, Hongbo Qin, Wei Zhao, and Yan Liu. "Automatic Digital Modulation Classification Based on Curriculum Learning." Applied Sciences 9, no. 10 (May 27, 2019): 2171. http://dx.doi.org/10.3390/app9102171.

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Neural network shows great potential in modulation classification because of its excellent accuracy and achievability but overfitting and memorizing data noise often happen in previous researches on automatic digital modulation classifier. To solve this problem, we utilize two neural networks, namely MentorNet and StudentNet, to construct an automatic modulation classifier, which possesses great performance on the test set with −18–20 dB signal-to-noise ratio (SNR). The MentorNet supervises the training of StudentNet according to curriculum learning, and deals with the overfitting problem in StudentNet. The proposed classifier is verified in several test sets containing additive white Gaussian noise (AWGN), Rayleigh fading, carrier frequency offset and phase offset. Experimental results reveal that the overall accuracy of this classifier for common eleven modulation types was up to 99.3% while the inter-class accuracy could be up to 100%, which was much higher than many other classifiers. Besides, in the presence of interferences, the overall accuracy of this novel classifier still could reach 90% at 10 dB SNR indicting its excellent robustness, which makes it suitable for applications like military electronic warfare.

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Zrull, Mark C., Courtney A. Rocheleau, M. Corinne Smith, and Shawn M. Bergman. "Curriculum-based learning communities centered within a discipline." New Directions for Teaching and Learning 2012, no. 132 (December 2012): 19–29. http://dx.doi.org/10.1002/tl.20033.

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Thompson, Sara E., and Richard A. Couto. "Creating Problem-Based Leadership Learning Across the Curriculum." New Directions for Higher Education 2016, no. 174 (June 2016): 35–44. http://dx.doi.org/10.1002/he.20187.

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Srilakshmi, Madiraju, and Sudeshna Sarkar. "Improved session-based recommender systems using curriculum learning." Intelligent Systems with Applications 22 (June 2024): 200369. http://dx.doi.org/10.1016/j.iswa.2024.200369.

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Hyun, Myung Sun, and Sun Ah Kim. "Learning Experiences of Graduate Nursing Students through Problem-based Learning Curriculum." Journal of Korean Academy of psychiatric and Mental Health Nursing 12, no. 3 (September 30, 2003): 260–67. http://dx.doi.org/10.12934/jkpmhn.2003.12.3.260.

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Purpose: This study was to understand the learning experiences of graduate nursing students through the Problem-based learning curriculum. Methods: Six graduate students were included in this study. Of six subjects, four were nurses in the hospital, two were school health nurses in the elementary school. The Problem-based learning curriculum was provided for those subjects in Education Graduate School in A University from March, 2000 to June, 2000. Data were collected through the reflective journal of the subjects. The data were analyzed by the content analysis in the framework of the Grounded Theory method as suggested by Strauss and Corbin(1990) which is useful in discovering and understanding the learning experiences of the subjects. Fourteen concepts were identified from the data. Results: It was found that their experiences were identified through the three stages of learning process. First, during the beginning stage, the subjects experienced adjusting to the group work as the learning method, uncertainty to the learning process, difficulty of finding problem solving in problem based situation, reflection about one's role in real field, recognizing a need for self directed study, and recognizing a gap between theory and practice. Then, during the middle stage, they experienced burden for study preparation, conflict for applicability of learned knowledge to the real situation, satisfaction for the learning of knowledge required in real situation, and certainty to knowledge learning by teacher's lecture. Finally, during the terminal stage, they experienced promotion of self-image in real field, promotion of potential for problem solving, expectation for positive change in real field by one*s role, and change in one's study and life pattern. Conclusion: This study helps to understand and discover the experiences of graduate students through the Problem-based learning curriculum. Therefore, this study can provide the basic data and direction in developing and applying Problem-based learning curriculum in education.

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Nurmasyitah, Puspa, Amiruddin Amiruddin, Ardy Salim, Imelda Fransiska, Kenny Daris, and Kiki Suryani. "Implementation Merdeka Curriculum of Learning to Students’ Learning Activities." Holistic Science 3, no. 1 (February 5, 2023): 39–44. http://dx.doi.org/10.56495/hs.v3i1.331.

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Implementation Merdeka Curriculum of learning applied as the solution to educational problems during pandemic. This curriculum contains main concepts of student’s center of learning. The targets of curriculum are students able to be competitive as the Pancasila profile students. Merdeka Curriculum aims to complete the previous curriculum. The main activitity of curriculum put on different learning and project-based learning. It gives the students chance to learn according to student’s learning style. The problems of the research is relation of implementation of Merdeka Curriculum to students’ activities in learning process in the classroom. This research aims to find relation of implementation of Merdeka Curriculum to students’ activities such as discussing, asking and responding. The reasearch method that is applied of the research is descriptive reasearch. The technique of data collectios by using essay test dan observation sheet. The data analysis applied statistic descriptive presentation. The result of the research reveals that visual learning-style dominates 47%, kinesthetic learning style is 37% and auditory learning-style covers 16%. The subject of the reasearch is students of class 7B of SMPN 3 Lubuk Pakam. The observation result shows that implementation of Merdeka Curriculum relates to students’ activities in the learning process effectively

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Sianturi, Monika Karolina, Arwansyah Arwansyah, and Muhammad Yusuf. "Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects." EDUTEC : Journal of Education And Technology 5, no. 1 (September 30, 2021): 65–77. http://dx.doi.org/10.29062/edu.v5i1.273.

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Анотація:

The curriculum in Indonesia is currently curriculum 2013, especially on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others: educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD learning. This method and type of research is a development study with a 4-Dmodelby Thiagarajan and Semmel. The findings in this study are the use of problem-based learning-based LKPD and the response of students who were found to be positive or good

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Li, Jiawen, Jiahua Sun, Xin Li, Yun Yang, Xin Jiang, and Ronghui Li. "LFLD-CLbased NET: A Curriculum-Learning-Based Deep Learning Network with Leap-Forward-Learning-Decay for Ship Detection." Journal of Marine Science and Engineering 11, no. 7 (July 8, 2023): 1388. http://dx.doi.org/10.3390/jmse11071388.

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Ship detection in the maritime domain awareness field has seen a significant shift towards deep-learning-based techniques as the mainstream approach. However, most existing deep-learning-based ship detection models adopt a random sampling strategy for training data, neglecting the complexity differences among samples and the learning progress of the model, which hinders training efficiency, robustness, and generalization ability. To address this issue, we propose a ship detection model called the Leap-Forward-Learning-Decay and Curriculum Learning-based Network (LFLD-CLbased NET). This model incorporates innovative strategies as Leap-Forward-Learning-Decay and curriculum learning to enhance its ship detection capabilities. The LFLD-CLbased NET is composed of ResNet as the feature extraction unit, combined with a difficulty generator and a difficulty scheduler. The difficulty generator in LFLD-CLbased NET effectively expands data samples based on real ocean scenarios, and the difficulty scheduler constructs corresponding curriculum training data, enabling the model to be trained in an orderly manner from easy to difficult. The Leap-Forward-Learning-Decay strategy, which allows for flexible adjustment of the learning rate during curriculum training, is proposed for enhancing training efficiency. Our experimental findings demonstrate that our model achieved a detection accuracy of 86.635%, approximately 10% higher than other deep-learning-based ship detection models. In addition, we conducted extensive supplementary experiments to evaluate the effectiveness of the learning rate adjustment strategy and curriculum training in ship detection tasks. Furthermore, we conducted exploratory experiments on different modules to compare performance differences under varying parameter configurations.

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Lin, Zeyang, Jun Lai, Xiliang Chen, Lei Cao, and Jun Wang. "Learning to Utilize Curiosity: A New Approach of Automatic Curriculum Learning for Deep RL." Mathematics 10, no. 14 (July 20, 2022): 2523. http://dx.doi.org/10.3390/math10142523.

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In recent years, reinforcement learning algorithms based on automatic curriculum learning have been increasingly applied to multi-agent system problems. However, in the sparse reward environment, the reinforcement learning agents get almost no feedback from the environment during the whole training process, which leads to a decrease in the convergence speed and learning efficiency of the curriculum reinforcement learning algorithm. Based on the automatic curriculum learning algorithm, this paper proposes a curriculum reinforcement learning method based on the curiosity model (CMCL). The method divides the curriculum sorting criteria into temporal-difference error and curiosity reward, uses the K-fold cross validation method to evaluate the difficulty priority of task samples, uses the Intrinsic Curiosity Module (ICM) to evaluate the curiosity priority of the task samples, and uses the curriculum factor to adjust the learning probability of the task samples. This study compares the CMCL algorithm with other baseline algorithms in cooperative-competitive environments, and the experimental simulation results show that the CMCL method can improve the training performance and robustness of multi-agent deep reinforcement learning algorithms.

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GASQUE, Kelley Cristine Gonçalves Dias. "Information literacy for inquiry-based learning." Transinformação 28, no. 3 (December 2016): 253–62. http://dx.doi.org/10.1590/2318-08892016000300001.

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Abstract Given the importance of focus on globalized curriculum, this study presents a review of the literature on issues related to the nature of learning contents and curriculum, especially the development of curriculum based on the research process - inquiry-based learning - in terms of information literacy. Some hypotheses were formulated to explain the lack of studies on this topic, such as the level of development of information literacy programs, pedagogical training of librarians, and educational institutions' perceptions of the importance of information literacy. Recommendations for further research on the topic were made. It was concluded that inquiry-based learning allow better integration of information literacy content providing more meaningful learning by encouraging reflection, student protagonism, and learning how to learn among others.

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Muchtarom, Muchtarom. "Active Learning Method In 2013 Curriculum Based PAI Learning And Its Impact On Student." International Journal of Education Management and Sociology 3, no. 1 (January 23, 2024): 8–17. http://dx.doi.org/10.58818/ijems.v3i1.88.

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This research was conducted to analyze the influence of active learning on PAI learning based on the 2013 Curriculum and its impact on students. This research method uses a descriptive qualitative approach. The data sources in this research are primary data and secondary data. Primary data was obtained from direct interviews with the Principal, Deputy Principal for Curriculum, Deputy Principal for Facilities, Student Affairs, PAI lesson teachers, and students. Observations at the research location. Meanwhile, secondary data sources were obtained from the study of documents, manuscripts, and archives related to the implementation of active learning in PAI based on the 2013 Curriculum and its impact on students at SMA Muhammadiyah 1 Bandung. The conclusion according to the results of the analysis is that the active learning method in PAI learning is based on the 2013 Curriculum, which is expressed through religious activities in PAI learning both in the classroom and outside the classroom. Meanwhile, the 2013 Curriculum active learning activities in PAI learning were successful and had an impact on forming students' religious character. This is proven by the small number of students who violate the active learning methods implemented

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Chae, Su-Jin. "An Investigation on Curriculum Design in Outcome Based Curriculum." Korean Medical Education Review 11, no. 1 (June 30, 2009): 3–9. http://dx.doi.org/10.17496/kmer.2009.11.1.3.

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Outcome based education, a competence based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education. The emphasis is on the product that is to say what sort of doctor will be producted rather than on the educational process. In outcome based education, the outcomes are clearly and unambiguously specified such as Tyler’s curriculum design. The design of outcome based curriculum plans in the opposite direction, starting with the good doctor and working backwards. Outcome based curriculum offers many advantages as a way of achieving this. It emphasises relevance in the curriculum and accountability and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the faculty and student to share responsibility for learning and it can guide the assessment.

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Hanani, Hanif, Nur Ayu Setyariza, Intan Kusumawardani, Sri Erna Widayati, and Yekti Handayani. "Penerapan Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Islam melalui Metode Based Learning." TSAQOFAH 4, no. 5 (July 18, 2024): 3529–41. http://dx.doi.org/10.58578/tsaqofah.v4i5.3378.

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The independent learning curriculum is a learning curriculum that refers to a talent and interest approach. Curriculum plays an important role in education. Students will not achieve appropriate learning goals without an appropriate curriculum and teachers as facilitators have an important role in the ongoing learning process. The learning model as a basis for learning is considered to be able to help the continuity of learning because project-based learning (Project Based Learning) is an innovative learning model that focuses on students solving a problem by producing a product.

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Tarolli, Christopher G., and Ralph F. Józefowicz. "Curriculum Innovations: Enhancing Medical Student Neuroscience Training With a Team-Based Learning Curriculum." Neurology: Education 2, no. 1 (January 5, 2023): e200037. http://dx.doi.org/10.1212/ne9.0000000000200037.

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Background and Problem StatementNeurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) with the goals to demonstrate clinical relevance in neuropathology, enhance student engagement in neuropathology education, and promote direct application of knowledge.Methods and Curriculum DescriptionWe identified an underperforming neuropathology curriculum within the second-year medical student neuroscience course at the University of Rochester School of Medicine and Dentistry and implemented a traditional TBL curriculum to deliver this content. In addition, we transitioned to primarily clinician-led lectures in the neuropathology curriculum. We assessed student opinions of the curricular changes though end-of-course feedback, the implementation of a novel survey, and semistructured interviews with students. We assessed outcomes on the course final examination and overall course performance, comparing student performance in the preimplementation phase (year 2020–2021) with that in the postimplementation phase (year 2021–2022) using a 2-samplettest.Results and AssessmentStudent opinions of the curricular changes were positive on the end-of-course evaluation (79.4% rated TBL as good or excellent) and novel survey (89%–96% of students rated the portions of the curriculum positively). Themes identified in free text responses and through qualitative interviews included an appreciation of the streamlined course content and a sense that the various sessions within the neuropathology curriculum effectively reinforced learning. Student performance on the final examination was similar in the preimplementation vs postimplementation phases (81.2% correct vs 80.3% correct;p= 0.37). Performance on the neuropathology subsection of the final examination was also similar among the 2 cohorts (82.6% correct vs 83.9% correct;p= 0.36).Discussion and Lessons LearnedWe demonstrate the feasibility and utility of a transition to primarily neurologist and neurosurgeon-led lectures and the implementation of a TBL curriculum within a neuroscience course. While we report data from implementation at a single center, these results have potential relevance to other courses, given our demonstration that TBL is a useful method to deliver neuroscience learning, nonpathologist lecturers can effectively provide neuropathology education, and a small number of educational faculty can be engaged to deliver this material.

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