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Books on the topic 'Action Model Learning'

Author: Grafiati

Published: 22 June 2024

Last updated: 31 July 2025

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1

C, Wade Rahima, ed. Community action rooted in history: The CiviConnections model of service-learning. National Council for the Social Studies, 2007.

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2

University, Sheffield Hallam, ed. Credit through learning action planning: A working model : session to be held at the Records of achievement conference, University of North London, 14 March 1994 : information pack. Sheffield Hallam University, 1994.

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3

C, Alkin Marvin, Christie Christina A, and American Evaluation Association, eds. Theorists' models in action. Jossey-Bass, 2005.

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4

Action-Reflection Seminar (2nd 2001 Naivasha, Kenya). Strategic and responsive evaluation of peacebuilding: Towards a learning model : report of the Second Action-Reflection Seminar convened by NPI-Africa and the NCCK-CPBD Project : Naivasha, Kenya, March 2001. NPI-Africa, 2002.

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5

Delogu, Cristina, ed. Tecnologia per il web learning. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-571-9.

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This book maps out a course through the methodological and technological innovations of internet-based training, setting the emphasis on the collaborative character of experiences of learning and on the interactivity of the virtual workshops. On the one hand, this underscores the possibilities offered by the net to make available educational modes centred on the social process that enables learning in an active manner, rather than on the centrality of contents to be passively transferred to the students. On the other hand, it also shows how in the virtual workshops it is possible to develop on

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6

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

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7

German ICM Conference (3th 2014 Marburg). The inverted classroom model: The 3rd German ICM-Conference - proceedings. De Gruyter Oldenbourg, 2014.

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8

American Association for Artificial Intelligence. Workshop. Learning action models: Papers from the 1993 AAAI workshop, July 12, Washington, D.C.. AAAI Press, 1994.

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9

Keengwe, Jared, and Grace Onchwari. Handbook of research on active learning and the flipped classroom model in the digital age. Information Science Reference, 2016.

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10

Ann, Mabrouk Patricia, American Chemical Society. Division of Analytical Chemistry, and American Chemical Society. Division of Chemical Education, eds. Active learning: Models from the analytical sciences. American Chemical Society, 2007.

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11

Harold, Ward, and American Association for Higher Education., eds. Acting locally: Concepts and models for service-learning in environmental studies. American Association for Higher Education, 1999.

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12

Spitzer, Manfred. The mind within the net: Models of learning, thinking, and acting. The MIT Press, 1999.

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13

Dudnik, Leonid. Referencing of foreign language texts. 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

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14

Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. 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

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15

Rickenbach, Mark Alan. Medical education, professional learning and action research in the health service: Assessment, interventions and future models for general practice vocational training of senior house officers. Bournemouth University, 2003.

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16

Kasande, Josephine. Adapting the gender action learning system (GALS) in development programmes: Models of integrating GALS in functional adult literacy, agricultural extension, advocacy, village savings and lending associations. Participatory Ecological Land Use Management (PELUM) Uganda, 2016.

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17

Scardamalia, Marlene. Ethical models for exploitation of teacher-and-learner produced material: Final report. Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto], 2001.

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18

Lad, Nimish. Shimamura's MARGE Model of Learning in Action. Catt Educational, Limited, John, 2021.

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19

Harvard University. Graduate School of Education, ed. Moving beyond model I behavior: Partnership between action science and subject-object theory. 2007.

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20

Basom, Margaret R., Diane M. Yerkes, and Bruce G. Barnett. Developing Educational Leaders: A Working Model: The Learning Community in Action (Critical Issues in Educational Leadership, 7). Teachers College Press, 2002.

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21

(Editor), Cynthia J. Norris, and Linda Lambert (Foreword), eds. Developing Educational Leaders: A Working Model : The Learning Community in Action (Critical Issues in Educational Leadership Series). Teachers College Press, 2002.

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22

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

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23

Beck, Sharon Ellen. THE DEVELOPMENT, ANALYSIS, IMPLEMENTATION AND EVALUATION OF A COOPERATIVE LEARNING TEACHING MODEL USING ACTION RESEARCH IN RN/BSN NURSING EDUCATION. 1992.

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24

Rauch, Sheila A. M., and Israel Liberzon. Mechanisms of Action in Psychotherapy. Edited by Israel Liberzon and Kerry J. Ressler. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190215422.003.0019.

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Therapy at its core is based on learning, and learning at its core is biological. Experience that is not in some way encoded in the brain and/or body is lost. This chapter provides a discussion of mechanisms of therapy research in PTSD in which the goal is to understand how PTSD therapy works. First, the chapter reviews what a mechanism is and how therapeutic mechanisms are examined. It then discusses the importance of therapeutic mechanisms research within the broader realm of mental health research. It focuses on prolonged exposure (PE) therapy for PTSD as an example of application of mechan

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25

Maniotes, Leslie K. Guided Inquiry Design® in Action. ABC-CLIO, LLC, 2018. http://dx.doi.org/10.5040/9798400660559.

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This book explores Guided Inquiry Design®, a simple, practical model that addresses all areas of inquiry-based learning and sets the foundation for elementary-age students to learn more deeply. One of three needed for district-wide implementation of GID at all levels, K-12, this book provides an introduction to an educational method that embeds information literacy into content areas and encourages students to acquire a more intimate knowledge of subjects through asking questions and conducting more thorough research. Intended to be used alongside Guided Inquiry Design®, lessons are laid out u

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26

Huda, Ahmed Samei. The Medical Model in Mental Health. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198807254.001.0001.

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The medical model is a biopsychosocial model assessing a patient’s problems and matching them to the diagnostic construct using pattern recognition of clinical features. Diagnostic constructs allow for researching, communicating, teaching, and learning useful clinical information to influence clinical decision-making. They also have social and administrative functions such as access to benefits. They may also help explain why problems occur. Diagnostic constructs are used to describe diseases/syndromes and also other types of conditions such as spectrums of conditions. Treatments in medicine a

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27

Heilesen, Simon B., and Anders Siig Andersen. Roskilde Model: Problem-Oriented Learning and Project Work. Springer International Publishing AG, 2014.

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28

Heilesen, Simon B., and Anders Siig Andersen. Roskilde Model: Problem-Oriented Learning and Project Work. Springer, 2014.

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29

Heilesen, Simon B., and Anders Siig Andersen. Roskilde Model: Problem-Oriented Learning and Project Work. Springer International Publishing AG, 2016.

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30

Secundo, Giustina, and Aldo Romano. Dynamic Learning Networks: Models and Cases in Action. Springer, 2010.

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31

Shen, Wei-Min. Learning Action Models: Papers from the 1993 Workshop. AAAI Press, 1994.

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32

Heinrich, Paul. The role of the actor in medical education. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0055.

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The role of standardized or simulated patient, whether played by professional actor or lay member of the public, is an acting role, requiring at least a basic level of acting. This chapter proposes a taxonomy of five different modes of performance in medical education, namely, assessment, audit, experiential learning, demonstration, and instruction. Each role play mode comprises three players—actor, role-player, and educator—who work together in what might be called a simulation triad. Each mode leads to a distinctive mode of performance, which determines the roles and relationships within the

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33

Farsi, Milad, and Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Incorporated, John, 2022.

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34

Farsi, Milad, and Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Incorporated, John, 2022.

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35

Farsi, Milad, and Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Limited, John, 2022.

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36

Farsi, Milad, and Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Incorporated, John, 2022.

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37

Kŏkkuro kyosil ŭl nŏmŏ kŏkkuro haksŭp ŭro: Uri nara kyosil e mannŭn kŏkkuro kyosil model ŭl ch'ajasŏ = Flipped classroom flipped learning. Kyoyuk Kwahaksa, 2016.

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38

Spitzer, Manfred. Mind Within the Net: Models of Learning, Thinking, and Acting. MIT Press, 2000.

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39

Maniotes, Leslie K., LaDawna Harrington, and Patrice Lambusta. Guided Inquiry Design® in Action. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400660573.

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Supplying classroom-tested lessons and unit plans that can serve as templates, this book demonstrates exactly how to integrate and implement Guided Inquiry Design® (GID) theory into practice. Guided Inquiry is an approach that many educators—thought leaders and practitioners alike—are finding to be well-suited to information-age learning and a way to meet Common Core Standards. For many teachers, librarians, middle school leaders, and curriculum specialists, the biggest challenge is finding examples of guided inquiry in practice applicable to their own context. This guide offers an easy soluti

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40

Falk, John H. Thriving in the Knowledge Age: New Business Models for Museums and Other Cultural Institutions. AltaMira Press, 2006.

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41

Doffman, Mark, and Jean-Philippe Calvin. Contemporary Music in Action. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.003.0016.

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This chapter looks at collaborative work between composers and performers in an educational setting, and using the case study of a postgraduate programme at the Royal College of Music in London, it explores the values and meanings attached to creative collaboration for students preparing to enter the world of work. The study showed how students found this sort of collaborative work to be potentially career-enhancing and creatively fulfilling. The study also found however that composer–performer roles were demarcated strongly enough to constrain the degree of collaboration and learning to satis

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42

Yu, Angela J. Bayesian Models of Attention. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.025.

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Traditionally, attentional selection has been thought of as arising naturally from resource limitations, with a focus on what might be the most apt metaphor, e.g. whether it is a ‘bottleneck’ or ‘spotlight’. However, these simple metaphors cannot account for the specificity, flexibility, and heterogeneity of the way attentional selection manifests itself in different behavioural contexts. A recent body of theoretical work has taken a different approach, focusing on the computational needs of selective processing, relative to environmental constraints and behavioural goals. They typically adopt

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43

Spitzer, Manfred. The Mind within the Net: Models of Learning, Thinking, and Acting. The MIT Press, 2000.

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44

Introduction to concept mapping in nursing: Critical thinking in action. Jones & Bartlett Learning, 2013.

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45

(Editor), Marvin Alkin, and Christina A. Christie (Editor), eds. Theorists' Models in Action: New Directions for Evaluation (J-B PE Single Issue (Program) Evaluation). Jossey-Bass, 2005.

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46

Ward, Harold. Acting Locally: Concepts and Models for Service Learning in Environmental Studies (Service Learning in the Disciplines Series). Stylus Publishing, 1999.

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47

Iori, Giulia, and James Porter. Agent-based Modeling for Financial Markets. Edited by Shu-Heng Chen, Mak Kaboudan, and Ye-Rong Du. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199844371.013.43.

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This chapter discusses a step in the evolution of agent-based model (ABM) research in finance. Agent-based modeling has concentrated on the development of stylized market models, which have been extremely useful for understanding how complex macro-scale phenomena emerge from micro-rules. In order to further develop ABMs from proof of concept into robust tools for policy makers, to control and forecast complex real-world financial markets, it is essential to permit agents to behave as active data-gathering decision makers with sophisticated learning capabilities. The main focus of this chapter

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48

Active Learning: Models from the Analytical Sciences (Acs Symposium Series). An American Chemical Society Publication, 2007.

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49

Bourguignon, Cheryl M. APPLICATION OF THE THINKING-FEELING-ACTING BEHAVIOR MODEL TO LEARNING STYLES OF BACCALAUREATE STUDENT NURSES (NURSING EDUCATION). 1994.

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50

Brownstein, Michael. Perception, Emotion, Behavior, and Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190633721.003.0002.

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This chapter describes the four components of unplanned spontaneous inclinations. These are (1) noticing a salient Feature in the ambient environment; (2) feeling an immediate, directed, and affective Tension; (3) reacting Behaviorally; and (4) moving toward Alleviation of that tension in such a way that one’s spontaneous reactions can improve over time. Noticing a salient feature (F), in other words, sets a relatively automatic process in motion, involving co-activating particular feelings (T) and behaviors (B) that either will or will not diminish over time (A), depending on the success of t

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