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- European Distance and E-learning Network
- MIT - Massachusetts Institute of Technology
- BioMed Central
- NAIRTL: National Academy for Integration of Research, Teaching and Learning
- Journal of Machine Learning Research
- Department of Teaching and Learning Support Services, Queensland University of Technology; Brisbane
- International Society for the Scholarship of Teaching and Learning
- Journal of the Scholarship of Teaching and Learning
- Quens University
- European Journal of Open, Distance and E-Learning
- NDLR: National Digital Learning Resources
- Universidade Autônoma de Barcelona
- Mais Publicadores...
‣ The lived experience of sustainable learning: the Lech-e OER project bridging formal and non formal lifelong learners
Fonte: European Distance and E-learning Network
Publicador: European Distance and E-learning Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011
Português
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The Erasmus-funded Lived experience of climate change: e-learning and virtual mobility (LECH-e) project is developing learning resources on the topic of climate change that will be openly accessible on the web for higher education institutions and the wider world public to use and adapt. Institutions are free to integrate the resources into their formal programs and non-formal courses. A description of the project is provided in a short prologue. In this paper we depict the open learning strategy implemented by the LECH-e partnership and how it can contribute to widening participation in environmental, and specifically climate change, education.
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‣ Generation X, Y and Z : challenges for teaching and learning
Fonte: European Distance and E-Learning Network
Publicador: European Distance and E-Learning Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012
Português
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The rapid technological developments and its inherent changes cause the technologies to work as timeline paths, allowing a new generation to arise every ten years. The emergence of these new generations in a limited period of time has caused a revolution in society, because unlike what happened in the past, now there are several generations occupying the same work, schooling and leisure spaces. These generations are very different and that is why there is a kind of revolution in its own dynamic, because some of those crystallized habits and behaviors suffered, over time, recursive changes in very short periods, requiring individuals to adapt to a variety of people with very distinct tastes and habits and, more importantly, with different mental models [1]. In this article we will focus our attention identifying the characteristics of generations X, Y and Z, exposing succinctly their desires, aspirations and its relations with the world, as well as their relationship with school and, more specifically, with learning. As a corollary of this relationship, some strategies will be presented that we believe to be of great use in the teaching of generation Y and Z.; Universidade do Minho. Centro de Investigação em Educação (CIED)
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‣ Adaptation for Regularization Operators in Learning Theory
Fonte: MIT - Massachusetts Institute of Technology
Publicador: MIT - Massachusetts Institute of Technology
Formato: 19 p.; 963649 bytes; 819523 bytes; application/postscript; application/pdf
Português
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We consider learning algorithms induced by regularization methods in the regression setting. We show that previously obtained error bounds for these algorithms using a-priori choices of the regularization parameter, can be attained using a suitable a-posteriori choice based on validation. In particular, these results prove adaptation of the rate of convergence of the estimators to the minimax rate induced by the "effective dimension" of the problem. We also show universal consistency for theses class methods.
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‣ On a model of visual cortex: learning invariance and selectivity
Fonte: MIT - Massachusetts Institute of Technology
Publicador: MIT - Massachusetts Institute of Technology
Formato: 20 p.
Português
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In this paper we present a class of algorithms for similarity learning on spaces of images. The general framework that we introduce is motivated by some well-known hierarchical pre-processing architectures for object recognition which have been developed during the last decade, and which have been in some cases inspired by functional models of the ventral stream of the visual cortex. These architectures are characterized by the construction of a hierarchy of âlocalâ feature representations of the visual stimulus. We show that our framework includes some well-known techniques, and that it is suitable for the analysis of dynamic visual stimuli, presenting a quantitative error analysis in this setting.
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‣ Elastic-Net Regularization in Learning Theory
Fonte: MIT - Massachusetts Institute of Technology
Publicador: MIT - Massachusetts Institute of Technology
Formato: 32 p.
Português
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Within the framework of statistical learning theory we analyze in detail the so-called elastic-net regularization scheme proposed by Zou and Hastie ["Regularization and variable selection via the elastic net" J. R. Stat. Soc. Ser. B, 67(2):301-320, 2005] for the selection of groups of correlated variables. To investigate on the statistical properties of this scheme and in particular on its consistency properties, we set up a suitable mathematical framework. Our setting is random-design regression where we allow the response variable to be vector-valued and we consider prediction functions which are linear combination of elements (features) in an infinite-dimensional dictionary. Under the assumption that the regression function admits a sparse representation on the dictionary, we prove that there exists a particular "elastic-net representation" of the regression function such that, if the number of data increases, the elastic-net estimator is consistent not only for prediction but also for variable/feature selection. Our results include finite-sample bounds and an adaptive scheme to select the regularization parameter. Moreover, using convex analysis tools, we derive an iterative thresholding algorithm for computing the elastic-net solution which is different from the optimization procedure originally proposed in "Regularization and variable selection via the elastic net".
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‣ A Note on Perturbation Results for Learning Empirical Operators
Fonte: MIT - Massachusetts Institute of Technology
Publicador: MIT - Massachusetts Institute of Technology
Formato: 22 p.
Português
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A large number of learning algorithms, for example, spectral clustering, kernel Principal Components Analysis and many manifold methods are based on estimating eigenvalues and eigenfunctions of operators defined by a similarity function or a kernel, given empirical data. Thus for the analysis of algorithms, it is an important problem to be able to assess the quality of such approximations. The contribution of our paper is two-fold: 1. We use a technique based on a concentration inequality for Hilbert spaces to provide new much simplified proofs for a number of results in spectral approximation. 2. Using these methods we provide several new results for estimating spectral properties of the graph Laplacian operator extending and strengthening results from [26].
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‣ Helping each other to learn – a process evaluation of peer assisted learning
Fonte: BioMed Central
Publicador: BioMed Central
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
Português
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peer-reviewed; Background: The benefits of Peer Assisted Learning (PAL) are well established with positive
effects on examination scores, student satisfaction and personal and professional development
reported. PAL is increasingly utilised as a resource within medical education where the restrictions
on resources have forced teachers to look at creating new educational environments which can be
delivered at a lower cost. This study sought to evaluate the processes at work as the emphasis of
PAL research to date has largely been on the consideration of student outcomes.
Methods: Fifth-year medical undergraduates, who had completed their communication skills
modular training and attended a preparatory workshop, facilitated a role-play session for their
second-year colleagues within an Early Patient Contact programme. Semi-structured interviews
and focus groups were used to collect data at different time points in order to establish the views
of peer learners and tutors towards this new method of teaching. The data was analysed according
to the principles framework analysis using N-vivo software. Themes were shared and debated with
the multidisciplinary team of authors and a concordance of views on common themes was reached
after discussion and debate.
Results: Analysis of the data resulted in the emergence of three thematic categories: Learning
Environment...
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‣ The use of learning journals in legal education as a means of fostering integrative learning through pedagogy and assessment
Fonte: NAIRTL: National Academy for Integration of Research, Teaching and Learning
Publicador: NAIRTL: National Academy for Integration of Research, Teaching and Learning
Tipo: info:eu-repo/semantics/bookPart; all_ul_research; ul_published_reviewed
Português
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peer-reviewed; In the late nineteenth century Christopher Columbus Langdell, Dean of Harvard Law School,
introduced a new pedagogy in law that was designed around Socratic teaching. Prior to this, most
common law jurists had emphasised the importance of artificial, natural law reasoning which was
prone to be more subjective, speculative, value laden, and ultimately illogical (Davies, 1994, p. 110).
This new pedagogy placed law cases at the centre of students’ learning, and demanded much more
from the students in terms of analysis and defence of legal explanations. In particular, it involved a
case-dialogue method, where students are called upon to recount facts, argue legal principles and
explain their reasoning in the lecture hall before an authoritarian lecturer. All of this was designed
to mirror the combative realities of adversarial proceedings. So, for example, in a lecture, the lecturer
might demand of a student the facts of a case, the legal points at issue, the court’s reasoning by
reference to other cases, the underlying legal doctrine or principle, and the effect that an altered fact
pattern might have on the outcome.; PUBLISHED; Not peer reviewed
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‣ Reinforcement learning with value advice
Fonte: Journal of Machine Learning Research
Publicador: Journal of Machine Learning Research
Tipo: Conference paper
Português
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#feature reinforcement learning#imitation learning#dataset aggregation#value advice#upper confidence tree#Monte Carlo search#Arcade learning environment
The problem we consider in this paper is reinforcement learning with value advice. In this setting, the agent is given limited access to an oracle that can tell it the expected return (value) of any state-action pair with respect to the optimal policy. The agent must use this value to learn an explicit policy that performs well in the environment. We provide an algorithm called RLAdvice, based on the imitation learning algorithm DAgger. We illustrate the effectiveness of this method in the Arcade Learning Environment on three different games, using value estimates from UCT as advice.
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‣ Q-learning for history-based reinforcement learning
Fonte: Journal of Machine Learning Research
Publicador: Journal of Machine Learning Research
Tipo: Conference paper
Português
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#feature reinforcement learning#temporal difference learning#Markov decision process#partial observability#Q-learning#Monte Carlo search#Pocman#rational agents
We extend the Q-learning algorithm from the Markov Decision Process
setting to problems where observations are non-Markov and do not
reveal the full state of the world i.e. to POMDPs. We do this in a
natural manner by adding l0 regularisation to the pathwise squared
Q-learning objective function and then optimise this over both a
choice of map from history to states and the resulting MDP
parameters. The optimisation procedure involves a stochastic search
over the map class nested with classical Q-learning of the
parameters. This algorithm fits perfectly into the feature
reinforcement learning framework, which chooses maps based on a
cost criteria. The cost criterion used so far for feature
reinforcement learning has been model-based and aimed at predicting
future states and rewards. Instead we directly predict the return,
which is what is needed for choosing optimal actions. Our
Q-learning criteria also lends itself immediately to a function
approximation setting where features are chosen based on the
history. This algorithm is somewhat similar to the recent line of
work on lasso temporal difference learning which aims at finding a
small feature set with which one can perform policy evaluation. The
distinction is that we aim directly for learning the Q-function of
the optimal policy and we use l0 instead of l1 regularisation. We
perform an experimental evaluation on classical benchmark domains
and find improvement in convergence speed as well as in economy of
the state representation. We also compare against MC-AIXI on the
large Pocman domain and achieve competitive performance in average
reward. We use less than half the CPU time and 36 times less
memory. Overall...
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‣ The sample-complexity of general reinforcement learning
Fonte: Journal of Machine Learning Research
Publicador: Journal of Machine Learning Research
Tipo: Conference paper
Português
Relevância na Pesquisa
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We present a new algorithm for general reinforcement
learning where the true environment
is known to belong to a finite class of N
arbitrary models. The algorithm is shown to
be near-optimal for all but O(N log2 N) timesteps
with high probability. Infinite classes
are also considered where we show that compactness
is a key criterion for determining
the existence of uniform sample-complexity
bounds. A matching lower bound is given for
the finite case.
Link permanente para citações:
‣ Exploring PBL as a strategy for improving student learning outcomes
Fonte: Department of Teaching and Learning Support Services, Queensland University of Technology; Brisbane
Publicador: Department of Teaching and Learning Support Services, Queensland University of Technology; Brisbane
Tipo: Conference paper
Publicado em //2007
Português
Relevância na Pesquisa
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Problem‐based learning (PBL) has been identified in the literature as one approach for enabling the development of generic employability skills. This approach differs from many traditional approaches to teaching and learning by integrating employability skills (such as problem solving, teamwork and self‐management) into the student learning process. The purpose of this paper is to explore problem‐based learning (PBL) as a vehicle for improving the quality of teaching, learning and assessment outcomes in the management field. Examples from a Masters course are provided as initial empirical data. The paper argues that PBL assists in the development of employability skills for students, supports a high level of interaction among students from diverse cultural backgrounds and facilitates the integration of multiple perspectives into group views as part of the problem‐solving process (Checkland, 1981).; http://www.eac2007.qut.edu.au/; Carmen Joham, Marilyn Clarke; Copyright © 2007 Joham and Clarke.
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‣ Rigor, Reward, and Risk: Learning Leverage during National Board Candidacy
Fonte: International Society for the Scholarship of Teaching and Learning
Publicador: International Society for the Scholarship of Teaching and Learning
Tipo: Conferência ou Objeto de Conferência
Português
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#Teacher learning#National Board candidacy#National Board for Professional Teaching Standards (NBPTS)#NBPTS certification#Professional development
Learning leverage is characterized by three interactive dynamics: rigor, reward, and risk. Together, they create uncomfortable yet positive pressure that usually results in teacher learning. The model of learning leverage helps explain why most teachers consider National Board candidacy such a powerful learning experience and provides insight as to why some teachers learn much and others learn little through the experience. The model is applicable to learning experiences other than National Board candidacy, such as teacher professional development, mentoring and induction, and PK-16 classroom instruction.
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‣ A case study of youth participatory evaluation in co-curricular service learning
Fonte: Journal of the Scholarship of Teaching and Learning
Publicador: Journal of the Scholarship of Teaching and Learning
Tipo: Artigo de Revista Científica
Português
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Abstract: This paper examines the practice of participatory evaluation through an
exploratory single case study of the Evaluation Team of Books & Beyond, a cocurricular
service-learning program of the Global Village Living-Learning
Center at Indiana University. The paper, which is authored by three
undergraduate members of the evaluation team and their faculty advisor,
juxtaposes the process of conducting the evaluation and reporting the results with
reflections from the Evaluation Team participants on conducting youth
participatory action research, which offers a means of improving youth-serving
programs and developing a greater understanding of why youth choose to
participate in these programs. In their review of the implementation of their
evaluation project, the team noted that the difficulties of getting past lessons
learned to methodological rigor in service-learning evaluation are compounded
by the realities of engaging in a student-faculty partnership in a co-curricular
service-learning context.
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‣ Queen's Learning Commons
Fonte: Quens University
Publicador: Quens University
Tipo: Vídeo
Formato: 9961867 bytes; application/octet-stream
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An introduction to the Queen's Learning Commons; Produced for the Queen's Learning Commons by Queen's University Video Services.
4:27 minutes
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‣ B-learning quality: dimensions, criteria and pedagogical approach
Fonte: European Journal of Open, Distance and E-Learning
Publicador: European Journal of Open, Distance and E-Learning
Tipo: Artigo de Revista Científica
Publicado em //2014
Português
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#E-learning#E-learning dimension#Blended learning#Learning quality#Quality models#Pedagogical approach for learning#B-learning criteria
Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and other are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing...
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‣ Online Active Learning in Practice
Fonte: MIT - Massachusetts Institute of Technology
Publicador: MIT - Massachusetts Institute of Technology
Formato: 9 p.; 2188813 bytes; 767442 bytes; application/postscript; application/pdf
Português
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We compare the practical performance of several recently proposed algorithms for active learning in the online setting. We consider two algorithms (and their combined variants) that are strongly online, in that they do not store any previously labeled examples, and for which formal guarantees have recently been proven under various assumptions. We perform an empirical evaluation on optical character recognition (OCR) data, an application that we argue to be appropriately served by online active learning. We compare the performance between the algorithm variants and show significant reductions in label-complexity over random sampling.
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‣ Development of Learning Modules to Enhance Students' Higher-Order Cognitive Skills
Fonte: International Society for the Scholarship of Teaching and Learning
Publicador: International Society for the Scholarship of Teaching and Learning
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
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Bloom’s Taxonomy of cognitive domains is a well-defined and broadly accepted tool for categorizing types of thinking into six different levels: knowledge, comprehension, application, analysis, synthesis and evaluation. It is commonly accepted that memorization and recall (knowledge-level skills) are lower order cognitive skills that require only a minimum level of understanding, whereas the application of knowledge and critical thinking (application, analysis, synthesis & evaluation-level skills) are higher order cognitive skills that require deep conceptual understanding. In our Biology department we have begun introducing students to Bloom’s taxonomy during the introductory series to help students recognize the different levels of thinking they will need to master to succeed in the curriculum. First, we indicate on our exams the Bloom’s level required to successfully answer each question (e.g. knowledge or application) and then provide students with the overall “Bloom’s distribution” for the exam i.e. what percentage of the questions require lower-order versus higher-order cognitive skills. To aid students in identifying the levels that are most challenging for them, we are piloting a program that provides students with their individual “Bloom’s score” after each exam. The Bloom’s score indicates how well they performed on questions requiring different levels of Bloom’s. Typically students receive Bloom’s scores that are high for knowledge and comprehension and lower for one or more higher-order cognitive skills. Once these challenging areas have been identified...
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‣ Learning resources and open access in higher education institutions in Ireland
Fonte: NDLR: National Digital Learning Resources
Publicador: NDLR: National Digital Learning Resources
Tipo: info:eu-repo/semantics/report; all_ul_research
Português
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peer-reviewed; Over the past decade or so the open education movement has continued to gather momentum
in higher education, spurred on by increasing demand for more flexible education options; by
the potential of developments in technology and infrastructure; by advocacy at policy level;
and by initiatives and developments at national and international levels. Open educational
resources (OER1), one element of the open education movement, have seen exponential
growth in this period. Navigating this OER landscape poses a number of important issues and
questions for the practice of teaching and learning. From an educational development
perspective, the focus rests on investigating how both students and teachers can use and share
open educational resources in ways that optimally enhance teaching and learning.
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‣ Estado del e-learning en Galicia
Fonte: Universidade Autônoma de Barcelona
Publicador: Universidade Autônoma de Barcelona
Tipo: Article; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion
Formato: application/pdf
Publicado em //2006
Português
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#Ensenyament a distància#Empresa#Universitat#Personal docent i investigador#Òrgans directius#E-learning#Universidad#Personal docente e investigador#Órganos directivos
El Observatorio Gallego de e-learning ha publicado un exhaustivo informe sobre los resultados del e-learning en la comunidad autónoma de Galicia en el ámbito universitario y empresarial. En cuanto al e-learning corporativo, se proporcionan datos del e-learning de la empresa consumidora, la empresa no consumidora y de la empresa ofertante. En cuanto al estado del e-learning en la universidad, se analiza el e-learning desde el punto de vista de los órganos directivos, los administradores de los campus virtuales, los grupos de investigación y el personal docente e investigador.
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