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Books on the topic 'Action learning system'

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

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1

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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2

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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3

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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4

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

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5

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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6

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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7

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

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8

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

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9

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

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10

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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11

Taurisson, Alain. Pédagogie de l'activité: Pour une nouvelle classe inversée : théorie et pratique du "travail d'apprendre". Issy-les-Moulineaux: Esf éditeur, 2015.

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12

Promoting active learning through the flipped classroom model. Hershey, PA: Information Science Reference, 2014.

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13

Laru, Jari. Scaffolding learning activities with collaborative scripts and mobile devices. Oulu: University of Oulu, 2012.

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14

Hayes-Roth, Barbara. An architecture for adaptive intelligent systems. Stanford, Calif: Stanford University, Dept. of Computer Science, 1993.

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15

Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.

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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.
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16

Edutainment, 2009 (2009 Banff Alta ). Learning by playing: Game-based education system design and development : 4th International Conference on E-Learning and Games, Edutainment 2009, August 9-11, 2009, Banff, Canada, proceedings. Heidelberg: Springer, 2009.

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17

1974-, Chang Maiga, ed. Learning by playing: Game-based education system design and development : 4th International Conference on E-Learning and Games, Edutainment 2009, August 9-11, 2009, Banff, Canada, proceedings. Heidelberg: Springer, 2009.

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18

Dudnik, Leonid. Referencing of foreign language texts. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077513.

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The textbook offers a model of abstract activity — the scientific basis of the system of educational actions for the formation of abstract competence. The issues of translation as a way of carrying out abstract actions are considered and texts for compiling abstracts in Russian and English are proposed. It is aimed at the formation and development of the skills of abstracting foreign-language texts in the process of learning foreign languages at universities. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for undergraduates studying in the areas of training 38.04.01 "Economics", 38.04.02 "Management", 38.04.03 "Personnel Management", 38.04.04 "State and municipal management", 38.04.08 "Finance and Credit", 27.04.05 "Innovation", 39.04.01 "Sociology". It will be useful for teachers of foreign languages and graduate students.
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19

Zhang, Xiaopeng. Entertainment for Education. Digital Techniques and Systems: 5th International Conference on E-learning and Games, Edutainment 2010, Changchun, China, August 16-18, 2010. Proceedings. Berlin, Heidelberg: Springer-Verlag Berlin Heidelberg, 2010.

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20

Kaspina, Roza, and Lyubov' Plotnikova. Accounting and taxation of foreign economic activities of organizations. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018339.

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The tutorial contains practical examples of organization and conducting accounting and tax accounting of foreign economic activity and the examples that reveal the specifics of foreign exchange operations. Given a multivariate system of control of knowledge of students with answers and solution algorithm is a full set of the Fund of assessment tools for current and intermediate control. Used active learning methods in the form of colloquiums, business games, discussions and other interactive forms. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for students enrolled in our undergraduate and graduate students of economic universities. It can be useful to executives and managers of organizations, chief accountants and economists, auditors in their practical work, as presented in the textbook material allows to solve a dispute.
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21

Implementation and critical assessment of the flipped classroom experience. Hershey, PA: Information Science Reference, 2015.

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22

Chang, Maiga. Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications: 6th International Conference on E-learning and Games, Edutainment 2011, Taipei, Taiwan, September 2011. Proceedings. Berlin, Heidelberg: Springer-Verlag GmbH Berlin Heidelberg, 2011.

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23

Poulter, John, and Peter Checkland. Learning For Action: A Short Definitive Account of Soft Systems Methodology, and its use Practitioners, Teachers and Students. Wiley, 2006.

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24

4Mat in Action: Sample Units for Grades K-12. 4th ed. About Learning Inc, 1999.

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25

Morris, Susan. 4Mat in Action: Sample Units for Grades 7-12. 3rd ed. Excel, Incorporated, 1995.

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26

Activity Systems Analysis Methods Understanding Complex Learning Environments. Springer, 2010.

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27

Gershman, Samuel J. Reinforcement Learning and Causal Models. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.20.

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This chapter reviews the diverse roles that causal knowledge plays in reinforcement learning. The first half of the chapter contrasts a “model-free” system that learns to repeat actions that lead to reward with a “model-based” system that learns a probabilistic causal model of the environment, which it then uses to plan action sequences. Evidence suggests that these two systems coexist in the brain, both competing and cooperating with each other. The interplay of two systems allows the brain to negotiate a balance between cognitively cheap but inaccurate model-free algorithms and accurate but expensive model-based algorithms. The second half of the chapter reviews research on hidden state inference in reinforcement learning. The problem of inferring hidden states can be construed in terms of inferring the latent causes that give rise to sensory data and rewards. Because hidden state inference affects both model-based and model-free reinforcement learning, causal knowledge impinges upon both systems.
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28

Mridula, Virmani, Panda Santosh K. 1959-, National Open School (New Delhi, India), and Commonwealth of Learning, eds. Education for all: Role of open learning system : report of international workshop sponsored by Commonwealth of Learning, collaborated by International Multi-channel Action Group on Education. New Delhi: National Open School, 1994.

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29

Stitzlein, Sarah M. Learning How to Hope. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190062651.001.0001.

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Democracy is struggling in America. Citizens increasingly feel cynical about our system and doubt they can influence public policy. Distrustful of other Americans and elected officials, some are even turning to authoritarian alternatives. Hyperpartisanship and recent contentious presidential elections have deepened political despair. While some citizens get swept up in optimism during campaign cycles, they often later find themselves frustrated with elected leaders as they wait for change. This book seeks to revive democracy by teaching citizens how to hope. Hope animates life in a democracy, moving citizens forward through new challenges, new ideas, and new experiments. The form of hope described in this book is more than just a campaign slogan or a self-help program, it is an informed call to citizen engagement that opens new possibilities for our country. Drawing on examples from life in America today and pragmatist philosophy, this book explains how schools can cultivate hope through our habits and how action in our communities can sustain hope. It shows how we can build trust, grow political agency, and shape an improved American identity through hoping together. This book provides guidance for learning how to hope in schools, universities, and civil society. It describes what hope is, why it matters to democracy, and how to teach it.
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30

McArdle, Geri E. H. Instructional Design for Action Learning. AMACOM, 2010.

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31

Beaty, Liz (Head, Staff Development Unit, University of Coventry), Liz (Head and McGill Ian Ian. Action Learning: A Practitioner's Guide. Taylor & Francis Group, 2016.

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32

Somerville, Mary M. Informed Systems: Organizational Design for Learning in Action. Elsevier Science & Technology, 2015.

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33

Mason, Peggy. Receiving the Synaptic Message. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190237493.003.0013.

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Ionotropic and metabotropic receptors differ in their speed of action, the variety of effects produced after ligand-binding, and in the number of types present in the nervous system. The participation of two ionotropic glutamate receptors in synaptic plasticity is thought to be the cellular basis of learning. The actions of acetylcholine on nicotinic acetylcholine receptors present at the neuromuscular junction are described. The pharmacological profile of the GABAA receptor, central to most neural functions, is introduced. The properties of metabotropic receptors that are coupled to G proteins, termed G protein-coupled receptors (GPCRs), are detailed. Three canonical second-messenger systems through which GPCRs act are briefly described. An introduction to clinical pharmacology focused on how drugs acting on muscarinic and adrenergic receptors produce peripheral and central psychotropic effects is provided. Finally, the role of connexins and gap junctions in myelination and hearing is introduced.
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34

Katharina, Morik, Kaiser Michael, and Klingspor Volker, eds. Making robots smarter: Combining sensing and action through robot learning. Boston: Kluwer Academic, 1999.

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35

(Editor), Katharina Morik, Michael Kaiser (Editor), and Volker Klingspor (Editor), eds. Making Robots Smarter - Combining Sensing and Action through Robot Learning. Springer, 1999.

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36

Making robots smarter: Combining sensing and action through robot learning. Boston: Kluwer Academic, 1999.

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37

Geometric Computing for Perception Action Systems: Concepts, Algorithms, and Scientific Applications. Springer, 2001.

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38

Corrochano, Eduardo Bayro. Geometric Computing for Perception Action Systems: Concepts, Algorithms, and Scientific Applications. Springer, 2012.

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39

Nutt, David J., and Liam J. Nestor. The glutamate system and addiction. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198797746.003.0009.

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Glutamate is the primary excitatory neurotransmitter in the brain. Glutamate is involved in synaptic plasticity, particularly within dopamine systems of the brain that are involved in reward. Glutamate-dependent plasticity is involved in the development of substance addiction through its actions at NMDA receptors during long-term potentiation (LTP) related learning and memory processes. This plasticity within brain circuitry involved in learning and memory is sustained during substance abstinence and may provide a neural substrate for a vulnerability to addiction relapse. Medications that possess the efficacy to reduce glutamate tone in certain brain circuits may reduce craving, and ultimately, relapse in substance dependence. Further research is required, however, to show that the modulation of glutamate transmission in the brain confers clinical benefits in substance addiction.
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40

Jones and Bartlett Learning Staff and Jones & Bartlett Learning Staff. EMT Flipped Classroom. Jones & Bartlett Learning, LLC, 2018.

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41

Flipped Learning: Gateway to Student Engagement. International Society for Technology in Education, 2014.

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42

Think, get ready, respond!: Classwide responsive teaching to improve basic academic skills. Sopris West, 2000.

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43

Bruff, Derek. Teaching with Classroom Response Systems: Creating Active Learning Environments. Wiley & Sons, Incorporated, John, 2009.

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44

Bruff, Derek. Teaching with Classroom Response Systems: Creating Active Learning Environments. Wiley & Sons, Incorporated, John, 2009.

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45

Bruff, Derek. Teaching with Classroom Response Systems: Creating Active Learning Environments. Wiley & Sons, Incorporated, John, 2009.

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46

Re-designing learning contexts: Technology-rich, learner-centered ecologies. Londong: Routledge, 2010.

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47

Beninger, Richard J. Neuroanatomy and dopamine systems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.003.0011.

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Neuroanatomy and dopamine systems explains how sensory signals ascend the central nervous system via a series of nuclei; axons detecting specific elements converge onto higher-order neurons that respond to particular stimulus features. Assemblies of feature-detection cells in the cerebral cortex detect complex stimuli such as faces. These cell assemblies project to motor nuclei of the dorsal and ventral striatum where they terminate on dendritic spines of efferent medium spiny neurons. Dopaminergic projections from ventral mesencephalic nuclei terminate on the same spines. Individual corticostriatal afferents contact relatively few medium spiny neurons and individual dopaminergic neurons contact a far larger number. Stimuli activate specific subsets of corticostriatal synapses. Synaptic activity that is closely followed by a rewarding stimulus, that produces a burst of action potentials in dopaminergic neurons, is modified so that those specific corticostriatal synapses acquire an increased ability to elicit approach and other responses in the future, i.e., incentive learning.
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48

Rushton, Cynda Hylton, and Monica Sharma. Creating a Culture of Moral Resilience and Ethical Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190619268.003.0011.

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Large-scale change is not possible without aligning individual and collective values, wisdom, and commitment to the architecture needed to support ethical practice. The process required for designing a system that supports ethical practice on a moment-to-moment basis involves synergistic operational strategies. These include personal transformational learning, information for decision-making, supporting principled change-makers and risk-takers, and creating an enabling work environment. Transformational design and action involve using practices, techniques, and methods that source inner capacity at every step of planning and implementation and embodying foundational values. Transformational design leverages key elements of co-creating new patterns, developing new norms and systems for sustainable change, transcending disempowering patterns, and creating a new narrative.
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49

Harrison, Mark. Basic cellular physiology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198765875.003.0032.

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This chapter describes basic cellular physiology as it applies to Emergency Medicine, and in particular the Primary FRCEM examination. The chapter outlines the key details of homeostasis, compartments and fluid spaces, cell structure and function, vessel fluid dynamics, blood flow, neurological action potential, generated action potential, parasympathetic nervous systems, and muscle physiology. This chapter is laid out exactly following the RCEM syllabus, to allow easy reference and consolidation of learning.
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50

Unger, Herwig, and Wolfgang A. Halang, eds. Autonomous Systems 2017. VDI Verlag, 2017. http://dx.doi.org/10.51202/9783186857101.

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Owing to the overwhelming amount of often sensitive data hitting contemporary users of networked devices almost everywhere, this volume’s two keynote addresses deal with the security and ethical problems of the increasingly intelligent and autonomously acting devices in our environment. Then, light is shed on theoretical, algorithmic, technical and security aspects of big data analytics, data mining, information retrieval and machine learning. As no other area of computer science and engineering, autonomous systems accelerate the development of new systems’ hardware and highly specialised applications with an unprecedented intensity. Thus, the corresponding topics addressed in this book range from computer architectures for embedded systems dedicated to safety-related automation applications and designed for verifiability and correct operation over approaches to suppress electromagnetic interferences and to Interpret experimental data to questions related to their design and develo...
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