Relevant bibliographies by topics / Action learning system

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Action learning system'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Action learning system"

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Eason, Ken. "Action learning across the decades." Leadership in Health Services 30, no. 2 (May 2, 2017): 118–28. http://dx.doi.org/10.1108/lhs-11-2016-0057.

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Purpose The purpose of this paper is to explore how action learning concepts were used in two healthcare projects undertaken many decades apart. The specific purpose in both cases was to examine how action learning can contribute to shared learning across key stakeholders in a complex socio-technical system. In each case study, action learning supported joint design programmes and the sharing of perspectives about the complex system under investigation. Design/methodology/approach Two action learning projects are described: first, the Hospital Internal Communications (HIC) project led by Reg Revans in the 1960s. Senior staff in ten London hospitals formed action learning teams to address communication issues. Second, in the Better Outcomes for People with Learning Disabilities: Transforming Care (BOLDTC) project, videoconferencing equipment enabled people with learning disabilities to increase their opportunities to communicate. A mutual learning process was established to enable stakeholders to explore the potential of the technical system to improve individual care. Findings The HIC project demonstrated the importance of evidence being shared between team members and that action had to engage the larger healthcare system outside the hospital. The BOLDTC project confirmed the continuing relevance of action learning to healthcare today. Mutual learning was achieved between health and social care specialists and technologists. Originality/value This work draws together the socio-technical systems tradition (considering both social and technical issues in organisations) and action learning to demonstrate that complex systems development needs to be undertaken as a learning process in which action provides the fuel for learning and design.
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Bruggeman, H., J. J. Rieser, and H. L. Pic. "An action system analysis of visuomotor learning." Journal of Vision 4, no. 8 (August 1, 2004): 285. http://dx.doi.org/10.1167/4.8.285.

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Tsai, Jen-Kai, Chen-Chien Hsu, Wei-Yen Wang, and Shao-Kang Huang. "Deep Learning-Based Real-Time Multiple-Person Action Recognition System." Sensors 20, no. 17 (August 23, 2020): 4758. http://dx.doi.org/10.3390/s20174758.

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Action recognition has gained great attention in automatic video analysis, greatly reducing the cost of human resources for smart surveillance. Most methods, however, focus on the detection of only one action event for a single person in a well-segmented video, rather than the recognition of multiple actions performed by more than one person at the same time for an untrimmed video. In this paper, we propose a deep learning-based multiple-person action recognition system for use in various real-time smart surveillance applications. By capturing a video stream of the scene, the proposed system can detect and track multiple people appearing in the scene and subsequently recognize their actions. Thanks to high resolution of the video frames, we establish a zoom-in function to obtain more satisfactory action recognition results when people in the scene become too far from the camera. To further improve the accuracy, recognition results from inflated 3D ConvNet (I3D) with multiple sliding windows are processed by a nonmaximum suppression (NMS) approach to obtain a more robust decision. Experimental results show that the proposed method can perform multiple-person action recognition in real time suitable for applications such as long-term care environments.
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Sun, Shih-Wei, Bao-Yun Liu, and Pao-Chi Chang. "Deep Learning-Based Violin Bowing Action Recognition." Sensors 20, no. 20 (October 9, 2020): 5732. http://dx.doi.org/10.3390/s20205732.

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We propose a violin bowing action recognition system that can accurately recognize distinct bowing actions in classical violin performance. This system can recognize bowing actions by analyzing signals from a depth camera and from inertial sensors that are worn by a violinist. The contribution of this study is threefold: (1) a dataset comprising violin bowing actions was constructed from data captured by a depth camera and multiple inertial sensors; (2) data augmentation was achieved for depth-frame data through rotation in three-dimensional world coordinates and for inertial sensing data through yaw, pitch, and roll angle transformations; and, (3) bowing action classifiers were trained using different modalities, to compensate for the strengths and weaknesses of each modality, based on deep learning methods with a decision-level fusion process. In experiments, large external motions and subtle local motions produced from violin bow manipulations were both accurately recognized by the proposed system (average accuracy > 80%).
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AGOGINO, ADRIAN, and KAGAN TUMER. "LEARNING INDIRECT ACTIONS IN COMPLEX DOMAINS: ACTION SUGGESTIONS FOR AIR TRAFFIC CONTROL." Advances in Complex Systems 12, no. 04n05 (August 2009): 493–512. http://dx.doi.org/10.1142/s0219525909002283.

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Providing intelligent algorithms to manage the ever-increasing flow of air traffic is critical to the efficiency and economic viability of air transportation systems. Yet, current automated solutions leave existing human controllers "out of the loop" rendering the potential solutions both technically dangerous (e.g. inability to react to suddenly developing conditions) and politically charged (e.g. role of air traffic controllers in a fully automated system). Instead, this paper outlines a distributed agent-based solution where agents provide suggestions to human controllers. Though conceptually pleasing, this approach introduces two critical research issues. First, the agent actions are now filtered through interactions with other agents, human controllers and the environment before leading to a system state. This indirect action-to-effect process creates a complex learning problem. Second, even in the best case, not all air traffic controllers will be willing or able to follow the agents' suggestions. This partial participation effect will require the system to be robust to the number of controllers that follow the agent suggestions. In this paper, we present an agent reward structure that allows agents to learn good actions in this indirect environment, and explore the ability of those suggestion agents to achieve good system level performance. We present a series of experiments based on real historical air traffic data combined with simulation of air traffic flow around the New York city area. Results show that the agents can improve system-wide performance by up to 20% over that of human controllers alone, and that these results degrade gracefully when the number of human controllers that follow the agents' suggestions declines.
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SUBRAMANIAN, K., and S. SURESH. "HUMAN ACTION RECOGNITION USING META-COGNITIVE NEURO-FUZZY INFERENCE SYSTEM." International Journal of Neural Systems 22, no. 06 (November 27, 2012): 1250028. http://dx.doi.org/10.1142/s0129065712500281.

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We propose a sequential Meta-Cognitive learning algorithm for Neuro-Fuzzy Inference System (McFIS) to efficiently recognize human actions from video sequence. Optical flow information between two consecutive image planes can represent actions hierarchically from local pixel level to global object level, and hence are used to describe the human action in McFIS classifier. McFIS classifier and its sequential learning algorithm is developed based on the principles of self-regulation observed in human meta-cognition. McFIS decides on what-to-learn, when-to-learn and how-to-learn based on the knowledge stored in the classifier and the information contained in the new training samples. The sequential learning algorithm of McFIS is controlled and monitored by the meta-cognitive components which uses class-specific, knowledge based criteria along with self-regulatory thresholds to decide on one of the following strategies: (i) Sample deletion (ii) Sample learning and (iii) Sample reserve. Performance of proposed McFIS based human action recognition system is evaluated using benchmark Weizmann and KTH video sequences. The simulation results are compared with well known SVM classifier and also with state-of-the-art action recognition results reported in the literature. The results clearly indicates McFIS action recognition system achieves better performances with minimal computational effort.
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TUMER, KAGAN, and NEWSHA KHANI. "LEARNING FROM ACTIONS NOT TAKEN IN MULTIAGENT SYSTEMS." Advances in Complex Systems 12, no. 04n05 (August 2009): 455–73. http://dx.doi.org/10.1142/s0219525909002301.

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In large cooperative multiagent systems, coordinating the actions of the agents is critical to the overall system achieving its intended goal. Even when the agents aim to cooperate, ensuring that the agent actions lead to good system level behavior becomes increasingly difficult as systems become larger. One of the fundamental difficulties in such multiagent systems is the slow learning process where an agent not only needs to learn how to behave in a complex environment, but also needs to account for the actions of other learning agents. In this paper, we present a multiagent learning approach that significantly improves the learning speed in multiagent systems by allowing an agent to update its estimate of the rewards (e.g. value function in reinforcement learning) for all its available actions, not just the action that was taken. This approach is based on an agent estimating the counterfactual reward it would have received had it taken a particular action. Our results show that the rewards on such "actions not taken" are beneficial early in training, particularly when only particular "key" actions are used. We then present results where agent teams are leveraged to estimate those rewards. Finally, we show that the improved learning speed is critical in dynamic environments where fast learning is critical to tracking the underlying processes.
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Shvarts, Anna, Rosa Alberto, Arthur Bakker, Michiel Doorman, and Paul Drijvers. "Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system." Educational Studies in Mathematics 107, no. 3 (June 3, 2021): 447–69. http://dx.doi.org/10.1007/s10649-021-10053-0.

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AbstractRecent developments in cognitive and educational science highlight the role of the body in learning. Novel digital technologies increasingly facilitate bodily interaction. Aiming for understanding of the body’s role in learning mathematics with technology, we reconsider the instrumental approach from a radical embodied cognitive science perspective. We highlight the complexity of any action regulation, which is performed by a complex dynamic functional system of the body and brain in perception-action loops driven by multilevel intentionality. Unlike mental schemes, functional systems are decentralized and can be extended by artifacts. We introduce the notion of a body-artifact functional system, pointing to the fact that artifacts are included in the perception-action loops of instrumented actions. The theoretical statements of this radical embodied reconsideration of the instrumental approach are illustrated by an empirical example, in which embodied activities led a student to the development of instrumented actions with a unit circle as an instrument to construct a sine graph. Supplementing videography of the student’s embodied actions and gestures with eye-tracking data, we show how new functional systems can be formed. Educational means to facilitate the development of body-artifact functional systems are discussed.
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Jeon, Sang Gil, Yeongmahn You, Hyun Kyung Jo, and Yoon Jeong Baek. "Developing an Evaluation Framework for Action Learning Using Viable System Model: In Search of Viable Action Learning." International Journal of Learning: Annual Review 12, no. 9 (2006): 195–206. http://dx.doi.org/10.18848/1447-9494/cgp/v12i09/48086.

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Takahashi, Yasutake, and Minoru Asada. "State-Action Space Construction for Multi-Layered Learning System." Journal of the Robotics Society of Japan 21, no. 2 (2003): 164–71. http://dx.doi.org/10.7210/jrsj.21.164.

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Dissertations / Theses on the topic "Action learning system"

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Tunaoglu, Doruk. "Implementation Of A Closed-loop Action Generation System On A Humanoid Robot Through Learning By Demonstration." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612477/index.pdf.

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In this thesis the action learning and generation problem on a humanoid robot is studied. Our aim is to realize action learning, generation and recognition in one system and our inspiration source is the mirror neuron hypothesis which suggests that action learning, generation and recognition share the same neural circuitry. Dynamic Movement Primitives, an efficient action learning and generation approach, are modified in order to fulfill this aim. The system we developed (1) can learn from multiple demonstrations, (2) can generalize to different conditions, (3) generates actions in a closed-loop and online fashion and (4) can be used for online action recognition. These claims are supported by experiments and the applicability of the developed system in real world is demonstrated through implementing it on a humanoid robot.
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Du, Plessis Linda Alida. "'n Onderrigmodel vir die aanwending van tegnologie by die implementering van aksieleer in die vak inligtingstelsels / Linda Alida du Plessis." Thesis, Potchefstroom University for Christian Higher Education, 2002. http://hdl.handle.net/10394/9095.

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In this study, the integration of technology in education and the application of action learning as a teaching strategy, are investigated through a literature study and with empirical research. The purpose is to develop a teaching model wherein technology can be effectively incorporated for the offering of the subject Information Systems (IS). The study also focuses on the nature and scope of the subject Information Systems, as well as the status concerning the subject Information Systems at Technikons in South Africa. Knowledge regarding technology quickly becomes obsolete and therefore IS-learners should have the means and skills to keep abreast of advances in technology. IS-learners not only need subject oriented knowledge, but also personal skills that are known as critical cross field outcomes in the new educational paradigm. The establishment of the National Qualification framework, led to an academic initiative that is based on transparent national standards and clear descriptions of learning outcomes. For higher education institutions in South Africa the implication was that all curricula of subjects, including Information Systems, had to be rewritten in terms of outcomes. Specialisation is essential for the Information System qualification, as it became apparent that information system applications and demands from industry are becoming specialised. In 1999 the IS-qualification was adjusted to provide for specialisation areas at Technikons in South Africa. Action learning integrates the theories and characteristics of several disciplines, amongst others, education, psychology, systems thinking, political science, ethics, anthropology and sociology. During the process of action learning, knowledge must be constructed by asking questions, processing information and applying the newly acquired knowledge. Links must be established between new knowledge and pre-knowledge. Action learning attempts to integrate the elements of knowledge, insight and practice, and states that there can be no learning without action and that no purposeful action can take place without learning, while the solving of a problem influences both the problem and the person that acts on the problem. Action learning satisfies all the requirements needed to address the knowledge, values, skills and behaviour that IS-learners should adhere to. Action learning stimulates the development of cognitive skills that are essential for the training ofiS-learners. The different types of information systems that are found in organisations are not isolated systems, but rather integrated systems that collaborate in order to support a business function. IS-learners should not only understand the development, but also the integration and implementation of these systems. From this it becomes apparent that action learning is a suitable teaching strategy for IS-learners. The classification of educational technology as well as a framework for the implementation thereof, is discussed in the study. According to the literature study and from results obtained from the empirical research, a teaching model is proposed that consists of the following three components: • Determinants that influence the teaching and learning scenario. These determinants include the National Qualification framework industry; technology infrastructure; institutional policy and outcomes based education. • The didactic triangle, in which the distinct roles of the learners (that can act as facilitators during action learning) and educators are discussed, as well as the outcomes for the subject Information Systems. • Action learning and the utilisation of technology as the teaching strategy within the proposed model. The proposed action learning and technology teaching model promotes a learner-centred approach and focuses on learning outcomes, rather than learning contents. The proposed model empowers learners as well as educators and makes provision for the use of technology within the financial constraints of institutions.
Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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Deprez, Stefan Gert Marie. "Towards monitoring that makes sense : action research design of a planning, learning and accountability system for a sustainable agriculture programme in Eastern Indonesia." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003686.

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This study is an account of an action research process to develop a planning, learning and accountability (PLA) system for the sustainable agriculture chain development programme of VECO (Vredeseilanden Country Office) Indonesia. Many monitoring and evaluation (M&E) processes in development programmes are largely carried out to provide information for funding agencies, to meet external accountability requirements and for symbolic protection. This study generates insights into an integrated, learning-oriented monitoring practice which fosters reflective practice, provides feedback to programme stakeholders about performance, progress and results achieved, facilitates improved accountability, and generates information and knowledge useful for the programme stakeholders to take decisions for improved action. It is argued that M&E systems have the potential, if developed well, to serve as a framework or ‘carrier’ for organisational and institutional learning – an essential requirement to respond to the complex nature of development processes. Outcome mapping is presented as a possible approach to be used as the basis for such a M&E system. This study was underpinned by a socially critical orientation to development (programmes) and by an action research method to guide the PLA system design process. The design process was organized around seven steps - which in themselves were a result of the action research process – including specific steps to ensure a learning-oriented M&E system. Based on the agreed purposes and intended uses of the monitoring and learning process, the resulting PLA system is focused around the organizational spaces and rhythms of VECO Indonesia which are central to sharing, debate, learning and decision-making. In this way, the PLA system becomes integral to the thinking and doing of the organization. It is built on the premise that monitoring does not end with gathering data; it also needs to include a process of understanding and deciding how data can best be used and analysed to strengthen concerted action and facilitate decision-making. It highlights the importance of sense-making – interpreting information to make it usable for action. Furthermore, it incorporates an approach to assess and consciously plan for the creation of the necessary organisational conditions to implement and maintain a learning-oriented M&E system. The study is completed by critical reflection on the relevance of VECO’s new PLA system for planning, learning and accountability, combined with the use of a future scenario technique to generate recommendations and identify critical future directions. Further exploration of ‘intelligent’ information-seeking methods and processes is called for; and a practice which moves beyond intra-organisational monitoring – focusing on VECO’s own monitoring needs – towards a monitoring process that facilitates change based on the viewpoints of, and in collaboration with local actors, i.e., institutional monitoring and learning, is recommended. VECO is encouraged to continue developing a mindset and practice whereby the programme team and partners have the ability to leave the safe zone of pre-determined outcomes and actions, and to make sense of the world as they engage in action.
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Smaill, Christopher Raymond. "Online Assessment System with Integrated Study (OASIS) to enhance the learning of Electrical Engineering students: an action research study." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16885.

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World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher.
This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision.
The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention.
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Lee, Yiu Man. "A sociotechnical system approach for enhancing the dynamic capabilities of an organisation : a participatory action research in the manufacturing industry in mainland China /." access full-text access abstract and table of contents, 2009. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?engd-meem-b23750959f.pdf.

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Thesis (Eng.D.)--City University of Hong Kong, 2009.
"Submitted to Department of Manufacturing Engineering and Engineering Management in partial fulfillment of the requirements for the degree of Engineering Doctorate." Includes bibliographical references (leaves 150-170)
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Cao, Wen. "Exploring an action research process of multimodal learning system design for online learners of English language education in a Chinese university." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11850/.

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This thesis is my professional autobiography that records an action research process of three full cycles ranging from 2004 to 2006. I follow a narrative style and a first person perspective to present this process in loyalty to the action research nature and my research reality. I work at an online institute (the Institute) of a Chinese university and I am responsible for course design and development of degree-bearing courses in English language education via online delivery to learners nationwide. My job is contextualized in a situation in China where online course design and development booms in practice, yet it lacks theoretical guidelines, quality research with responsive approaches and staff with professional identity and practice. I started my research in 2004 with a mono-commitment -- a real-situation task of adapting the courseware of an "orientation” module of a post-diploma BA course in English language education. I worked alone as both a researcher and a practitioner, only to find that the task involved more than just courseware design - it dealt with subject matter in that online course design and development was a process as well as a product that aimed at the construction of a learning system (the "What" issue); it also dealt with a methodological issue of selecting a research approach that could accommodate my research need and situation (the "How" issue). I started my second research cycle in 2005 with dual commitments – the exploration of instructional design as a subject matter guideline and action research as a responsive research methodology. I led a team of 3 tutor-researchers and 15 learner-researchers through a process of "plan -- act -- analyze and reflect” during the design, development, implementation and evaluation phases of the "orientation" module. Two issues emerged from this research cycle. One was that there existed four major tensions between instructional design and the learners' reality: time design, media selection, support design in relation to interaction and group learning, and assessment design. The other was that action research could be applied as an effective approach to professional development. I conducted my third research cycle in 2006 with tri-commitments – professional development (the "Who" issue) of 12 new staff at the Institute in addition to a further exploration of instructional design (the "What" issue) and action research (the "How" issue). This research cycle revealed that the interventional strategies worked to some extent, but some issues persisted and new issues emerged. Among them, the tensions between instructional design and the learners' reality, and the multi-faceted context of the research were repeatedly recognized. The three research cycles have informed my further research to establish a paradigmatic and practical framework that can integrate the "What", the "How" and the "Who" issues. This framework is termed multimodal learning system design that adopts a design, learning, multimodal and ecological view to guide a cyclical process that involves a community of practice in inquiry and reflection as well as all the major stakeholders (e.g. designers, tutors, administrators and learners) and a product that creates a learning system. This framework is valued for its responsiveness to sustainable improvements and changes in the online education field full of innovation and challenges in theory, research and professionalism.
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Kalinga, Ellen. "Development of an Interactive e-Learning Management System (e-LMS) for Tanzanian Secondary Schools." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00404.

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e-learning, as defined to be the use of information and communications technology (ICT) for supporting the educational processes, has motivated Tanzania to apply ICT in its education system. Tanzania secondary schools in rural areas are geographically and socially isolated. Rural Tanzania secondary schools face a number of problems including ways in getting learning materials, as well as inadequacy in qualified teachers. The impact of these problems is poor performance in National Examinations. This poor performance however is highly noted in science and mathematics subjects. The problem in getting learning materials can be reduced by employing ICT in secondary school education system. This research develops an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. The research is aiming to support teaching and learning functions by allowing creation and storage of learning materials, making them available, easily accessed and sharable among students from different secondary schools in Tanzania in a more organized way. Tanzania has only one curriculum for all secondary schools registered under the Ministry of Education and Vocational Training (MoEVT). During development stage it will not be easy to involve all scattered Tanzanian secondary schools. The research is focusing to two selected pilot schools; Kibaha secondary school and Wali-ul-Asr girls’ seminary in Kibaha town, Pwani region. Features of the e-LMS will represent the standard form of any other secondary school registered by the MoEVT. The complete implementation of the e-LMS to these selected pilot schools will later be extended to all other secondary schools in Tanzania. The development uses Object-Oriented System Analysis and Design (OOSAD) approach along with the power of modeling as it has been emphasized by Model Driven Architecture (MDA). Unified Modeling Language (UML) is mainly used in both cases. To create an interoperable system, UML is integrated with extensible markup language (XML) during model transformation from e-LMS Platform Independent Model (PIM) to e-LMS Platform Specific Model (PSM). Development will make use of open source software. For context specific development, participatory action research methodology is adopted and the inputs are well presented in developing e-LMS. Customization of open source learning management system (LMS) platforms is employed to help generate a timely solution to e-LMS development. Finally, this thesis also considers the need for replication and mirroring of the database for the purpose of making learning materials highly available to end-users.
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Chatzistratidi, Fotini. "Wikis in High Schools: an example of using Wikis for the Project course in Greek High Schools." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-47352.

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The use of ITs in education has created new opportunities for learning and has introduced new ways for knowledge acquisition. Web 2.0 technology presents a variety of tools that can support learning procedure in all levels of Education. Wikis constitute one of the most widespread tools that support cooperation and Project-based learning. This study examines the possibility of a wider use of Wikis for the “Project”, a course that has been taught in Greek High Schools for the last four years. Recently the Greek Ministry of Education attempted to make a shift from traditional learning methods to modern teaching ways that use ITs in all level of education. “Project” course constitutes a pilot course for this attempt and follows new innovating ways of learning. The course has an interdisciplinary character and aims to exploit the benefits of the Project-based learning and to enhance students to cooperation and interaction. The research explores the way that Wikis could support the basic aims of the course and the circumstances under which learners and teachers could be motivated for this use. This qualitative study was conducted in the 1st Lyceum of Eleusis, “Aristoteleio”, and followed the Action-oriented Research approach. The research included interviews with five teachers and a focus group of students. The main outcomes showed that important changes in the Greek Educational system should be done in order for this use to be enhanced.
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Byadarhaly, Kiran. "A Neuro-dynamical model of Synergistic Motor Control." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384426521.

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Dam, Hai Huong Information Technology &amp Electrical Engineering Australian Defence Force Academy UNSW. "A scalable evolutionary learning classifier system for knowledge discovery in stream data mining." Awarded by:University of New South Wales - Australian Defence Force Academy, 2008. http://handle.unsw.edu.au/1959.4/38865.

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Data mining (DM) is the process of finding patterns and relationships in databases. The breakthrough in computer technologies triggered a massive growth in data collected and maintained by organisations. In many applications, these data arrive continuously in large volumes as a sequence of instances known as a data stream. Mining these data is known as stream data mining. Due to the large amount of data arriving in a data stream, each record is normally expected to be processed only once. Moreover, this process can be carried out on different sites in the organisation simultaneously making the problem distributed in nature. Distributed stream data mining poses many challenges to the data mining community including scalability and coping with changes in the underlying concept over time. In this thesis, the author hypothesizes that learning classifier systems (LCSs) - a class of classification algorithms - have the potential to work efficiently in distributed stream data mining. LCSs are an incremental learner, and being evolutionary based they are inherently adaptive. However, they suffer from two main drawbacks that hinder their use as fast data mining algorithms. First, they require a large population size, which slows down the processing of arriving instances. Second, they require a large number of parameter settings, some of them are very sensitive to the nature of the learning problem. As a result, it becomes difficult to choose a right setup for totally unknown problems. The aim of this thesis is to attack these two problems in LCS, with a specific focus on UCS - a supervised evolutionary learning classifier system. UCS is chosen as it has been tested extensively on classification tasks and it is the supervised version of XCS, a state of the art LCS. In this thesis, the architectural design for a distributed stream data mining system will be first introduced. The problems that UCS should face in a distributed data stream task are confirmed through a large number of experiments with UCS and the proposed architectural design. To overcome the problem of large population sizes, the idea of using a Neural Network to represent the action in UCS is proposed. This new system - called NLCS { was validated experimentally using a small fixed population size and has shown a large reduction in the population size needed to learn the underlying concept in the data. An adaptive version of NLCS called ANCS is then introduced. The adaptive version dynamically controls the population size of NLCS. A comprehensive analysis of the behaviour of ANCS revealed interesting patterns in the behaviour of the parameters, which motivated an ensemble version of the algorithm with 9 nodes, each using a different parameter setting. In total they cover all patterns of behaviour noticed in the system. A voting gate is used for the ensemble. The resultant ensemble does not require any parameter setting, and showed better performance on all datasets tested. The thesis concludes with testing the ANCS system in the architectural design for distributed environments proposed earlier. The contributions of the thesis are: (1) reducing the UCS population size by an order of magnitude using a neural representation; (2) introducing a mechanism for adapting the population size; (3) proposing an ensemble method that does not require parameter setting; and primarily (4) showing that the proposed LCS can work efficiently for distributed stream data mining tasks.
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Books on the topic "Action learning system"

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Learning for action: A short definitive account of soft systems methodology and its use for practitioners, teachers, and students. Chichester, UK: Wiley, 2007.

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Checkland, Peter. Learning for action: A short definitive account of soft systems methodology and its use for practitioner, teachers, and students. Chichester: John Wiley & Sons, 2006.

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Hussein, Shazreh. Unwanted & unloved: Qualitative research on female to male ratio among children & youth in Tharparkar & Umerkot ; gender action learning system tools & focus group discussions. Karachi: Thardeep Rural Development Programme, 2011.

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Instructional design for action learning. New York: American Management Association, 2011.

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Aldo, Romano, and SpringerLink (Online service), eds. Dynamic Learning Networks: Models and Cases in Action. Boston, MA: Springer-Verlag US, 2009.

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A, City Elizabeth, ed. Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press, 2009.

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Teaching with classroom response systems: Creating active learning environments. San Francisco: Jossey-Bass, 2009.

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Re-designing learning contexts: Technology-rich, learner-centred ecologies. New York: Routledge, 2010.

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Luckin, Rosemary. Re-designing learning contexts: Technology-rich, learner-centred ecologies. New York: Routledge, 2010.

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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.
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Book chapters on the topic "Action learning system"

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Raiser, Konrad, and R. Morgan Gould. "Changing the Rules at the World Council of Churches: Action Learning as Large-Scale System Change." In Action Learning Worldwide, 184–99. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403920249_13.

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Zuber-Skerritt, Ortrun, and Richard Teare. "Reflections and Insights on the Gull System Through Video Technology." In Lifelong Action Learning for Community Development, 169–220. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-389-8_6.

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Hoshino, Junichi, and Hiroshi Mori. "Incremental Learning Algorithm for Online Action Game System." In Lecture Notes in Computer Science, 319–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04052-8_51.

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Carse, Brian. "Learning anticipatory behaviour using a delayed action classifier system." In Evolutionary Computing, 210–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58483-8_16.

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Ubar, R., and H. D. Wuttke. "Action-Based Learning System for Teaching Digital Electronics and Test." In Microelectronics Education, 107–10. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9506-3_23.

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Okada, Akira, and Yahiko Kambayashi. "A Web-Based Lecture Video Database System with Flexible Indexing Method Using Action Logs." In Advances in Web-Based Learning, 313–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45689-9_26.

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Satonaka, Haruhi, and Wataru Sunayama. "Sales Strategy Mining System with Visualization of Action History." In Human Interface and the Management of Information. Information and Interaction for Learning, Culture, Collaboration and Business,, 588–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39226-9_64.

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Bao, Ruihan, and Tadashi Shibata. "A Hierarchical Action Recognition System Applying Fisher Discrimination Dictionary Learning via Sparse Representation." In Artificial Intelligence and Soft Computing, 468–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29347-4_54.

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Abdullah, Norlaila, Roslan Abdul Wahab, Norlaila Mohd Din, and Faizah Azam Ahmad Azam. "Self-monitoring Action Skill Acquisition System: An Integrated Approach to Teaching and Learning." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 483–93. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_45.

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Chiranjeevi, V. Rahul, and D. Elangovan. "A Review on Human Action Recognition and Machine Learning Techniques for Suicide Detection System." In Advances in Intelligent Systems and Computing, 46–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16681-6_5.

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Conference papers on the topic "Action learning system"

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Carse, B., and A. G. Pipe. "Learning to predict with the Delayed Action Classifier System." In Proceedings of the 2003 IEEE International Symposium on Intelligent Control. IEEE, 2003. http://dx.doi.org/10.1109/isic.2003.1253920.

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Liu, Simeng, and Gregor P. Henze. "Evaluation of Reinforcement Learning for Optimal Control of Building Active and Passive Thermal Storage Inventory." In ASME 2005 International Solar Energy Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/isec2005-76085.

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This paper describes an investigation of machine-learning control for the supervisory control of building active and passive thermal storage inventory. Previous studies show that the utilization of either active or passive, or both can yield significant peak cooling load reduction and associated electrical demand and operational cost savings. In this study, a model-free learning control is investigated for the operation of electrically driven chilled water systems in heavy-mass commercial buildings. The reinforcement learning controller learns to operate the building and cooling plant optimally based on the feedback it receives from past control actions. The learning agent interacts with its environment by commanding the global zone temperature setpoints and TES charging/discharging rate. The controller extracts cues about the environment solely based on the reinforcement feedback it receives, which in this study is the monetary cost of each control action. No prediction or system model is required. Over time and by exploring the environment, the reinforcement learning controller establishes a statistical summary of plant operation, which is continuously updated as operation continues. This presented analysis revealed that learning control is a feasible methodology to find a near-optimal control strategy for exploiting the active and passive building thermal storage capacity, and also shows that the learning performance is affected by the dimensionality of the action and state space, the learning rate and several other factors. Moreover learning speed proved to be relatively low when dealing with tasks associated with large state and action spaces.
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Pang, Guoliang, Xionghui Wang, Jian-Fang Hu, Qing Zhang, and Wei-Shi Zheng. "DBDNet: Learning Bi-directional Dynamics for Early Action Prediction." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/126.

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Predicting future actions from observed partial videos is very challenging as the missing future is uncertain and sometimes has multiple possibilities. To obtain a reliable future estimation, a novel encoder-decoder architecture is proposed for integrating the tasks of synthesizing future motions from observed videos and reconstructing observed motions from synthesized future motions in an unified framework, which can capture the bi-directional dynamics depicted in partial videos along the temporal (past-to-future) direction and reverse chronological (future-back-to-past) direction. We then employ a bi-directional long short-term memory (Bi-LSTM) architecture to exploit the learned bi-directional dynamics for predicting early actions. Our experiments on two benchmark action datasets show that learning bi-directional dynamics benefits the early action prediction and our system clearly outperforms the state-of-the-art methods.
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Vashist, Rajiv, Judith McKay, and Peter Marshall. "Learning at the Boundaries: An Action Agenda for Business Analysts." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.557.

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Medeni, Tunc D., Demet Soylu, and I. Tolga Medeni. "Suggesting a Humor-oriented Action-based Learning System for Gamification to Design Information and Learning Management Systems." In 2019 1st International Informatics and Software Engineering Conference (UBMYK). IEEE, 2019. http://dx.doi.org/10.1109/ubmyk48245.2019.8965510.

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Tanaka, Ryosuke, Jinseok Woo, and Naoyuki Kubota. "Action Acquisition Method for Constructing Cognitive Development System Through Instructed Learning." In 2019 International Joint Conference on Neural Networks (IJCNN). IEEE, 2019. http://dx.doi.org/10.1109/ijcnn.2019.8852180.

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Chien, Te-King, Kai-Lun Hou, Hon-Yu Ma, and Wen-Ling Lai. "The optimized learning stage for studying ERP system: Action research perspective." In 2016 10th International Conference on e-Commerce in Developing Countries: with focus on e-Tourism (ECDC). IEEE, 2016. http://dx.doi.org/10.1109/ecdc.2016.7492969.

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De Rossi, Giacomo, Serena Roin, Francesco Setti, and Riccardo Muradore. "A Multi-Modal Learning System for On-Line Surgical Action Segmentation." In 2020 International Symposium on Medical Robotics (ISMR). IEEE, 2020. http://dx.doi.org/10.1109/ismr48331.2020.9312950.

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Li, Sheng, Tingting Jiang, Tiejun Huang, and Yonghong Tian. "Global Co-occurrence Feature Learning and Active Coordinate System Conversion for Skeleton-based Action Recognition." In 2020 IEEE Winter Conference on Applications of Computer Vision (WACV). IEEE, 2020. http://dx.doi.org/10.1109/wacv45572.2020.9093618.

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Sari, Safreni C., Kuspriyanto, and Ary S. Prihatmanto. "Joint action optimation for robotic soccer multiagent using reinforcement learning method." In 2012 International Conference on System Engineering and Technology (ICSET 2012). IEEE, 2012. http://dx.doi.org/10.1109/icsengt.2012.6339298.

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Reports on the topic "Action learning system"

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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Sargsyan, Khachik, Daniel Ricciuto, and Cosmin Safta. Earth System Model Improvement Pipeline via Uncertainty Attribution and Active Learning. Office of Scientific and Technical Information (OSTI), April 2021. http://dx.doi.org/10.2172/1769699.

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Kaffenberger, Michelle. Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss. Research on Improving Systems of Education (RISE), June 2020. http://dx.doi.org/10.35489/bsgrise-ri_2020/017.

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The COVID-19 pandemic has forced 1.7 billion children out of school temporarily. While many education systems are attempting varying degrees of remote learning, it is widely accepted that the closures will produce substantial losses in learning (World Bank, 2020; Kuhfeld et al., 2020). However, the real concern is not just that a few months of learning will be lost in the short run, but that these losses will accumulate into large and permanent learning losses as many children fall behind during school closures and never catch up. This note uses a calibrated model with a “pedagogical production function” (Kaffenberger and Pritchett, 2020) to estimate the potential long-term losses to children’s learning from the temporary shock of school closures. The model shows that without mitigation, children could lose more than a year’s worth of learning even from a three-month school closure as the short-term losses continue to compound after children return to school. Turning to mitigation strategies, the note examines the long-term effects of two strategies, finding that with some mitigation efforts education systems could come back from the crisis stronger than before.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Babu M.G., Sarath, Debjani Ghosh, Jaideep Gupte, Md Asif Raza, Eric Kasper, and Priyanka Mehra. Kerala’s Grass-roots-led Pandemic Response: Deciphering the Strength of Decentralisation. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/ids.2021.049.

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This paper presents an analysis of the role of decentralised institutions to understand the learning and challenges of the grass-roots-led pandemic response of Kerala. The study is based on interviews with experts and frontline workers to ensure the representation of all stakeholders dealing with the outbreak, from the state level to the household level, and a review of published government orders, health guidelines, and news articles. The outcome of the study shows that along with the decentralised system of governance, the strong grass-roots-level network of Accredited Social Health Activists (ASHA) workers, volunteer groups, and Kudumbashree members played a pivotal role in pandemic management in the state. The efficient functioning of local bodies in the state, experience gained from successive disasters, and the Nipah outbreak naturally aided grass-roots-level actions. The lessons others can draw from Kerala are the importance of public expenditure on health, investment for building social capital, and developing the local self-delivery system.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.

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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana (RTB) seed systems as a means to understand the systems themselves and the possibilities of improving gender-related interventions in the potato seed system; and 3) to develop farmers’ leadership skills to facilitate women’s active involvement in project activities. Results of the project assessment identified certain constraints on gender mainstreaming in the potato seed system: a low level of female participation in decision-making processes, women’s limited access to finances that would enable their greater involvement in larger scale potato farming, and a low awareness of potato seed systems and of possible female involvement in associated activities. Significantly, the perception of gender roles and stereotypes differs from region to region in Georgia; this difference is quite pronounced in the target municipalities of Kazbegi, Marneuli, and Akhalkalaki, with the last two having populations of ethnic minorities (Azeri and Armenian, respectively). For example, in Marneuli, although women are actively involved in potato production, they are not considered farmers but mainly as assistants to farmers, who are men. This type of diversity (or lack thereof) results in a different understanding of gender mainstreaming in the potato seed system as well. Based on the training results obtained in three target regions—Akhalkalaki, Akhaltsikhe, and Marneuli—it is evident that women are keen on learning new technologies and on acquiring updated agricultural information, including on potato production. It is also clear that women spend as much time as men do on farming activities such as potato production, particularly in weeding and harvesting. However, women are heavily burdened with domestic work, and they are not major decision-makers with regard to potato variety selection, agricultural investments, and product sales, nor with the inclusion of participants in any training provided. Involving women in project activities will lead to greater efficiency in the potato production environment, as women’s increased knowledge will certainly contribute to an improved production process, and their new ideas will help to improve existing production systems, through which women could also gain confidence and power. As a general recommendation, it is extremely important to develop equitable seed systems that take into consideration, among other factors, social context and the cultural aspects of local communities. Thus, understanding male and female farmers’ knowledge may promote the development of seed systems that are sustainable and responsive to farmers’ needs and capacities.
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