Lolić, Teodora, Ristić, Sonja, Stefanovic, Darko et al. · Repositório Científico do Instituto Politécnico de Castelo Branco (Instituto Politécnico de Castelo Branco) · 2020
Proces digitalne transformacije zahvata sve segmente društva. Od proizvodnje, pružanja usluga, kanala komunikacije i distribucije informacija, sve do institucija visokoškolskog obrazovanja i promena u procesu učenja. Kako bi se proces digitalizacije sproveo, neophodno je identifikovati da li se posmatrano okruženje može prilagoditi ovom tehnološkom napretku. Ovaj rad predstavlja istraživanje digitalnog okruženja za učenje na Fakultetu tehničkih nauka u smeru identifikovanja i definisanja svih njegovih koncepata na osovu kojih se predlaže model savremenog digitalnog okruženja za učenje.
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Xionghui Chen, Ruijin Ding, Huang Fangsheng et al. · 2023
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Xionghui Chen, Yang Yu, Zhengmao Zhu et al. · arXiv (Cornell University) · 2022
A good model for action-effect prediction, named environment model, is important to achieve sample-efficient decision-making policy learning in many domains like robot control, recommender systems, and patients' treatment selection. We can take unlimited trials with such a model to identify the appropriate actions so that the costs of queries in the real world can be saved. It requires the model to handle unseen data correctly, also called counterfactual data. However, standard data fitting techniques do not automatically achieve such generalization ability and commonly result in unreliable models. In this work, we introduce counterfactual-query risk minimization (CQRM) in model learning for generalizing to a counterfactual dataset queried by a specific target policy. Since the target policies can be various and unknown in policy learning, we propose an adversarial CQRM objective in which the model learns on counterfactual data queried by adversarial policies, and finally derive a tractable solution GALILEO. We also discover that adversarial CQRM is closely related to the adversarial model learning, explaining the effectiveness of the latter. We apply GALILEO in synthetic tasks and a real-world application. The results show that GALILEO makes accurate predictions on counterfactual data and thus significantly improves policies in real-world testing.
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Vitomir Radosavljević · National Repository of Dissertations in Serbia · 2020
Предмет истраживања докторске дисертације је развој модела адаптивног електронског образовања адекватног за имплементацију у паметним образовним окружењима. Адаптивно електронско образовање реализује се кроз прилагођавање појединих елемента образовног процеса са унапред дефинисаним критеријумима. Циљ унапређења и побољшања традиционалног модела наставе је ефикаснији и ефективнији процес учења. Паметна образовна окружења, као што су паметне учионице, развијају код студента знања и вештине на ефикаснији начин него у конвенционалним окружењу. Предложени модел адаптивног учења реализује се у окружењу паметне учионице и примењује концепт амбијенталне интелигенције за спровођење адаптације учења. Овакав приступ омогућава детекцију студента у окружењу паметне учионице и генерише одговарајући одзив паметне учионице према студенту, на основу унапред дефинисаног критеријума. Модел је флексибилан по питању примене различитих критеријума адаптације, као што су мотивација, стил учења, когнитивно оптерећење студента, умор, физички параметри окружења и други. Модел користи предности паметних образовних окружења за прикупљање релевантних информација из окружења у коме студент учи. Посебан акценат модел ставља на дефинисање стратегијa учења које се додељују студенту према критеријуму адаптације. Као критеријуми адаптације у дисертацији коришћени су умор студената као последица њихових дневних академских активности, односно параметар динамичког коефицијента окружења, који зависи од физичких услова у којима студент усваја наставне садржаје. Модел је имплементиран и тестиран у настави на Високој ИЦТ школи, и евалуиран кроз активности студента у току учења као и кроз знања и вештине којима студент овладава у току учења.
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Irēna Katane, Edgars Katans · SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference · 2015
Education diversification is a precondition for the sustainability of the society and education as such. Diversified education can ensure the accessibility of education, as well as individualization according to the needs of the society. Distance learning is one of education alternatives. Research in the field of distance learning environment shall be based on the ecological approach in education, which has many and various forms. Multidimensional approach is one of them. The aim of the article is to justify the multidimensional model of distance learning environment, that comprises: 1) self-directed learning pedagogical support environment; 2) informative environment; 3) technological environment; 4) e-environment. The multidimensional approach promotes holistic approach, thus avoiding unilateralism in relation to research in the distance learning environment specificity, as well as to its development.
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Fusaomi Nagata, Keigo Watanabe · 2012
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Ojoma Osajiuba, Eric Pardede, Sarath Tomy · Research Square · 2024
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Jingya Huang, Jiaqi Liu · Communications in computer and information science · 2023
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Jens-uwe Möller · 1997
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Rare & Special e-Zone (The Hong Kong University of Science and Technology) · 2000
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Dan Levi, Shimon Ullman · 2009
In this paper we introduce the concept and method for adaptively tuning the model complexity in an online manner as more examples become available. Challenging classification problems in the visual domain (such as recognizing handwriting, faces and human-body images) often require a large number of training examples, which may become available over a long training period. This motivates the development of scalable and adaptive systems which are able to continue learning at any stage and which can efficiently learn from large amounts of data, in an on-line manner. Previous approaches to on-line learning in visual classification have used a fixed parametric model, and focused on continuously improving the model parameters as more data becomes available. Here we propose a new framework which enables online learning algorithms to adjust the complexity of the learned model to the amount of the training data as more examples become available. Since in online learning the training set expands over time, it is natural to allow the learned model to become more complex during the course of learning instead of confining the model to a fixed family of a bounded complexity. Formally, we use a set of parametric classifiers y = h <sub xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">thetas</sub> <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">alpha</sup> (x) where y is the class and x the observed data. The parameter alpha controls the complexity of the model family. For a fixed alpha, the training examples are used for the optimal setting of thetas. When the amount of data becomes sufficiently large, the value of alpha is increased, and a more complex model family is used. For evaluation of the proposed approach, we implement an online Support Vector Machine with increasing complexity, and evaluate in a task of handwritten character recognition on the MNIST database.
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Ahmed Dheyaa Basha, Satar Habib Mnaathr, Khalid Abdulrazzaq et al. · 2013
Abstract: In current era Mobile Agent (MA) technology is engaging so much attention as an urgent request. Many applications for Mobile Agent goes via the web like commercial transaction, sale room, and job finder, etc.. Mobile Agent Technology may contribute in solving many problems for several companies because Mobile agent technology is a very appealing solution for this kind of problem. Of later E-learning attracts most recent technologies seeks to model and to display the most perfect and suitable solution to cover the majority of the processes needed in its web_based virtual environment. Mobile Agent occupied of e-learning to facilitate the mechanism with the learning environment among the diverse parties. This study highlights some of the important problems that appear in the web_based virtual learning environment (VLE), and showed a model with one of the recent and the main technologies as a solve for the Mobile Agent ’ problems. This study presents the interactive and collaborative, and vital role of the Mobile Agent in connecting intellectual efforts between students and instructors working in a secure VLE bearing in mind agents ’ roles, tasks and interactions in the analysis.
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Dwi Sulisworo · Selamat Datang di Repository UAD (Universitas Ahmad Dahlan) · 2014
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Yusep Rosmansyah, Budi Laksono Putro, Atina Putri et al. · Interactive Learning Environments · 2022
In this article, smart learning environment (SLE) is defined as a hybrid learning system that provides learners and other stakeholders with a joyful learning process while achieving learning outcomes as a result of the employed intelligent tools and techniques. From literature study, existing SLE models and frameworks are difficult to understand and to use as guidance, both for implementation and maturity measurement. This research proposes a simple model of SLE as a guideline that is easy to understand and to be used for developing learning environments that support effective, efficient, and engaging learning processes. The proposed model adopted the intelligent tutoring system architecture as a foundation. The components of the model were generated by mapping of 12 existing SLE models, frameworks, and best practices. Model formation and validation followed the system dynamics (SD) modeling process. In addition, indirect model validation process was also performed by interviewing educational technology practitioners and experts, based on assessment results of two newly developed SLE instances. For measuring maturity of existing SLE instances, this research also derived SLE maturity model. It is concluded that the simple model is usable for easy understanding, for establishing new SLE instances, and also for assessing the maturity level of existing SLE instances.
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Dwi Sulisworo · 2014
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KURNIA SRI MAHARANI, 12510184012 · Institutional Repository of IAIN Tulungagung (IAIN Tulungagung) · 2021
ABSTRACT \nMaharani. Kurnia Sri. Students Registered Number. 12510184012. 2021. Students’ Model of Learning Environment to Support Their Independent Learning. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Susanto, S.S., M.Pd., Dr. Ida Isnawati, M.Pd. \nKeywords: learning environment, independent learning \nStudents and their communities outside of school, friends, family and what they can watch, are important factors to support the students’ effort in learning and maintaining their English. Some students have their own way to develop their language. Many facilities that they can find such as books, films, comics and games. They can independently develop their language. Some previous studies studied about how independent learning affect students’ English skills. Based on the background of the study, the researcher formulates two research questions. Those are: (1) How do the students create a learning environment to support their independent learning?; (2) How do the students think of a comfortable learning environment to support their independent learning? In this research, the researcher takes the data based on research subject’s experience in their club related to how they build a language environment by their own ways. The data will be taken by using interview, observation and documentation. Research subject of this research is a group of students in Accelerated Destiny Academy that make a reading group. The reading group itself grows for students to develop their English skills. The present study investigates discussion deals with the perception of the students (subjects) on how learning environment supports independent learning and about the ideal learning environment according to students. Based on the results of data analysis, it is concluded that The learning environment is created when the two subjects had interest in reading. They shared some novels and gave some recommendation each other. Days by days, some of their friends had interest in reading. They joined them in reading novels. Furthermore, the activities developed to reading group. Subject research explained some point of how their group supports independent learning. There are: (1) learning activity that does not insist them; (2) learning that is not totally to memorize material (grammar oriented) but based on what they liked; (3) learning a certain material in use/ in contexts; (4) learning that provided graded reading material (from simple to more complex reading materials); (5) learning that is not fully a tied criticism; (6) learning that provides peer coaching; (7) learning that is free of pressure; (8) learning that has flexibility in time, place, material and partner.
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Laurillard, D, Charlton, P, Craft, B et al. · London School of Economics and Political Science Research Online (London School of Economics and Political Science) · 2011
Decidualisation of the endometrium is a key event in early pregnancy, which enables embryo implantation. Importantly, the molecular processes impairing decidualisation in obese mothers are yet to be characterised. We hypothesise that impaired decidualisation in obese mice is mediated by the upregulation of leptin modulators, the suppressor of cytokine signalling 3 (SOCS3) and the protein tyrosine phosphatase non-receptor type 2 (PTPN2), together with the disruption of progesterone (P4)-signal transducer and activator of transcription (STAT3) signalling. After feeding mice with chow diet (CD) or high-fat diet (HFD) for 16 weeks, we confirmed the downregulation of P4 and oestradiol (E2) steroid receptors in decidua from embryonic day (E) 6.5 and decreased proliferation of stromal cells from HFD. In vitro decidualised mouse endometrial stromal cells (MESCs) and E6.5 deciduas from the HFD showed decreased expression of decidualisation markers, followed by the upregulation of SOCS3 and PTPN2 and decreased phosphorylation of STAT3. In vivo and in vitro leptin treatment of mice and MESCs mimicked the results observed in the obese model. The downregulation of Socs3 and Ptpn2 after siRNA transfection of MESCs from HFD mice restored the expression level of decidualisation markers. Finally, DIO mice placentas from E18.5 showed decreased labyrinth development and vascularisation and fetal growth restricted embryos. The present study revealed major defects in decidualisation in obese mice, characterised by altered uterine response to E2 and P4 steroid signalling. Importantly, altered hormonal response was associated with increased expression of leptin signalling modulators SOCS3 and PTPN2. Elevated levels of SOCS3 and PTPN2 were shown to molecularly affect decidualisation in obese mice, potentially disrupting the STAT3-PR regulatory molecular hub.
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Pasawut Cheerapakorn, Pinanta Chatwattana · Higher Education Studies · 2023
The objectives of this research are (1) to study and synthesise the conceptual framework of the virtual learning environment model on cloud using hybrid learning, (2) to develop the virtual learning environment model on cloud using hybrid learning, and (3) to study the results after using the virtual learning environment model on cloud using hybrid learning. The participants in this research include 10 experts from various institutions, all of whom are specialised in design and development of instruction models and instruction systems. The research tools herein consist of (1) the virtual learning environment model on cloud using hybrid learning, and (2) the evaluation form on the suitability of the virtual learning environment model on cloud using hybrid. According to the results of this research, it is found that (1) the overall suitability of the development of the virtual learning environment model on cloud using hybrid learning (overall elements) is at the highest level (Mean = 4.62, SD. = 0.49), and (2) the overall suitability of the development of the virtual learning environment model on cloud using hybrid learning is at the highest level (Mean = 4.66, SD. = 0.48).
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Diana Laurillard, Patricia Charlton, Brock Craft et al. · Journal of Computer Assisted Learning · 2011
Abstract The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology‐enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory‐informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.
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Craft, Brock · Archive of research processes and output produced by RCA (Royal College of Art) · 2013
This article makes the case for a learning-design support environment to help and scaffold teachers’ engagement with, and development of, technology-enhanced learning, based on user requirements and pedagogical theory (Bloom, Biggs, Kalaš, Papert, DiSessa, Masterman et al). Craft’s contribution focused on the design of the user interface of the software system in question, drawing upon fieldwork with informant practitioners in a series of iterative design workshops and user studies. The research is innovative within the field because the system described supports teachers’ design activities. The article, published in a leading peer-reviewed UK journal on technology-enhanced learning, explains the design approach of the ESRC/EPSRC-funded technology-enhanced learning project Learning Design Support Environment (2008–11), for which the authors were co-investigators. The project investigated ways in which digital technologies can be used to support teachers in designing effective technology-enhanced learning. The full outcomes of the research are documented on the project website <https://sites.google.com/a/lkl.ac.uk/ldse/Home>. The research outlined in the article was conducted over a three-year period, under the auspices of the Learning Design Support Environment project. It was produced with a large cohort of informant practitioners in HE institutions across the UK and involved the development of software, practitioner interviews, focus groups, design workshops and usability evaluations. The project employed a design-research methodology, with successive iterative phases of feed-through and feedback between key phases of design, development and evaluation. The research has been cited by Dobozy (2013) and Boyle and Ravenscroft (2012), and used to inform the development of a related publication by Masterman and Craft ‘Designing and evaluating representations to model pedagogy research in learning technology’ in Research in Learning Technology (2013).
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