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1
Colborn, Matthew L. C. "Context learning in bumblebees." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398787.
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Yao, Xin. "Word Learning in Context." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291060246.
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3
Beagle, Donald. "The Learning Commons in Historical Context." 名古屋大学附属図書館研究開発室, 2009. http://hdl.handle.net/2237/14578.
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4
Smith, Jeremiah. "Learning in mobile context-aware applications." Thesis, Imperial College London, 2015. http://hdl.handle.net/10044/1/30633.
Повний текст джерелаАнотація:
This thesis explores and proposes solutions to the challenges in deploying context-aware systems that make decisions or take actions based on the predictions of a machine learner over long periods of time. In particular, this work focuses on mobile context-aware applications which are intrinsically personal, requiring a specific solution for each individual that takes into account user preferences and changes in user behaviour as time passes. While there is an abundance of research on mobile context-aware applications which employ machine learning, most does not address the three core challenges required to be deployable over indefinite periods of time. Namely, (1) user-friendly and longitudinal collection and labelling of data, (2) measuring a user's experienced performance and (3) adaptation to changes in a user's behaviour, also known as concept drift. This thesis addresses these challenges by introducing (1) an infer-and-confirm data collection strategy which passively collects data and infers data labels using the user's natural response to target events, (2) a weighted accuracy measure Aw as the objective function for underlying machine learners in mobile context-aware applications and (3) two training instance selection algorithms, Training Grid and Training Clusters which only forget data points in areas of the data space where newer evidence is available, moving away from the traditional time window based techniques. We also propose a new way of measuring concept drift indicating which type of concept drift adaption strategy is likely to be beneficial for any given dataset. This thesis also shows the extent to which the requirements posed by the use of machine learning in deployable mobile context-aware applications influences its overall design by evaluating a mobile context-aware application prototype called RingLearn, which was developed to mitigate disruptive incoming calls. Finally, we benchmark our training instance selection algorithms over 8 data corpuses including the RingLearn corpus collected over 16 weeks and the Device Analyzer corpus which logs several years of smartphone usage for a large set of users. Results show that our algorithms perform at least as well as state-of-the-art solutions and many times significantly better with performance delta ranging from -0.2% to +11.3% compared to the best existing solutions over our experiments.
5
Gómez, Ardila Sergio Eduardo. "Learning design implementation in context-aware and adaptive mobile learning." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/116492.
Повний текст джерелаАнотація:
Mobile learning (m-learning) is still in its infancy, and great efforts should be made so as to investigate the potentials of an educational paradigm shift from the traditional one-size-fits-all teaching approaches to an adaptive learning that can be delivered via mobile devices. Thus, the next challenge has been identified from this implication: How learning design can be implemented so as to benefit from the m-learning characteristics and achieve adaptation and personalization of the individual learning process in different contexts? An important factor for achieving personalized and adaptive m-learning has been the pedagogically meaningful and technically feasible processing of learners’ contextual information. Therefore in this work, design and delivery of personalized educational scenarios are suggested to be re-thought so as to benefit from the affordances of mobile technologies and the learners’ contextEl aprendizaje móvil (m-learning) se encuentra todavía en su infancia y grandes esfuerzos se deben hacer para investigar el cambio de paradigma educativo, desde la forma de enseñanza tradicional de 'un modelo único para todos' a un aprendizaje adaptativo que se pueda entregar a través de dispositivos móviles. De esta manera, el siguiente desafío ha sido identificado por esta implicación: ¿Cómo se puede implementar el diseño instruccional con el fin de beneficiarse de las características del m-learning y lograr la adaptación y personalización del proceso de aprendizaje personal en diferentes contextos? Un importante factor para lograr un m-learning personalizado y adaptable ha sido el procesamiento de la información contextual de los estudiantes. Por lo tanto, en este trabajo se sugiere que sean re-pensados el diseño y la entrega de escenarios educativos orientados a la personalización del aprendizaje y que se beneficien de las potencialidades de las tecnologías móviles y el contexto de los estudiantes
6
Leung, Kit Hang. "Reflective learning in a Continuing Medical Education e-learning context." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32613.
Повний текст джерелаАнотація:
Abstract The lack of a practical operational definition of "reflective learning" suitable for characterizing observations of performance is widely acknowledged. This definition is needed for observing and documenting reflective practice in research, education, and continuing professional development. The current exploratory research aims to operationalize "reflective learning" using a conceptual framework based on a comprehensive review of the relevant literature, and to validate this framework in the context of a medium-large scale study of brief self-directed e-learning activities in continuing medical education. Properties of reflective learning were identified in a literature review on reflective learning and higher order thinking. These properties were structured and represented in a conceptual framework, herein called the Reflective Learning Framework. Then, this framework was revised, and a related coding scheme was tested in a pilot study. The revised framework was validated in a qualitative multiple case study that involved 473 family physicians participating in writing comments and interviews. The written comments resulted in 1,776 comment cases, and 253 interview cases. A comment case was defined as one family physician reading, rating, and commenting on one research-based synopsis online. An interview case was defined as one family physician reading and rating a synopsis online, and then explaining the rationale of his/her rating. Using thematic analysis and the framework-related coding scheme, cognitive tasks observed in these cases were categorized. Then, using cross case analysis, frequency counts of each category in all cases were compared in matrices.Résumé L'absence d'une définition opérationnelle de l'apprentissage réflexif est habituellement reconnue. Cette définition est nécessaire pour observer et documenter la pratique réflexive en recherche, en éducation et en développement professionnel continu. La présente recherche explicative vise à opérationnaliser l'apprentissage réflexif avec un cadre conceptuel et à valider ce cadre dans le contexte des activités de formation en ligne en éducation médicale continue (e-learning). Une revue de la littérature sur l'apprentissage réflexif et le « higher order thinking » a permis d'identifier les caractéristiques de l'apprentissage réflexif. Ces caractéristiques ont été organisées et représentées dans un cadre conceptuel (Reflective Learning Framework). Ce cadre conceptuel et la grille de codage correspondante ont été révisés lors d'une étude pilote. Le cadre conceptuel révisé a ensuite été validé par une étude qualitative de cas multiples qui incluait des cas « commentaires » fournis par 473 médecins de famille, et des cas « entrevues » fournis par 40 médecins de famille et six médecins spécialistes. Concernant les commentaires, un cas est défini comme étant un médecin de famille qui lit, évalue et commente, sur Internet, un synopsis d'article de recherche. Concernant les entrevues, un cas est défini comme étant un médecin de famille qui lit et évalue un synopsis sur Internet, et qui explique la logique sur laquelle repose son évaluation. Les commentaires écrits ont contribué à 1.776 cas « commentaires », et les transcriptions d'entrevues à 253 cas. Une analyse thématique fondée sur le cadre conceptuel et$
7
Ta, Thi Han Hoan. "Self-regulated learning in a Vietnamese context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ51482.pdf.
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8
Koetsier, Jos. "Context-assisted learning in artifical neural networks." Thesis, University of the West of Scotland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269408.
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Lowry, Katherine Danielle. "Age and Context Dependency in Causal Learning." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1538.
Повний текст джерелаАнотація:
The ability to make associations between causal cues and outcomes is an important adaptive trait that allows us to properly prepare for an upcoming event. Encoding context is a type of associative processing; thus, context is also an important aspect of acquiring causal relationships. Context gives us additional information about how two events are related and allows us to be flexible in how we respond to causal cues. Research indicates that older adults exhibit an associative deficit as well as a deficit in contextual processing; therefore, it seems likely that these deficits are responsible for the deficit in older adults’ causal learning. The purpose of the current study was to more directly test how associative deficits related to older adults’ contextual processing affect their causal learning. Based on past research, it was hypothesized that older adults would be less likely than younger adults to acquire and use contextual information in causal learning. A causal learning scenario from Boddez, Baeyens, Hermans, and Beckers (2011) was used to test the hypothesis that older adults show deficits in contextual processing in a causal learning scenario. This task examined contextual processing using blocking and extinction. Participants went through eight blocks of trials in which they were exposed to various cues and outcomes. They provided expectancy ratings that indicated how likely they believed an outcome was to occur, and these ratings were used to assess age differences in use of contextual information in a causal learning scenario. As expected, both younger and older adults demonstrated blocking in that they assigned higher causal value to a previously trained target cue (A+) than to another cue (X) that was only presented in compound with cue A later in the task (i.e., AX+). Additionally, when tested in the context where the association was originally learned following extinction training (i.e., A-), the causal value of cue A decreased for all groups, even if extinction training took place in a different context. However, ratings for cue A decreased even more for younger adults whose extinction training took place in a different context when tested in their extinction context.
10
Johansson, Samuel, and Karol Wojtulewicz. "Machine learning algorithms in a distributed context." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148920.
Повний текст джерелаАнотація:
Interest in distributed approaches to machine learning has increased significantly in recent years due to continuously increasing data sizes for training machine learning models. In this thesis we describe three popular machine learning algorithms: decision trees, Naive Bayes and support vector machines (SVM) and present existing ways of distributing them. We also perform experiments with decision trees distributed with bagging, boosting and hard data partitioning and evaluate them in terms of performance measures such as accuracy, F1 score and execution time. Our experiments show that the execution time of bagging and boosting increase linearly with the number of workers, and that boosting performs significantly better than bagging and hard data partitioning in terms of F1 score. The hard data partitioning algorithm works well for large datasets where the execution time decrease as the number of workers increase without any significant loss in accuracy or F1 score, while the algorithm performs poorly on small data with an increase in execution time and loss in accuracy and F1 score when the number of workers increase.
11
Grace, Caroline Ann. "Beginning call vocabulary learning: Translation in context." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187288.
Повний текст джерелаАнотація:
As the role of software becomes increasingly central to the L2 curriculum, pedagogical models for L2 software are becoming increasingly needed. L2 classroom pedagogies are not necessarily directly applicable to CALL. CALL, for instance, does not assure learners that their guesses are correct as effectively as a teacher can. This limitation in CALL can be overcome by the L1. This study investigated the effect of the L1 in CALL on the receptive learning (short term [ST] and medium term [MT] retention) of French vocabulary. Subjects were 181 University of Arizona first and second semester French students randomly assigned to an experimental or a control group. Both groups attended identical user-controlled lessons comprised of a comic book story in French, an accompanying sound track (i.e., native voices and background audio), a rich color graphic environment supplementing the text, and "pregnant" (Mondria & Wit-de-boer, 1991) French definitional sentences. The experimental group had the option of accessing dialogue-level translations. MT retention was measured in a multiple-choice test two weeks after the lesson. Findings indicate that the addition of the L1 resulted in significantly superior ST (t = 9.38, p<.001) and MT retention (t = 6.98, p<.001); the experimental group scored 16.5 percent higher than the control group on the ST retention test, and 12.3 percent higher on the MT retention test. Though the control group spent more time getting L2 input than the experimental group (970 seconds vs. 773 seconds, respectively), it learned and retained significantly less than the experimental group and had a significantly slower response rate on the ST retention test. There was a positive relationship between time spent on the lesson and performance, suggesting that at least part of the effect of the experimental treatment is due to the additional time which it required subjects to spend on the lesson. Subject characteristics such as gender, learning style, and the number of years of high school French did not impact on ST and MT retention, while grade had an impact on performance: experimental students with a grade of A learned and retained the most.
12
Hwang, Hyeon. "Context in Learning, Organizing and Sharing Information." Doctoral thesis, Università degli studi di Trento, 2019. https://hdl.handle.net/11572/368636.
Повний текст джерелаАнотація:
In the digital era, users face a new challenge to study, organize and find the information they need in a time-efficient and effective manner. Recent studies have shown that success in doing such tasks depends more on human memory than semantically filtering and re-organizing digital information. As demonstrated by commercial and prototypical Web tools, context seems to play an important role in helping users memorize cues in various user scenarios. While these results are encouraging, there is not yet sufficient understanding of which type of context is useful for which situations. In this thesis, we explore the impact and the role context plays under three different perspectives. First, we examine how allowing users to add their impressions and interpretations of digital learning materials via multimedia annotations influences their learning. Secondly, we collect and analyze the types of context users add and use to organize and retrieve their personal bookmarks. Then lastly, we investigate how a customized set of user contextual tags can aid a targeted set of users to help search and find information easier and faster in a community.
13
Hwang, Hyeon. "Context in Learning, Organizing and Sharing Information." Doctoral thesis, University of Trento, 2019. http://eprints-phd.biblio.unitn.it/3481/1/PhdThesis_Revision_HkHWANG.pdf.
Повний текст джерелаАнотація:
In the digital era, users face a new challenge to study, organize and find the information they need in a time-efficient and effective manner. Recent studies have shown that success in doing such tasks depends more on human memory than semantically filtering and re-organizing digital information. As demonstrated by commercial and prototypical Web tools, context seems to play an important role in helping users memorize cues in various user scenarios. While these results are encouraging, there is not yet sufficient understanding of which type of context is useful for which situations. In this thesis, we explore the impact and the role context plays under three different perspectives. First, we examine how allowing users to add their impressions and interpretations of digital learning materials via multimedia annotations influences their learning. Secondly, we collect and analyze the types of context users add and use to organize and retrieve their personal bookmarks. Then lastly, we investigate how a customized set of user contextual tags can aid a targeted set of users to help search and find information easier and faster in a community.
14
Borovsky, Arielle. "Word learning in context the role of lifetime language input and sentential context /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3309218.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of California, San Diego, 2008.Title from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 213-229).
15
Shannon, Emma. "Learning through leximancer : exploring context maps in reading /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19260.pdf.
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Wallace, Bruce. "Computer aided religious learning in a secular context." Thesis, University of Edinburgh, 1995. http://hdl.handle.net/1842/30884.
Повний текст джерелаАнотація:
The CD-ROM opens up the possibility of a new approach to religious learning which is particularly relevant to secular contexts. This thesis arises from the question of how a public education system may respond appropriately to the religious dimension of life in a plural society. Three main issues are considered: the nature of religious learning, the ethical legitimacy of its provision in a secular context, and the feasibility of using computers to assist in this learning. These issues are brought together in an experimental study conducted across nine local authority primary schools in one Region of Scotland. Contemporary religious education in Scottish schools is set against its distinctive historical background. Principal arguments connected with its theory and practice are discussed, and a review is undertaken of what religion means today. The case for the primacy of religious studies in schools is rejected and religious learning, understood as world view formation, is proposed as both ethically acceptable and necessary for a fully developed secular education. The relevant legislation as well as data collected from the study both advance the argument that non-denominational does not equate easily with religious, and might more appropriately be considered secular. It is in this context of uncertainty about religious matters that the power of the interactive CD-ROM has a special place. An original paradigm for world view analysis is proposed and discussed. From this paradigm is derived a personal profiling instrument which is used to map the work views of a normal sample of 808 children in the 9-12 years age range.
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Лещенко, Євгеній Валерійович. "Distance learning technologies in the context of globalization." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15321.
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Burkov, Andriy. "Adaptive Dynamics Learning and Q-initialization in the Context of Multiagent Learning." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24476/24476.pdf.
Повний текст джерелаАнотація:
L’apprentissage multiagent est une direction prometteuse de la recherche récente et à
venir dans le contexte des systèmes intelligents. Si le cas mono-agent a été beaucoup
étudié pendant les deux dernières décennies, le cas multiagent a été peu étudié vu sa
complexité. Lorsque plusieurs agents autonomes apprennent et agissent simultanément,
l’environnement devient strictement imprévisible et toutes les suppositions qui sont
faites dans le cas mono-agent, telles que la stationnarité et la propriété markovienne,
s’avèrent souvent inapplicables dans le contexte multiagent. Dans ce travail de maîtrise
nous étudions ce qui a été fait dans ce domaine de recherches jusqu’ici, et proposons une
approche originale à l’apprentissage multiagent en présence d’agents adaptatifs. Nous
expliquons pourquoi une telle approche donne les résultats prometteurs lorsqu’on la
compare aux différentes autres approches existantes. Il convient de noter que l’un des
problèmes les plus ardus des algorithmes modernes d’apprentissage multiagent réside
dans leur complexité computationnelle qui est fort élevée. Ceci est dû au fait que la taille
de l’espace d’états du problème multiagent est exponentiel en le nombre d’agents qui
agissent dans cet environnement. Dans ce travail, nous proposons une nouvelle approche
de la réduction de la complexité de l’apprentissage par renforcement multiagent. Une
telle approche permet de réduire de manière significative la partie de l’espace d’états
visitée par les agents pour apprendre une solution efficace. Nous évaluons ensuite nos
algorithmes sur un ensemble d’essais empiriques et présentons des résultats théoriques
préliminaires qui ne sont qu’une première étape pour former une base de la validité de
nos approches de l’apprentissage multiagent.Multiagent learning is a promising direction of the modern and future research in the context of intelligent systems. While the single-agent case has been well studied in the last two decades, the multiagent case has not been broadly studied due to its complex- ity. When several autonomous agents learn and act simultaneously, the environment becomes strictly unpredictable and all assumptions that are made in single-agent case, such as stationarity and the Markovian property, often do not hold in the multiagent context. In this Master’s work we study what has been done in this research field, and propose an original approach to multiagent learning in presence of adaptive agents. We explain why such an approach gives promising results by comparing it with other different existing approaches. It is important to note that one of the most challenging problems of all multiagent learning algorithms is their high computational complexity. This is due to the fact that the state space size of multiagent problem is exponential in the number of agents acting in the environment. In this work we propose a novel approach to the complexity reduction of the multiagent reinforcement learning. Such an approach permits to significantly reduce the part of the state space needed to be visited by the agents to learn an efficient solution. Then we evaluate our algorithms on a set of empirical tests and give a preliminary theoretical result, which is first step in forming the basis of validity of our approaches to multiagent learning.
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Smith, Edward Charles. "Reconceptualizing mathematics teaching and learning: Teacher learning in a realistic mathematics context." University of the Western Cape, 2000. http://hdl.handle.net/11394/8470.
Повний текст джерелаАнотація:
Philosophiae Doctor - PhDIn this study the construct of personal theories is used to represent the teacher's conceptions, which are interpreted as the consciously held beliefs. The teacher's personal theories encompass beliefs, images, values and attitudes as well as understanding about teaching and learning. This study investigates the influence of the teacher's conceptions of mathematics, of the teaching and learning of mathematics and of the context before and after a structured learning experience. The interest in the teacher's conceptions is derived from the assumption that these serve as a primary component that influence how teachers think about their professional responsibilities and how they act in their classrooms. Furthermore, the extent of implementation of a new curriculum has been linked to the scope of congruence between the teachers' conceptions and the underpinning philosophy of the intended curriculum. The study of the teacher's conceptions is especially relevant during a time of educational reform, such as the current transition to an Outcomes Based Education curriculum in South Africa. The participants in this study consist of four primary school mathematics teachers with various educational backgrounds, who teach at schools situated in different physical environments. The conceptions that these teachers have of mathematics, of the teaching and learning of mathematics and the influence of the context are investigated using a variety of instruments. Data collection was done with a questionnaire, a repertory grid, a semi-structured interview and lesson observations. The teachers participated in the Teaching Intervention and Support Programme (TISP), as a structured teacher learning experience. The programme is centred on the integration of the developmental and socio-cultural perspectives on teacher learning. With the developmental perspective the focus is on the acquisition of intellectual skills, while the socio-cultural perspective emphasizes participation in social practice. Both are directed at effecting conceptual change. With the developmental approach the process of conceptual change involves the development of new conceptions from existing conceptions. From the socio-cultural perspective the context is paramount and conceptual change is seen as new ways of being and acting within a particular context. The teachers were invited to attend a two-week intervention session, followed by a six months support programme that was aimed at establishing a teacher learning community. The learning experiences provided during the intervention session were drawn mainly from Realistic Mathematics Education. On completion of the programme, the teachers' conceptions of mathematics, of the teaching and learning of mathematics and the influence of the context were again investigated. The results of this study show that two of the participants had highly mechanistic conceptions of mathematics, and the teaching and learning of mathematics. The remaining two had a more empiristic approach with its high focus on environmental activities. After the programme, the teachers with the mechanistic views adopted a mixed. conception with some of the mechanistic conceptions retained, but now interspersed with some empiristic and realistic conceptions. The participants with the empiristic conceptions adopted a more realistic conception, but again to varying degrees. Thompson's (1991) hierarchical structure for the development of conceptions was also used to describe the extent of conceptual change. However, it was found that a concentric, rather than a hierarchical representation is a more appropriate to describe these changes. With regards to the socio-cultural view of conceptual change, all the participants perceived the context differently. The teachers' actions were also more commensurate with the practices associated with teachers that encourage learner autonomy, mathematical investigations and a facilitative role for the teacher.
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Mohamad, Nasri Nurfaradilla. "Reconceptualisation of self-directed learning in a Malaysian context." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20461.
Повний текст джерелаАнотація:
The concept of self-directed learning (SDL) has been extensively studied; however, the majority of studies have explored learners’ perspectives on SDL, with less attention paid to investigating SDL from educators’ perspectives. Surprisingly, while assessment and feedback have long been recognized as powerful elements which influence how learners approach their learning, and key research studies have examined how both assessment and feedback can encourage and enhance the development of SDL, this nevertheless remains an area that would benefit from increased attention. Moreover, although there is a growing body of literature investigating the cultural dimension of SDL, most of these studies are limited to examining the formation of SDL among individuals influenced by Western or Confucian cultures, ignoring the existence of other cultural groups. This study, which investigates Malaysian teacher educators’ conceptualisations of SDL, begins to address these gaps. The key research questions which guided the study are: 1) How do teacher educators in Malaysia conceptualise learning? 2) How do teacher educators in Malaysia conceptualise SDL? 3) To what extent do teacher educators in Malaysia perceive themselves as self-directed learners? 4) What kind of learning opportunities do teacher educators in Malaysia create for their learners to foster the development of SDL, and what is the particular role of assessment and feedback in SDL? Twenty Malaysian teacher educators were interviewed to obtain their views on SDL and to identify their pedagogical practices which may foster or hinder the development of SDL approaches among their learners. A constructivist grounded theory approach was used to inform the methodological framework of this study, whilst a hybrid inductive and deductive analysis approach was used to analyse the interview data. The findings of the current study suggest that most assessment and feedback practices are heavily focused on assessments designed by educators and on educator-generated feedback, in which learners are passive recipients. It is argued that these practices have significantly contradicted the primary principle of SDL, which characterises the learner as the key agent of his or her own learning. The findings of this study suggest that a more comprehensive conceptualisation of SDL is required that recognises the fundamental role of both the self and of educators in SDL, and acknowledges the impact of the socio-cultural context on SDL. Informed by the existing SDL literature, and derived from fine-grained analysis of the interview data, the proposed definition of SDL and reconceptualised SDL framework foreground SDL as socially constructed learning where the learner takes control of his or her own learning processes within complex socio cultural contexts. The thesis concludes by recommending that future research (i) explores the central role of assessment and feedback in the context of SDL and (ii) investigates the impact of various cultures on learning, in order to develop a broader and more nuanced understanding of SDL.
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Robertson, Donald Alexander. "Teaching and learning in the computer-mediated conferencing context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49812.pdf.
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Liu, Han. "Rule based systems for classification in machine learning context." Thesis, University of Portsmouth, 2015. https://researchportal.port.ac.uk/portal/en/theses/rule-based-systems-for-classification-in-machine-learning-context(1790225c-ceb1-48d3-9e05-689edbfa3ef1).html.
Повний текст джерелаАнотація:
This thesis introduces a unified framework for design of rule based systems for classification tasks, which consists of the operations of rule generation, rule simplification and rule representation. This thesis also stresses the importance of combination of different rule learning algorithms through ensemble learning approaches. For the three operations mentioned above, novel approaches are developed and validated by comparing with existing ones for advancing the performance of using this framework. In particular, for rule generation, Information Entropy Based Rule Generation is developed and validated through comparing with Prism. For rule simplification, Jmid-pruning is developed and validated through comparing with J-pruning and Jmax-pruning. For rule representation, rule based network is developed and validated through comparing with decision tree and linear list. The results show that the novel approaches complement well the existing ones in terms of accuracy, efficiency and interpretability. On the other hand, this thesis introduces ensemble learning approaches that involve collaborations in training or testing stage through combination of learning algorithms or models. In particular, the novel framework Collaborative and Competitive Random Decision Rules is created and validated through comparing with Random Prisms. This thesis also introduces the other novel framework Collaborative Rule Generation which involves collaborations in training stage through combination of multiple learning algorithms. This framework is validated through comparing with each individual algorithm. In addition, this thesis shows that the above two frameworks can be combined as a hybrid ensemble learning framework toward advancing overall performance of classification. This hybrid framework is validated through comparing with Random Forests. Finally, this thesis summarises the research contributions in terms of theoretical significance, practical importance, methodological impact and philosophical aspects. In particular, theoretical significance includes creation of the framework for design of rule based systems and development of novel approaches relating to rule based classification. Practical importance shows the usefulness in knowledge discovery and predictive modelling and the independency in application domains and platforms. Methodological impact shows the advances in generation, simplification and representation of rules. Philosophical aspects include the novel understanding of data mining and machine learning in the context of human research and learning, and the inspiration from information theory, system theory and control theory toward methodological innovations. On the basis of the completed work, this thesis provides suggestions regarding further directions toward advancing this research area.
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Steyn, Natasha. "Exploring experiential learning in the context of organisational competitiveness." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64822.
Повний текст джерелаАнотація:
Organisational competitiveness is a challenge to achieve and sustain in a complex business environment that is changing rapidly, constantly and unpredictably. The best leaders are agile enough to anticipate and respond to change, and are able to actively create competitive advantage which changes the business environment. Human capital development has been identified as one of the least replicable and most sustainable competitive advantages at the disposal of firms.
This aim of this research was to seek insights into experiential learning and the potential implications that investment into experiential learning could have on organisational competitiveness.
Purposive and snowball sampling methodology was used in this study. Seven semi-structured interviews were held with participants from the field of learning and development, and data gathered was analysed using thematic analysis.
The research found that
(i) a robust process of developing learning frameworks is required for deliberate human capital development
(ii) outputs from learning interventions can be maximized through customisation, and finally
(iii) experiential learning is required to generate competitive advantage because it transforms information into the critical thinking skills required for problem solving rather than knowledge transfer.
A combination of these findings would empower management to actively shape organisational competitiveness.Mini Dissertation (MBA)--University of Pretoria, 2017.
pa2018
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Middleton, Vireen. "Defining scaffolding in the context of specific learning difficulties." Thesis, Open University, 2004. http://oro.open.ac.uk/49320/.
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Kim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.
Повний текст джерелаАнотація:
This project addresses the need for English as a second language nutrition instruction for patients in a forensic mental institution. It incorporates concepts of motivation, situated learning, prison education, English for specific purposes, and content-based instruction into a model which guides the design of a nutrition curriculum, consisting of five lesson plans about the Food Guide Pyramid.
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King, Donna Therese. "Teaching and learning in a context-based chemistry classroom." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31231/1/Donna_King_Thesis.pdf.
Повний текст джерелаАнотація:
Many current chemistry programs privilege de-contextualised conceptual learning, often limited by a narrow selection of pedagogies that too often ignore the realities of students�e own lives and interests (e.g., Tytler, 2007). One new approach that offers hope for improving students�e engagement in learning chemistry and perceived relevance of chemistry is the context-based approach. This study investigated how teaching and learning occurred in one year 11 context-based chemistry classroom. Through an interpretive methodology using a case study design, the teaching and learning that occurred during one term (ten weeks) of a unit on Water Quality are described. The researcher was a participant observer in the study who co-designed the unit of work with the teacher. The research questions explored the structure and implementation of the context-based approach, the circumstances by which students connected concepts and context in the context-based classroom and the outcome of the approach for the students and the teacher. A dialectical sociocultural theoretical framework using the dialectics of structure | agency and agency | passivity was used as a lens to explore the interactions between learners in different fields, such as the field of the classroom and the field of the local community. The findings of this study highlight the difficulties teachers face when implementing a new pedagogical approach. Time constraints and opportunities for students to demonstrate a level of conceptual understanding that satisfied the teacher, hindered a full implementation of the approach. The study found that for high (above average) and sound (average) achieving students, connections between sanctioned science content of school curriculum and the students�e out-of-school worlds were realised when students actively engaged in fields that contextualised inquiry and gave them purpose for learning. Fluid transitions or the toing and froing between concepts and contexts occurred when structures in the classroom afforded students the agency to connect concepts and contexts. The implications for teaching by a context-based approach suggest that keeping the context central, by teaching content on a �"need-to-know" basis, contextualises the chemistry for students. Also, if teachers provide opportunities for student-student interactions and written work student learning can improve.
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Zhu, Qin. "Learning affordances for maximum distance throws in the context of learning to throw." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315916.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, School of Health, Physical Education, and Recreation, 2008.Title from PDF t.p. (viewed on May 8, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: B, page: 4466. Advisers: Geoffrey P. Bingham; John B. Shea.
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Gibney, Terresa S. "Expanding our perspective on learning in context : how students experience project-based learning /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842529.
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Berhanu, Girma. "Learning-in-context : an ethnographic investigation of mediated learning experiences among Ethiopian Jews in Israel /." Göteborg : Acta universitatis gothoburgensis, 2001. http://catalogue.bnf.fr/ark:/12148/cb38830524v.
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Clark, John L. "Curriculum renewal in school foreign language learning : a project in context." Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/26395.
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Kushnir, Iryna. "Bologna reform in Ukraine : learning Europeanisation in the post-Soviet context." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22828.
Повний текст джерелаАнотація:
This thesis explores the process of the Bologna reform in the Ukrainian higher education system. Bologna is one of the most well-known and influential European projects for cooperation in the field of higher education. It aims to create an internationally competitive European Higher Education Area (EHEA) through a range of such objectives as the adoption of a system of credits, cycles of study process, diploma supplement, quality assurance, qualifications frameworks, student-centred education, lifelong learning and the promotion of student and faculty mobility. Through an in-depth examination of higher education actors and policy instruments in the case of the implementation of Bologna in Ukraine, this thesis aims to a) analyse the process of the Bologna reform in Ukraine; and b) examine Bologna as a case of Europeanisation in the post-Soviet context. The study is qualitative and applies two main methods: interviews with key policy actors and text analysis of selected policy documents. These data are analysed through the perspective of policy learning, with a particular reference to the concept of layering. The findings suggest that the Bologna reform in Ukraine has been primarily developing as an interrelationship between policy continuity and change. On the one hand, the study found that most of the key powerful actors and networks in the country, established before the introduction of Bologna, have retained their prior influence. As a result, Bologna has – to a large extent – simply reproduced established relationships and pre-existing higher education policies. The Ministry of Education and Science has been the primary actor pushing for this kind of policy continuity. On the other hand, Bologna has also been partially changing some aspects of the old higher education instruments and the established relations among the actors. These changes have been taking place due to the involvement of civil sector organisations which increasingly became crucial as policy brokers in the process of this reform. The study suggests that the old practices and innovations in Bologna have been interacting in layering – a gradual messy and creative build-up of minor innovations by different higher education actors in Ukraine. The accumulation of these innovations led to more fundamental changes – the beginning of the emergence of a more shared higher education policy-making in the previously centrally governed Ukraine. These findings shed some light on the broader process of Europeanisation in the post-Soviet context. The Ukrainian case thus suggests that at least in the post-Soviet context, Europeanisation is the process in which change and the continuity are not mutually exclusive, but rather closely interconnected.
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Ramroop, Renuka Suekiah. "Natural learning in the South African context: A critical analysis." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3001.
Повний текст джерелаАнотація:
Thesis (PhD. Ed. (Curriculum Studies) --University of Limpopo, 2019The Natural Learning Approach (NLA), commonly referred to as ‘unschooling’, is deeply embedded in the belief that children have an innate desire to learn. Therefore, the notion of autonomy and freedom of the learner in the learning and living process is highly valued and the cornerstone of this approach. The home and the child’s broader environment become the authentic space for the unfolding and implementation of the NLA, where learning and living is a seamless experience. This study examined how the individual and the family go about creating their unique ‘curriculum’, how learning happens, and how families negotiate the challenges of this approach. Using a mixed methods research design, a questionnaire was used to collate quantitative data, and a sample of ten families (parents and children) and seven young adults contributed to the qualitative data; documents were also used as part of the qualitative strand. Content, thematic and critical analysis were used to analyse the data to gain and provide a deeper understanding of this phenomenon. The research evidence of this study evinced that diverse, vibrant, holistic and joyful learning is taking place in the NLA homes. Families shared how authentic learning took place when children directed their own learning process and where the diversity of each unique human individual is valued and empowered. Furthermore, the study attested the key role of the parents in the child’s development and wellbeing. Possibilities of how this approach can be extended to broader society under the notion of a learning society is also proposed. Recommendations and further research suggestions are outlined so that possibilities of the NLA becoming the key learning approach to birth a vibrant learning society in South Africa is realised.
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Wright, Julie, and j. wright@rmit edu au. "Implementation of project based learning in a training package context." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.165211.
Повний текст джерелаАнотація:
Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research proposes that learning through projects is an effective means of integrating Training Package outcomes with an instructional model that engages learners in independent, flexible and reflective learning. The research was conducted retrospectively from a case study of an AQF Level 6 Textile, Clothing and Footwear Training Package Program at RMIT University TAFE. An Action Research approach underpins the investigation, resulting in the profiling of teaching, learning and assessment as areas in need of further examination. These defining themes are explored in the context of the Project Based Learning model developed at RMIT, with consideration given to the potential for broader application. The discussion concludes with a theoretical review of the new understandings of pedagogy. The study aims to establish that a constructive alignment exists between the behaviourist approach of Training Packages and the more constructivist theories behind Project Based Learning; rendering it a suitable instructional model that meets the needs of 21st century learners.
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Andersen, Lars, and Tormund Sandve Haus. "Dopamine modulated STDP and reinforcement learning in an embodied context." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23006.
Повний текст джерелаАнотація:
In recent years artificial neural networks have become increasing popular. New methods and ever increasing computational resources are turning second generation artificial neural networks into powerful tools. Most of the work done with second generation artificial neuron networks do, however, at one point or another involve a phase of supervised learning. Supervised learning methods are inherently limited by the need for labeled training examples. One way of solving this scaling problem is to rely on reinforcement learning, which is a form of unsupervised learning. The more biologically plausible third generation of artificial neural networks have recently been shown capable of tackling the distal reward problem that is at the core of reinforcement learning. Using dopamine modulated spike-timing-dependent plasticity in a spiking neural network, we successfully demonstrate classical conditioning, instrumental conditioning, extinction and second order conditioning in an embodied context.
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Youngs, Noah. "Positive-Unlabeled Learning in the Context of Protein Function Prediction." Thesis, New York University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665223.
Повний текст джерелаАнотація:
With the recent proliferation of large, unlabeled data sets, a particular subclass of semisupervised learning problems has become more prevalent. Known as positive-unlabeled learning (PU learning), this scenario provides only positive labeled examples, usually just a small fraction of the entire dataset, with the remaining examples unknown and thus potentially belonging to either the positive or negative class. Since the vast majority of traditional machine learning classifiers require both positive and negative examples in the training set, a new class of algorithms has been developed to deal with PU learning problems.
A canonical example of this scenario is topic labeling of a large corpus of documents. Once the size of a corpus reaches into the thousands, it becomes largely infeasible to have a curator read even a sizable fraction of the documents, and annotate them with topics. In addition, the entire set of topics may not be known, or may change over time, making it impossible for a curator to annotate which documents are NOT about certain topics. Thus a machine learning algorithm needs to be able to learn from a small set of positive examples, without knowledge of the negative class, and knowing that the unlabeled training examples may contain an arbitrary number of additional but as yet unknown positive examples.
Another example of a PU learning scenario recently garnering attention is the protein function prediction problem (PFP problem). While the number of organisms with fully sequenced genomes continues to grow, the progress of annotating those sequences with the biological functions that they perform lags far behind. Machine learning methods have already been successfully applied to this problem, but with many organisms having a small number of positive annotated training examples, and the lack of availability of almost any labeled negative examples, PU learning algorithms have the potential to make large gains in predictive performance.
The first part of this dissertation motivates the protein function prediction problem, explores previous work, and introduces novel methods that improve upon previously reported benchmarks for a particular type of learning algorithm, known as Gaussian Random Field Label Propagation (GRFLP). In addition, we present improvements to the computational efficiency of the GRFLP algorithm, and a modification to the traditional structure of the PFP learning problem that allows for simultaneous prediction across multiple species.
The second part of the dissertation focuses specifically on the positive-unlabeled aspects of the PFP problem. Two novel algorithms are presented, and rigorously compared to existing PU learning techniques in the context of protein function prediction. Additionally, we take a step back and examine some of the theoretical considerations of the PU scenario in general, and provide an additional novel algorithm applicable in any PU context. This algorithm is tailored for situations in which the labeled positive examples are a small fraction of the set of true positive examples, and where the labeling process may be subject to some type of bias rather than being a random selection of true positives (arguably some of the most difficult PU learning scenarios).
The third and fourth sections return to the PFP problem, examining the power of tertiary structure as a predictor of protein function, as well as presenting two case studies of function prediction performance on novel benchmarks. Lastly, we conclude with several promising avenues of future research into both PU learning in general, and the protein function prediction problem specifically.
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Nazare, Juliana Toni. "Tools for supporting English language learning in the family context." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106050.
Повний текст джерелаАнотація:
Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 93-95).
This thesis explores how we can help parents learn English through peer-learning experiences with their children. I discuss the design and study of the learning experience facilitated by "Read Out Loud," a mobile application that supports parents who are learning English as they read storybooks with their children. The mobile application and the context of its use provide a new interface to language learning tools such as text-to-speech, word translation, and shared-reading prompts. The thesis develops a set of design and user-testing guidelines that creates affordances for parents who are learning English. It builds on an iterative design process that includes two user studies of parents using the Read Out Loud application while reading with their children. Through observation and interviews, I investigate how technologies like Read Out Loud can be designed to motivate and augment the family reading experience and how familial factors may influence a parent's use of and interaction with the technology.
by Juliana Toni Nazare.
S.M.
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Strivens, Janet Elizabeth. "Interrogating beliefs about learning in the context of the discipline." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548808.
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Liu, Liu. "Design characteristics of fitness games in a Learning Disabilities context." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/89589/.
Повний текст джерелаАнотація:
Motivating people with learning disabilities (LD) to carry out physical exercise is a difficult task. Adapted fitness games can address this problem. Yet the design characteristics of the fitness games for this particular user group have not been studied before. Combining game design guidelines and inclusive design principles, this research explores the design characteristics in six categories: purposes, user requirements study, mechanics, technology, motivations and types. A mixed-method approach has been adopted. Firstly, a case study of the development of a fitness game for LD users was conducted through 10 interviews and 3 observations, gathering insights of game designers and end users about the general design characteristics of LD fitness games. Based on the qualitative findings and a literature review, a questionnaire was generated addressing the important design characteristics in six categories. The questionnaire surveyed 235 people from both game and healthcare industries to assess their agreement to the design characteristics. By identifying critical design characteristics in each aspect, this research contextualizes and clarifies general game design literature including game development process models, fitness game design guidelines and motivation theories. The findings of the research conceptually enrich the seven inclusive design principles and clarify each principle in a context of designing for LD users. The study provides an example on how to combine qualitative and quantitative methods for comprehensive data collection in research on fitness game design. With the recognition of a large population of relevant experts, the design characteristics proposed provide game designers with a structured approach to make fitness games for LD users.
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Ericsson, Jessica. "Reading Strategies : Multilingual students learning English in a Swedish context." Thesis, Högskolan Dalarna, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-33806.
Повний текст джерелаАнотація:
This thesis aims at exploring what linguistic challenges and opportunities multilingual students experience when reading in English. This paper has a qualitative approach and consists of focus group interviews as the method for collecting data. The participants were students in compulsory school, ninth grade, studying English as a foreign language. A total of nine multilingual were divided into three groups. Firstly they received a piece of informative text to read, containing a picture and a heading, and secondly they answered and discussed questions about their use of reading strategies. The results from the present study show that they tended to use top-down strategies when reading. The picture was not regarded as important as the heading; yet it was clear that they transferred already developed strategies from other languages. Previous research has shown that a reading ability developed in a student´s first language will be transferred to other languages, through an underlying proficency. Likewise it was expected in this study that the students would use their first language in order to understand English as a foreign language, but unpredictably findings show that Swedish was the preferred language when translating. In conclusion, one can therefore argue for Swedish as the strongest academic language and therefore important in scaffolding multilingual students.
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Patronis, Marielle. "Asynchronous conferencing and learners' motivation in a blended learning context." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713529.
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Boatright, Elizabeth. "Teachers' professional learning in the context of high school reform." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/991198131/04.
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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1319.
Повний текст джерелаАнотація:
This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.
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Wales, Raymond. "A transformative approach to teaching adults in a culturally diverse context." University of Western Cape, 2013. http://hdl.handle.net/11394/8496.
Повний текст джерелаАнотація:
Magister Educationis (Adult Learning and Global Change) - MEd(AL)The post-modem society is described as a society on the move, a phenomenon the anthropologist, (Vigouroux, 2005) describes as 'flows'. These flows are mostly manifested by people moving in and towards countries with better economic prospects. In most African countries there is a large-scale migration from rural to urban areas and a lot of trans-national migration across countries, due to recent socio-economic and socio-political trends. Democracy in South Africa became a powerful drawing card on the African continent for those nations plagued by poverty, unemployment and civil wars and migration to South Africa became increasingly popular. Therefore, democracy in South Africa is also a spatial process, which transcends local and national geographical spaces.
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Waterhouse, Joanne Caitlyn. "School leadership in context : three portraits." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610771.
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Cojocnean, Diana Maria. "The vocabulary learning behavior of Romanian high school students in a digital context." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18199.
Повний текст джерелаАнотація:
This thesis investigates the vocabulary learning behavior of Romanian high school students in a digital context. The research identifies the vocabulary learning strategies used by EFL high school students and focuses on how the choice of vocabulary learning strategies varies across four independent variables: students' age, gender, academic profile (math-ICT, humanities, science and economic-technical) and language program (intensive English, bilingual, normal). These variables are hypothesized to influence learners' vocabulary behavior. Furthermore, the study examines the technology enhanced tools (computer and mobile assisted language learning tools) used by these students in their vocabulary learning as well as their attitudes towards using technology in vocabulary learning. Likewise, the study analyzes how students' choice of technology enhanced tools and their attitudes towards them vary across the four independent variables. The study is a mixed methods investigation with 1,239 participants (60% female, 40% male, aged 14-19 years old) learning English as a foreign language in nine Romanian secondary schools. Of the 1,239 participants who filled in the self-reported questionnaire, 43 also participated in focus group discussions prior to the administration of the questionnaire. The quantitative data were analyzed using descriptive and inferential statistics procedures whereas the qualitative data were analyzed thematically. The results from both phases were integrated in the results chapter. The main findings indicated that Romanian high school students prefer social strategies, followed by determination, metacognitive, cognitive and memory strategies. However, the usage of the strategies in these categories is medium towards low. As for individual vocabulary learning strategies, the participants reported that the impact of a new word, English media, guessing from context, associating the word with a picture and using cognates are frequently used strategies. The results also indicated that students' use of vocabulary learning strategies varies across the four independent variables. As far as the use of digital tools for vocabulary learning, the findings indicated that the students in this particular cultural context use few available digital tools with a preference for online dictionaries, games and social networking web sites. The results showed that overall Romanian students are not very familiar with computer and mobile assisted language learning tools, their attitudes towards the use of digital tools for vocabulary learning are neutral and they mostly associate the use of personal devices with their personal space, suggesting that they may not want to embed learning in their everyday activities. The results enrich existing knowledge of vocabulary learning strategies in a Romanian cultural context and they also give us an insight into how high school students use computer and mobile assisted language tools in their vocabulary learning. Implications for theory and practice are also discussed.
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McClure, Ellah Sue. "Six Middle School Language Arts Teachers' Beliefs about Grammar and their Teaching of Grammar while Participating in a Professional Learning Community." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/10.
Повний текст джерелаАнотація:
Historically, English language arts educators have strongly disagreed about the role of grammar instruction in students’ literacy development (Weaver, 1996; Mulroy, 2003), and despite the importance of teachers’ beliefs and the continuing controversy over grammar instruction, few studies have explored teachers’ beliefs about the role of grammar instruction in English language arts education. The purpose of this qualitative, interpretive research was to investigate six middle school English language arts teachers’ beliefs and practices related to grammar and the teaching of grammar. Social constructivism (Fosnot & Perry, 2005) and phenomenology (Schutz, 1967; Seidman, 1998) served as theoretical frameworks for the study. Four questions guided the research: (1) What are teachers’ definitions of “grammar” as related to the teaching of English language arts? (2) What are teachers’ beliefs about “grammar” and the teaching of grammar in English language arts? (3) What are teachers’ reported sources of knowledge for grammar and the teaching of grammar in English language arts? (4) How does a professional development course on grammar instruction influence teachers’ beliefs? Data collection and analysis for this study occurred over a ten-month period. Data sources included an open-ended questionnaire; three in-depth, phenomenological interviews with each teacher (Seidman, 1998) before, during, and after the professional learning course; teacher artifacts and emails; field notes and transcriptions from videotaped course sessions; and a researcher’s log. Constant comparison (Glaser & Strauss, 1967) was used to analyze data, and richly descriptive participant portraits (Merriam & Assoc., 2002) report the findings. Trustworthiness and rigor have been established through adherence to guidelines for establishing credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985). The participants defined grammar in terms of rules, correctness, communication, and in relationships with various forms of literacy. They believed that students gain power through a mastery of Standard American English, grammar instruction is necessary to bolster students’ performance on standardized tests, and both traditional and innovative methods for teaching grammar are valuable. They found the collaborative professional learning course to be worthwhile and useful for developing innovative approaches to grammar instruction. Finally, they reported a need for more easily accessible Internet resources for teaching grammar.
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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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Gweon, Hyowon. "Learning in the social context : inference, exploration and evaluation in early childhood." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77642.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2012.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 107-116).
Some of the biggest achievements in our lives are made even before we learn to tie our shoes. Within a few years of life, we master a language, acquire cultural norms, and develop naïve, yet rich, abstract, coherent theories about how the world works. How do young learners achieve such a feat? The goal of my thesis is to lay the groundwork for a unified account of a rational inference mechanism that underlies this remarkable human faculty to learn so much, so fast, from so little. The first study (Chapter 2) provides evidence that 16-month-old infants can use co-variation information among agents and objects to infer the cause of their failed actions; depending on their attribution, infants either approached another agent or another object. The second study (Chapter 3) shows that 15-month-old infants consider both the sample and the sampling process to rationally generalize properties of novel objects in the absence of behavioral cues. The results are consistent with the quantitative predictions of a Bayesian model, and suggest that infants' inferences are graded with respect to the probability of the sample. Finally, the third study (Chapter 4) shows that older children make sophisticated inferences about properties of agents; children evaluated an informant based on information he provided, and such evaluations affected how children learned from that informant. These studies provide evidence for rational, probabilistic, domain-general inference mechanisms in preverbal infants, and demonstrate how young learners seamlessly integrate data from different sources in ways that affect their exploration, generalization, and evaluation of both the physical and the social world.
by Hyowon Gweon.
Ph.D.
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Ozturk, Tugba. "Conflict in virtual learning communities in the context of a democratic pedagogy." Thesis, Lancaster University, 2011. http://eprints.lancs.ac.uk/62136/.
Повний текст джерелаАнотація:
In this thesis, I discuss conflict in virtual learning communities in the context of a democratic pedagogy. Democratic pedagogies are underpinned with emancipatory educational values through enabling students to participate in governance of their learning processes thus taking responsibility for their own learning. In these communities, knowledge is socially constructed through interactions and negotiations. The method and content of the learning programme are loosely structured in order to fulfill the community members' wishes, interests, ideas, and so on throughout the learning process. Within this framework, my point of departure is that emergence of conflict among the community members is probable given the diverse and sometimes clashing individual differences in participation in the negotiation process; in the loose structure of the programme which brings about uncertainty; and in the nature of the technological environments in which learning takes place. To address these issues, I conducted field work with third year undergraduate students enrolled in a Computer Education and Instructional Technology programme. The field work consists of two staged studies: pilot study and main study. Respectively, a four week course for the pilot study and a fourteen week course for the main study were designed according to learning community principles underpinned with a democratic pedagogy, and students were introduced with their respective learning communities. Throughout the field work, I collected data via interviews, focus group meetings, prepost questionnaires, essays, Moodle logs and field notes. Drawing on my findings, I discuss the dynamics and the roles of conflict in learning through a model of conflict which I developed. This model identifies 3 types of conflict: intrapersonal, interpersonal and socio-cultural. I show how small groups of students in the community experienced different conflict pathways during the course of study. The findings show the importance of taking a holistic, processual view of the emergence of conflict in a learning community. The implications for theory and practice are discussed.
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Ntuli, Esther, and Arnold Nyarambi. "Learning in a Global Context: Education Diplomacy in Primary Grade Content Preparation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8218.
Повний текст джерелаАнотація:
The article shares the authors' thoughts about the concept of education diplomacy and its relevance in developing content for elementary grade levels. They emphasize the importance of learning about education diplomacy at an early age in order to develop adaptability among human beings. The piece offers insights on developing content for teacher preparation programs to provide elementary teachers with tools to teach about education diplomacy to the future generation. It also opens up a discussion on the importance of the intersecting time-tested skills, knowledge, and dispositions required by education diplomats in understanding and applying the concept.