Peters, G, Civil & Environmental Engineering, Faculty of Engineering, UNSW · UNSWorks (UNSW Sydney) · 2008
Creating meaningful active learning experiences can be a significant and sometimes comical challenge for a new lecturer. In this article, I describe my own active learning experience as I attempted to break down the separation between tutorials and lectures that was typical of the university education I experienced. The adoption of a sustainability framework for decision-making processes associated with major infrastructure developments in the Australia water industry is a recent innovation which has provided a convenient vehicle for supporting this change. A case study drawn from a fourth year Environmental Engineering Practice class is used to illustrate how the framework can be applied to provide new and relevant curriculum. The overall intent of this paper is to support new lecturers on their own journeys into teaching, and perhaps to remind their experienced mentors of a particular challenge their colleagues face at the beginning.
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Carla M. Strickland-Hughes, Nguyen Vo · OSF Preprints (OSF Preprints) · 2024
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James Sparks · Bibliothèque et Archives nationales du Québec (Québec government) · 2013
Sur la page de titre : A teacher's guide based on the blog "activelearner.ca".
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Newton Lee, Newton Lee · Encyclopedia of Computer Graphics and Games · 2024
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Alireza Yousefy · SHILAP Revista de lepidopterología · 2005
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M. Nasir Afzal · SHILAP Revista de lepidopterología · 2010
DOAJ is a unique and extensive index of diverse open access journals from around the world, driven by a growing community, committed to ensuring quality content is freely available online for everyone.
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SpringerReference · 2012
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Jim West · 2017
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Xiuping Jia · SPIE eBooks · 2022
SPIE Press is the largest independent publisher of optics and photonics books - access our growing scientific eBook collection ranging from monographs, reference works, field guides, and tutorial texts.
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Willemse, CJAM Christian · TU/e Research Portal (Eindhoven University of Technology) · 2009
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2009
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Kevin P. Greenman (17703253), Ava P. Amini (15853140), Kevin K. Yang (4528963) · Figshare · 2025
<p>(A) Schematic of active learning approach. A model is trained on an initial dataset, and is then retrained in each iteration by adding more points to the training set based on some selection criteria. (B-D) Uncertainty-guided active learning in protein sequence-function prediction. Spearman rank correlation of predictions (<i>ρ</i>) for the CNN ensemble, CNN evidential, and GP methods evaluated on the AAV/Random (B), Meltome/Random (C), and GB1/Random (D) splits. The “random” strategy acquired sequences with all unseen points having equal probabilities, the “explorative sample” strategy acquired sequences with random sampling weighted by uncertainty, and the “explorative greedy” strategy acquired the previously unseen sequences with the highest uncertainty. See the Uncertainty Methods section for an explanation of why GP experiments for the AAV landscape were not feasible.</p>
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Frank Rennie, Keith Smyth · 2019
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Colin de la Higuera · Cambridge University Press eBooks · 2010
No one can tell you how to do it. The technique must be learned the way I did it, by failures.John Steinbeck, Travels with Charlie
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Vineeth N Balasubramanian, Shayok Chakraborty, Shen-Shyang Ho et al. · Elsevier eBooks · 2014
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Vinitha Ravindran · Indian Journal of Continuing Nursing Education · 2020
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Muxammadiyeva Zarina Xamzayevna · Zenodo (CERN European Organization for Nuclear Research) · 2022
<strong> Active learning</strong> is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement."<sup>[1]</sup> Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." In a report from the Association for the Study of Higher Education (ASHE), authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process."<sup>[2]</sup> In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. There are a wide range of alternatives for the term <em>active learning</em>, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. The common factors in these are some significant qualities and characteristics of active learning. Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities.
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SpringerReference · 2012
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Melvin L. Silberman · Internet Archive (Internet Archive) · 1996
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Balasubramanian, Vineeth N, Chakraborty, S, Ho, S S et al. · Research Archive of Indian Institute of Technology Hyderabad (Indian Institute of Technology Hyderabad) · 2014
In this chapter, we describe how the p-values derived from the conformal predictions framework can be used for active learning; that is, to select the informative examples from a data collection that can be used to train a classifier for best performance. We show the connection of this approach to information-theoretic methods, as well as show how the methodology can be generalized to multiple classifier models and information fusion settings.
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