Готові списки джерел за темами / Facilitated learning

Добірка наукової літератури з теми "Facilitated learning"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Facilitated learning"

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Segal-Horn, Susan, Ian McGill, Tom Bourner, and Paul Frost. "Non-Facilitated Action Learning." Management Education and Development 18, no. 4 (December 1987): 277–86. http://dx.doi.org/10.1177/135050768701800405.

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Mkonto, Nosisana. "Peer-Facilitated Learning: Students’ Experiences." Africa Education Review 15, no. 2 (December 21, 2017): 16–31. http://dx.doi.org/10.1080/18146627.2016.1224599.

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Holmes, Natalie P., Matthew J. Griffith, Matthew G. Barr, Nicolas C. Nicolaidis, Vijay Bhatia, Michael Duncan, Ingrid McCarroll, Jenny Whiting, Paul C. Dastoor, and Julie M. Cairney. "Remote Learning Facilitated by MyScope Explore." Microscopy Today 29, no. 6 (November 2021): 42–48. http://dx.doi.org/10.1017/s1551929521001322.

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Abstract:In response to the requirements imposed by the COVID-19 pandemic in 2020, we developed a remote learning undergraduate workshop for 44 students at the University of Newcastle by embedding scanning electron microscope (SEM) images of Maratus (Peacock) spiders into the MyScope Explore environment. The workshop session had two main components: 1) to use the online MyScope Explore tool to virtually image scales with structural color and pigmented color on Maratus spiders; 2) to join a live SEM session via Zoom to image an actual Maratus spider. In previous years, the undergraduate university students attending this annual workshop would enter the Microscopy Facility at the University of Newcastle to image specimens with SEM; however, in 2020 the Microscopy Facility was closed to student visitors, and this virtual activity was developed in order to proceed with the educational event. The program was highly successful and constitutes a platform that can be used in the future by universities for teaching microscopy remotely.
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Marcus, Gary F., Keith J. Fernandes, and Scott P. Johnson. "Infant Rule Learning Facilitated by Speech." Psychological Science 18, no. 5 (May 2007): 387–91. http://dx.doi.org/10.1111/j.1467-9280.2007.01910.x.

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Law, Kris M. Y., Victor C. S. Lee, and Y. T. Yu. "Learning motivation in e-learning facilitated computer programming courses." Computers & Education 55, no. 1 (August 2010): 218–28. http://dx.doi.org/10.1016/j.compedu.2010.01.007.

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Solomon, Patricia, Sue Baptiste, Pippa Hall, Robert Luke, Carole Orchard, Ellen Rukholm, Lorraine Carter, Susanne King, and Gissele Damiani-Taraba. "Students’ perceptions of interprofessional learning through facilitated online learning modules." Medical Teacher 32, no. 9 (August 26, 2010): e391-e398. http://dx.doi.org/10.3109/0142159x.2010.495760.

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Khan, Waqar Ahmed, S. H. Chung, Muhammad Usman Awan, and Xin Wen. "Machine learning facilitated business intelligence (Part II)." Industrial Management & Data Systems 120, no. 1 (November 27, 2019): 128–63. http://dx.doi.org/10.1108/imds-06-2019-0351.

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Purpose The purpose of this paper is three-fold: to review the categories explaining mainly optimization algorithms (techniques) in that needed to improve the generalization performance and learning speed of the Feedforward Neural Network (FNN); to discover the change in research trends by analyzing all six categories (i.e. gradient learning algorithms for network training, gradient free learning algorithms, optimization algorithms for learning rate, bias and variance (underfitting and overfitting) minimization algorithms, constructive topology neural networks, metaheuristic search algorithms) collectively; and recommend new research directions for researchers and facilitate users to understand algorithms real-world applications in solving complex management, engineering and health sciences problems. Design/methodology/approach The FNN has gained much attention from researchers to make a more informed decision in the last few decades. The literature survey is focused on the learning algorithms and the optimization techniques proposed in the last three decades. This paper (Part II) is an extension of Part I. For the sake of simplicity, the paper entitled “Machine learning facilitated business intelligence (Part I): Neural networks learning algorithms and applications” is referred to as Part I. To make the study consistent with Part I, the approach and survey methodology in this paper are kept similar to those in Part I. Findings Combining the work performed in Part I, the authors studied a total of 80 articles through popular keywords searching. The FNN learning algorithms and optimization techniques identified in the selected literature are classified into six categories based on their problem identification, mathematical model, technical reasoning and proposed solution. Previously, in Part I, the two categories focusing on the learning algorithms (i.e. gradient learning algorithms for network training, gradient free learning algorithms) are reviewed with their real-world applications in management, engineering, and health sciences. Therefore, in the current paper, Part II, the remaining four categories, exploring optimization techniques (i.e. optimization algorithms for learning rate, bias and variance (underfitting and overfitting) minimization algorithms, constructive topology neural networks, metaheuristic search algorithms) are studied in detail. The algorithm explanation is made enriched by discussing their technical merits, limitations, and applications in their respective categories. Finally, the authors recommend future new research directions which can contribute to strengthening the literature. Research limitations/implications The FNN contributions are rapidly increasing because of its ability to make reliably informed decisions. Like learning algorithms, reviewed in Part I, the focus is to enrich the comprehensive study by reviewing remaining categories focusing on the optimization techniques. However, future efforts may be needed to incorporate other algorithms into identified six categories or suggest new category to continuously monitor the shift in the research trends. Practical implications The authors studied the shift in research trend for three decades by collectively analyzing the learning algorithms and optimization techniques with their applications. This may help researchers to identify future research gaps to improve the generalization performance and learning speed, and user to understand the applications areas of the FNN. For instance, research contribution in FNN in the last three decades has changed from complex gradient-based algorithms to gradient free algorithms, trial and error hidden units fixed topology approach to cascade topology, hyperparameters initial guess to analytically calculation and converging algorithms at a global minimum rather than the local minimum. Originality/value The existing literature surveys include comparative study of the algorithms, identifying algorithms application areas and focusing on specific techniques in that it may not be able to identify algorithms categories, a shift in research trends over time, application area frequently analyzed, common research gaps and collective future directions. Part I and II attempts to overcome the existing literature surveys limitations by classifying articles into six categories covering a wide range of algorithm proposed to improve the FNN generalization performance and convergence rate. The classification of algorithms into six categories helps to analyze the shift in research trend which makes the classification scheme significant and innovative.
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Khan, Waqar Ahmed, S. H. Chung, Muhammad Usman Awan, and Xin Wen. "Machine learning facilitated business intelligence (Part I)." Industrial Management & Data Systems 120, no. 1 (November 27, 2019): 164–95. http://dx.doi.org/10.1108/imds-07-2019-0361.

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Анотація:
Purpose The purpose of this paper is to conduct a comprehensive review of the noteworthy contributions made in the area of the Feedforward neural network (FNN) to improve its generalization performance and convergence rate (learning speed); to identify new research directions that will help researchers to design new, simple and efficient algorithms and users to implement optimal designed FNNs for solving complex problems; and to explore the wide applications of the reviewed FNN algorithms in solving real-world management, engineering and health sciences problems and demonstrate the advantages of these algorithms in enhancing decision making for practical operations. Design/methodology/approach The FNN has gained much popularity during the last three decades. Therefore, the authors have focused on algorithms proposed during the last three decades. The selected databases were searched with popular keywords: “generalization performance,” “learning rate,” “overfitting” and “fixed and cascade architecture.” Combinations of the keywords were also used to get more relevant results. Duplicated articles in the databases, non-English language, and matched keywords but out of scope, were discarded. Findings The authors studied a total of 80 articles and classified them into six categories according to the nature of the algorithms proposed in these articles which aimed at improving the generalization performance and convergence rate of FNNs. To review and discuss all the six categories would result in the paper being too long. Therefore, the authors further divided the six categories into two parts (i.e. Part I and Part II). The current paper, Part I, investigates two categories that focus on learning algorithms (i.e. gradient learning algorithms for network training and gradient-free learning algorithms). Furthermore, the remaining four categories which mainly explore optimization techniques are reviewed in Part II (i.e. optimization algorithms for learning rate, bias and variance (underfitting and overfitting) minimization algorithms, constructive topology neural networks and metaheuristic search algorithms). For the sake of simplicity, the paper entitled “Machine learning facilitated business intelligence (Part II): Neural networks optimization techniques and applications” is referred to as Part II. This results in a division of 80 articles into 38 and 42 for Part I and Part II, respectively. After discussing the FNN algorithms with their technical merits and limitations, along with real-world management, engineering and health sciences applications for each individual category, the authors suggest seven (three in Part I and other four in Part II) new future directions which can contribute to strengthening the literature. Research limitations/implications The FNN contributions are numerous and cannot be covered in a single study. The authors remain focused on learning algorithms and optimization techniques, along with their application to real-world problems, proposing to improve the generalization performance and convergence rate of FNNs with the characteristics of computing optimal hyperparameters, connection weights, hidden units, selecting an appropriate network architecture rather than trial and error approaches and avoiding overfitting. Practical implications This study will help researchers and practitioners to deeply understand the existing algorithms merits of FNNs with limitations, research gaps, application areas and changes in research studies in the last three decades. Moreover, the user, after having in-depth knowledge by understanding the applications of algorithms in the real world, may apply appropriate FNN algorithms to get optimal results in the shortest possible time, with less effort, for their specific application area problems. Originality/value The existing literature surveys are limited in scope due to comparative study of the algorithms, studying algorithms application areas and focusing on specific techniques. This implies that the existing surveys are focused on studying some specific algorithms or their applications (e.g. pruning algorithms, constructive algorithms, etc.). In this work, the authors propose a comprehensive review of different categories, along with their real-world applications, that may affect FNN generalization performance and convergence rate. This makes the classification scheme novel and significant.
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Boudabous, Soufiane, Okba Kazar, Mohamed Ridda Laouar, and Sean B. Eom. "A Multi-Agent System for Ubiquitous Learning for Hospital Education." International Journal of Information Systems in the Service Sector 13, no. 3 (July 2021): 1–17. http://dx.doi.org/10.4018/ijisss.2021070101.

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Healthcare information systems (HIS) have become an important area of research due to ever-increasing healthcare costs to the national economy. Many recent technological developments such as mobile technology and cloud computing have profoundly affected the current state of HIS and further facilitated the developments of ubiquitous computing and ubiquitous learning systems (ULS). The authors propose a multi-agent system for ubiquitous learning (MASUL) to facilitate various learning tasks. They use JADE (Java agent development framework) for developing the multi-agent system. MASUL provides a series of functionalities that can be used by the patients and clinicians. The system simplifies the mechanisms to access learning information via mobile devices, and it also facilitates the learning-teaching process centered on the physical surroundings of the user.
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Uysal, Fatma Öz Nihan Katayıfçı Bircan Yücekaya İsmail. "Is Learning Medical Terminology Facilitated with Visual Materials?" International Journal of Academic Medicine and Pharmacy Volume: 3 Issue: 2, Volume: 3 Issue: 2 (2021): 178–80. http://dx.doi.org/10.29228/jamp.50146.

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Дисертації з теми "Facilitated learning"

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Clewell, Kelly Sue. "Learning Management System Facilitated Blended Learning in Secondary Schools." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609139/.

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The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the area of LMS-facilitated blended learning design in secondary schools.
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Mlambo-Ngcuka, Phumzile. "Mobile learning facilitated ICT teacher development : innovation report." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58641/.

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This Innovation Report reports on best practice in ICT teacher development (ICTTD) based on a literature study and an empirical action research study. The study was conducted with the assistance of a mobile-learning tutoring programme in four resource-constrained schools in South Africa. All the participating teachers had little or no ICT skills. It is predicated on the assumption that quality education helps in the reduction of poverty and inequality. It argues that the performance of an education system reflects the quality of its teachers, which is enhanced by in-service training, especially access to ICT-enriched lifelong learning (LLL) and continuing professional development (CPD). This requires teachers to acquire ICT skills and for their ICT learning styles to be considered. The main research question was concerned with how teachers acquire and improve ICT skills. The response to the main question identified the following important ICTTD enablers and best practice: collaborative learning, integration of pedagogy and subject knowledge with technology, leadership and use of practical ICTTD. The study took advantage of the ubiquity of mobile phones in South Africa, which as the most rapidly adopted technology in history, enabled learners to participate in the study. The participating tutoring teachers (TTs) were Life Orientation and Life Skills (LOLS) teachers who were asked to conduct online Life Orientation and Life Skills tutorials. They were chosen because they were least likely to be ICT competent. The participation in synchronous online tutorials gave the teachers a practical ICT user experience. They made use of the limited numbers of computers, and the learners used the more widely available mobile phones. The tutoring teachers (TTs) were supported by suitably qualified volunteer tutors (VTs) whose participation in the study improved both the tutor: learner ratio and the technology-enhanced learning TEL experience for the teachers and learners. The VTs and TTs were called Dr LOLS tutors. The interactions between the mobile learners and teachers were enabled by the social network MXit and the Chat Call Centre online (C3TO) platform, which is created by the Council for Scientific and Industrial Research (CSIR) in Pretoria. All the teachers acquired new ICT skills during the study. Key findings of the study include: -- The importance of enabling the VTs to ‘teach from anywhere’ and at a time agreed with learners, compared to the notion of ‘learning from anywhere anytime’, given that most learners did not own, but shared the mobile phones they used. -- Mobile-learning can be a gateway to a ‘device agnostic’ technology-enhanced learning (TEL) experience. -- The lack of mainstreamed TEL policy in poor schools limits the contribution TEL can make to poverty and inequality reduction. Implications for educational policy include; making integrated ICTTD mandatory at pre-service training, a TEL policy that integrates mobile-learning and repositions TEL as part of poverty reduction imperative.
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Millward, Pamela. "Organisational learning facilitated by the analysis of student achievement information." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/274.

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This thesis explores reasons for New Zealand’s problematic tail of literacy underachievement and suggests one way to address the problem, is for schools to operate as learning organizations. A qualitative research design was used to identify elements of organizational learning in the practices of three very different schools identified as improving the students’ learning outcomes. The research methods included semi-structured interviews, team meeting observations, an anonymous questionnaire and document analysis. An analytical framework identifying five elements of organizational learning, developed from a review of the organizational learning literature, was used to evaluate each school’s ability to learn about their teaching and learning programmes as a result of reviewing students’ achievement information. The research findings identified elements of the organizational learning framework in the practices of all three schools. It was found that whilst the elements of the framework were necessary, the entirety of the framework was most significant in facilitating organizational learning. In order for the schools to learn to improve the learning of their students, they needed to have a well defined infrastructure for the collection, collation, analysis and use of student achievement information. The occurrence of the infrastructure alone did not, however, facilitate organizational learning. The school leaders and teachers needed to apply the appropriate curriculum content, pedagogical and assessment literacy knowledge to the assessment data in order to make sense of it and to use the information to review and refine their teaching and learning programmes. The acquisition of appropriate levels of professional knowledge appeared to be facilitated within a culture where teachers felt safe and confident to challenge and be challenged in their collegial discussions about students’ learning. Rigorous collegial discussions appeared to foster team learning and to be leader driven. When the appropriate professional knowledge was not available within the organization, learning only appeared to occur when the necessary expertise was accessed from the external environment.
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McLymont, Enid Floretta. "Mediated learning through the coaching approach facilitated by cognitive coaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0009/NQ59634.pdf.

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Phillips, Althea Lenore. "Can Nurse-Facilitated Support Groups Foster Self-Awareness?" ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1713.

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Students with learning disabilities (LDs) represent 9% of students attending college, and college administrators must comply with a large number of federal requirements outlining the provision of educational services for students with LDs, including offering support groups. Nurse-facilitated support groups, held within the university setting, could provide effective social support, increasing likelihood of college success among students with LDs. The purpose of this project was to develop a plan for implementing nurse-facilitated support groups for students with LDs within the student health services (SHS) department at a university designed to improve their coping skills on personal, social, and academic levels. Guided by the Logic Model, a plan for implementing nurse-facilitated support groups within the SHS department was developed and presented to university stakeholders. Components of the plan included a support group structure, curriculum, evaluation tools, steps for piloting the program, and a proposed timeline for implementing the program. The stakeholders acknowledged the potential benefits of initiating a program of nurse-facilitated support groups for students with LDs to assist in attaining their academic goals. However, additional analysis of the program and refining and other disabilities to assist in attaining their academic goals; however, additional analysis of the program and refining the proposed student self-evaluation tool were needed before implementing the program. Nurses in a SHS department staff are effective support group facilitators for students with LDs. This study holds the potential for positive social change by enhancing personal, social, and academic coping skills with nurse-facilitated support groups who may help students with LDs reduce their risk of experiencing burnout and enhance the likelihood of academic success.
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Goodall, Helen. "Professional development and beyond : a participative study of a self-facilitated learning group." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3428.

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This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initial raison d’étre of the group was its members’ professional development and this forms a central strand of the investigation, along with identity and self-facilitation. A pragmatic research paradigm, the collaborative nature of the group and the writer’s dual role as both participant and researcher were all influential in the decision to use a participative approach. A range of methods, chosen by the participants, was utilised during the investigation which, whilst participatory, is not emancipatory research. This experimental divergence from how a participative approach is traditionally employed is offered for consideration by researchers who wish to work in a new way that minimises power in other, non-emancipatory situations. The findings support, contradict and add to the literature. The mutuality of longevity and the depth of discourse and learning experienced by group members is a particularly striking aspect of this study. As members of the group have aged, its focus has segued from professional development to encompass a much broader agenda: it has shifted from contributing to members’ professional identity to sustaining their perceptions of self as women who remain capable of complex, critical thinking as they move out of full-time work. The longevity of the group has also fostered deep attachments between group members, despite the differences between them: sustained membership of the group, in turn, provides sustenance for its members. The significance of grounding, ground rules and group composition are highlighted, as is the need to contemplate how members will leave a group during its formation. Alignment between participants in a group is identified as important for its continuation but not always possible. This research makes no claim to offer a definitive model for collaborative learning groups but, instead poses a series of questions for consideration by others who are interested in collaborative learning.
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Lau, Fai-kim, and 劉輝儉. "Spoken vocabulary acquisition in students with autism in multimedia-facilitated learning context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182360.

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Lau, Fai-kim. "Spoken vocabulary acquisition in students with autism in multimedia-facilitated learning context." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182360.

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Garner, Stuart K. "Exploring a technology-facilitated part-complete solution method for learning computer programming." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/668.

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Learning to program is now a requirement in many courses of study in such areas as computer science, information technology, information systems, multimedia. engineering, and science. However, research indicates that many students have great difficulties in learning to program and this results in high failure rates and high levels of withdrawal from academic courses. It is accepted that programming is an intrinsically difficult subject however the teaching and learning methods used in many programming courses have changed little over the years. The literature indicates the importance of reducing the cognitive load that students experience when learning programming and that one method that has potential to do this uses part-complete program solutions. This study sought to explore a technology supported part-complete solution method (TSPCSM) for the learning of computer programming. A teaching and learning framework for programming was developed and a technology supported “COde Restucturing Tool” CORT, was then designed around the learning framework and developed to support the part-complete solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained e solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group
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Wall, John. "The development of technology facilitated learning for continuing professional development of construction managers." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26955/.

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The demands on professionals in the construction industry are considerable, both in terms of time commitments at work and the range of skills necessary to execute their job effectively. One element in ensuring the continued effective delivery of projects has been the recognition that continued learning is an underpinning aspet for successfully delivering projects. This results in more certainty around the time of completion, to the appropriate quality and within budget. The aim of this research is to formulate a strategic framework that will serve both educational institutions and the construction industry, bring industry and higher-level education closer in the delivery of lifelong learning. These issues were investigated via the primary research, which consisted of a survey of construction professional bodies, the evaluation of a pilot portal for continuing professional development and the evaluation of a formal continuing professional development programme from both a participant's and an instructor's perspective. This research work suggests that it is vital to recognise the importance of understanding pedagogy and how learning takes place and that a "one size fits all" approach does not recognise the inherent differences in individuals in terms of how people learn. There are a number of key issues that must be addressed in effectively delivering lifelong learning in the construction industry. These can be clustered around four principal themes; (i) continuing professional development, (ii) understanding the learning process, (iii) higher education's role and (iv) technological issues and challenges. Key success factors in delivering lifelong learning include; (i) acting professionally, (ii) collaboration between education, professional bodies and industry and (iii) creating an environment that encourages and facilitates access to lifelong learning. An important output from this research is the formulation of a framework that may be applied for deploying blended learning continuing professional development in an educational setting.
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Книги з теми "Facilitated learning"

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1949-, Stacey Elizabeth, and Gerbic Philippa 1954-, eds. Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education. Hershey, PA: Information Science Reference, 2009.

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2

H, Sapona Regina, ed. Managing classrooms to facilitate learning. Englewood Cliffs, NJ: Prentice-Hall, 1991.

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3

Tuinman, Jaap. The on-site personnel who facilitate learning. Victoria: British Columbia Royal Commission on Education, 1988.

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4

Newcombe, David M. Does humour facilitate the learning of mathematics?. [U.K.]: [s.n.], 1995.

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5

Inc, ebrary, ed. The classroom facilitator: Special issue questions. Lanham: Rowman & Littlefield Education, 2010.

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6

Wittmer, Joe. The teacher as facilitator. Minneapolis, MN: Educational Media Corp., 1989.

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7

H, Robinson Daniel, ed. Recent innovations in educational technology that facilitate student learning. Charlotte, NC: Information Age Pub., 2008.

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8

Parkin, Margaret. Tales for trainers: Using stories and metaphors to facilitate learning. London: Kogan Page, 2010.

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9

Toland, Mairead. Using resource based learning to facilitate students in further education. (s.l: The Author), 1998.

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Tales for trainers: Using stories and metaphors to facilitate learning. London: Kogan Page, 2010.

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Частини книг з теми "Facilitated learning"

1

Spector, Michael J. "Model-Facilitated Learning." In Encyclopedia of the Sciences of Learning, 2316–17. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_378.

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Hansen, Poul Kyvsgaard. "Innovation and Learning Facilitated by Play." In Encyclopedia of the Sciences of Learning, 1569–70. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_888.

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Montanari, Simona. "14. Facilitated Language Learning in Multilinguals." In Multidisciplinary Perspectives on Multilingualism, edited by Simona Montanari and Suzanne Quay, 299–324. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9781501507984-014.

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Singh, Praveen Kumar. "Next Generation Wireless Communication: Facilitated by Machine Learning." In Lecture Notes in Electrical Engineering, 779–93. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8892-8_59.

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Dever, Daryn A., Franz Wortha, Megan D. Wiedbusch, and Roger Azevedo. "Effectiveness of System-Facilitated Monitoring Strategies on Learning in an Intelligent Tutoring System." In Learning and Collaboration Technologies: New Challenges and Learning Experiences, 250–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_17.

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Namasivayam, Satesh Narayana. "Implementation of Facilitated Learning in a Project-Based Curriculum." In Engineering Grand Challenges in Scholar Programs, 39–43. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3579-2_4.

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Lu, C. C., C. H. Lu, M. M. Lu, C. H. Hue, and W. L. Hsu. "Canonical Chinese Syntax Awareness Facilitated by an e–Learning Program." In Advances in Intelligent and Soft Computing, 473–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24772-9_69.

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Zepke, Nick. "Supporting TVET Learners’ Success with Peer-Facilitated Learning and Active Citizenship." In Handbook of Vocational Education and Training, 1–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_19-1.

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Zepke, Nick. "Supporting TVET Learners’ Success with Peer-Facilitated Learning and Active Citizenship." In Handbook of Vocational Education and Training, 1535–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_19.

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Fink, Flemming K. "From On-Campus Project Organised Problem Based Learning to Facilitated Work Based Learning in Industry." In Advances in Information Systems, 23–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11890393_3.

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Тези доповідей конференцій з теми "Facilitated learning"

1

Baalsrud Hauge, Jannicke, Matthias Kalverkamp, Francesco Bellotti, Riccardo Berta, Alessandro De Gloria, and Giulio Barabino. "Requirements on learning analytics for facilitated and non facilitated games." In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826251.

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Azhar, Imtinan, Imad Afyouni, and Ashraf Elnagar. "Facilitated Deep Learning Models for Image Captioning." In 2021 55th Annual Conference on Information Sciences and Systems (CISS). IEEE, 2021. http://dx.doi.org/10.1109/ciss50987.2021.9400209.

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Rahman, Mohammad Motiur, Naheena Haq, and Rashedur M. Rahman. "Machine Learning Facilitated Rice Prediction in Bangladesh." In 2014 Annual Global Online Conference on Information and Computer Technology (GOCICT). IEEE, 2014. http://dx.doi.org/10.1109/gocict.2014.9.

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Simelane, Mbali, and Riana Steyn. "COOPERATIVE LEARNING FACILITATED THROUGH BLACKBOARD: A STUDENT’S PERSPECTIVE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0853.

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Chang, Wei, Wei-Chieh Fang, Yu-Lun Lin, and Nian-Shing Chen. "Gesture-Facilitated Learning of English Word Stress Patterns." In 2014 International Conference of Educational Innovation through Technology (EITT). IEEE, 2014. http://dx.doi.org/10.1109/eitt.2014.14.

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Gruzd, Anatoliy, and Nadia Conroy. "Designing a learning analytics dashboard for twitter-facilitated teaching." In L@S '18: Fifth (2018) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231644.3231704.

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Rhodes, Bradley, Neil Bomberger, Michael Seibert, and Allen Waxman. "SeeCoast: Automated Port Scene Understanding Facilitated by Normalcy Learning." In MILCOM 2006. IEEE, 2006. http://dx.doi.org/10.1109/milcom.2006.302306.

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Yan-Bin Peng, Gao Ji, Bei-Shui Liao, Cun-Hao Wang, and Hang Guo. "A model of flexible exception handing facilitated by polices and contracts." In 2008 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2008. http://dx.doi.org/10.1109/icmlc.2008.4620564.

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Chen, Cheng-Ping, and Chang-Hwa Wang. "The Effects of Learning Style on Mobile Augmented-Reality-Facilitated English Vocabulary Learning." In 2015 2nd International Conference on Information Science and Security (ICISS). IEEE, 2015. http://dx.doi.org/10.1109/icissec.2015.7371036.

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Seim, Caitlyn E., David Quigley, and Thad E. Starner. "Passive haptic learning of typing skills facilitated by wearable computers." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2559206.2581329.

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Звіти організацій з теми "Facilitated learning"

1

EdTech Hub, EdTech Hub. Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan. EdTech Hub, September 2021. http://dx.doi.org/10.53832/edtechhub.0071.

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Oakley, Louise. K4D International Nature Learning Journey Summary. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.129.

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Анотація:
The International Nature Learning Journey was developed to support FCDO and other government departments’ understanding, capacity and influence related to nature, particularly in the run-up to COP-26. A series of on-line seminars took place between May and August 2021 which involved an expert speaker on each topic, followed by a case study to provide practical illustrations, and a facilitated Q&A with participants. Each session was chaired by an expert facilitator. Participants included advisors from across several government departments, including FCDO, Defra, BEIS and Treasury, with approximately 150 participants joining each session.
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Howard, Jo, Evert-jan Quak, and Jim Woodhill. Lessons Learned From K4D Learning Journeys: A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/k4d.2022.166.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, came to an end in September 2022. This K4D working paper reflects on the learning processes and approaches facilitated by this programme, through ‘learning journeys’ conducted in collaboration with staff of the Foreign Commonwealth and Development Office (FCDO) in the United Kingdom. A total of 45 learning journeys took place, of which 33 have been assessed for this working paper. Through this assessment, we test our proposed Theory of Change for organisational learning (OL) in the context of international development agencies.
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Freed, Danielle. K4D Strengthening Cross-sector Learning for Education and FCAS. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.159.

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This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
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5

Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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6

Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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Анотація:
In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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7

Millican, Juliet. Civil Society Learning Journey Briefing Note 2: Evaluating Efficacy When Funding CSOs Promoting Democracy and Open Societies. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.152.

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Анотація:
In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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8

Millican, Juliet. Civil Society Learning Journey Briefing Note 1: What are the Strengths and Weaknesses of INGOs Delivering Development Outcomes? Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.151.

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Анотація:
In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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9

LaFlamme, Marcel. Affiliation in Transition: Rethinking Society Membership with Early-Career Researchers in the Social Sciences. Association of Research Libraries, October 2020. http://dx.doi.org/10.29242/report.affiliationintransition2020.

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Анотація:
This paper by Marcel LaFlamme explores new forms of connection and community for early-career researchers in less formal structures, often facilitated by social media and other communication technologies. By learning from these loosely institutionalized spaces, LaFlamme contends, scholarly societies as well as research libraries and their parent institutions can adapt to a changing environment and take steps to make scholarship more open and accessible.
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Mahat, Marian, and Wesley Imms. Innovative Learning Environment and Student Learning: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241884.

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