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Journal articles on the topic 'Adaptive entry into the learning process'
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Tajibayeva, Zh A., and Sh S. Saparbay. "PROBLEMS OF PSYCHOLOGICAL AND PEDAGOGICAL ADAPTATION OF REPATRIATED STUDENTS IN THE LEARNING PROCESS." BULLETIN Series Psychology 64, no. 3 (2020): 120–27. http://dx.doi.org/10.51889/2020-3.1728-7847.22.
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The article provides an overview of the study of adaptation problems, theoretical approaches and practical research. Adaptation of the individual is considered in relation to socialization and adaptation of the individual in society. The content, characteristics, and features of the adaptation process are also described. Various aspects of adaptation and the specifics of adaptive entry of students-repatriates into the educational space of the University are considered. The methodological foundations and research tools are presented, and a model of the process of psychological and pedagogical adaptation of repatriated students in higher education is developed. Special attention is paid to the personal development and psychological and pedagogical adaptation of repatriated students in the process of studying in a new educational environment
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Zhou, Yandong. "The Application of Intelligent Robots and Deep Learning in the Construction Management Platform System of Construction Engineering." Scalable Computing: Practice and Experience 25, no. 5 (2024): 3277–87. http://dx.doi.org/10.12694/scpe.v25i5.3060.
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In order to solve the problem of duplicate data entry between construction management platform systems in construction engineering, the author proposes to apply RPA intelligent process robots to replace manual data collection, operation, entry, and verification. The design of the system is divided into overall architecture, instruction program loading process, human-machine interaction system level services, and other levels. An end-to-end procedural instruction transmission control method is adopted, establish a low-level control command output module for the online calibration system of the flight path, using a basic service architecture system, implement human-machine interactive control of the online calibration system for flight paths on the B/S architecture system. Build a record controller module for the inspection trajectory correction of RPA intelligent process robots, and perform feedback control during the trajectory correction process in LOG-CONTROL-BLOCK, using the RPA feedback correction algorithm, achieve adaptive correction and error feedback tracking of the inspection trajectory of RPA intelligent process robots. Implement calibration system development and design in an integrated DSP (Digital Signal Processing) information processing platform. The experimental results show that good economic benefits have been achieved through application, and the problem of duplicate data entry between the employer’s IFS system and the ENPOWER document management system has been solved, greatly reducing error rates and personnel costs. It can replace manual data collection, entry, verification, and business operations; It has the characteristics of low error rate, low cost, high accuracy, compliance, and 24/7 standby; In 2021, 108000 yuan was saved, in 2022, 432000 yuan was saved, and in 2023, 432000 yuan was saved, demonstrating the labor hour cost savings achieved by utilizing RPA intelligent process robots.
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Diachenko, M. S., and A. G. Leonov. "Solving the problem of automating the learning process through experimental search for an individual educational trajectory." Informatics and education 39, no. 4 (2024): 14–26. http://dx.doi.org/10.32517/0234-0453-2024-39-4-14-26.
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The automation of the educational process and the introduction of adaptive learning are becoming the most effective ways to solve the problem of the shortage of highly qualified personnel under digitalization of education.The article proposes an approach to the formation of individual educational trajectories as a composition of pedagogical experiments, which is characterized by good interpretability in comparison with methods based on machine learning. This approach, unlike most modern parametric solutions, involves an experimental search for an individual educational trajectory for each student of the group, and not just a part of the students of the group in which the application of a specific parametric solution is effective. It is proposed that the procedure of selecting educational technologies be automated similarly to how it is done by teachers in small groups, for example, by applying the automated trial and error method and its optimized versions. The possibility of transferring educational technologies to other courses is considered, without which technology reuse and scaling are impossible. A new function of the learning system is described, i. e. the formation of an individual educational trajectory, which is used throughout the study in higher education.The obtained results can be used in the construction of modern systems of individualization of learning and conducting distributed pedagogical experiments, which, in turn, reduces the threshold of teachers’ entry into the study of new learning technologies and accelerates the widespread dissemination of promising educational technologies.
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Konstantynenko, Liudmyla. "THE USE OF INNOVATIVE TEACHING METHODS IN THETEACHING OF BIOLOGICAL SCIENCES IN HIGHER EDUCATIONINSTITUTIONS." Scientific Journals of the International Academy of Applied Sciences in Lomza 81, no. 1 (2021): 65–79. https://doi.org/10.58246/ehpe1v74.
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The article notes that at the stage of Ukraine’s entry into the market economy, Europe anintegration, building an independent state, democratization of society, humanization of higher education, student-centeredness there is a need to rethink the higher education system andabandon the adaptive model of learning in favor of personality-oriented education. The article clarifies the essence of the concept of «innovative teaching methods», substantiates the need for their introduction into the educational process and presents the results of a study on the effectiveness of innovative methods in teaching the educational component «LaboratoryDiagnostics». The methodological features of the use of the case method, role-playing games, brainstorming, tag cloud in the teaching of biological sciences in higher education institutions are described.
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Fetherston, Catherine Mary, Caroline Browne, Prue Andrus, and Sharryn Batt. "Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity." Journal of Nursing Education and Practice 8, no. 2 (2017): 104. http://dx.doi.org/10.5430/jnep.v8n2p104.
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Curriculum re-design in entry to practice nursing degrees requires a rigorous and multifaceted approach to align the needs of students, professional and industry stakeholders, community needs, the faculty’s vision and university and regulator requirements. This paper relates the initial steps in the process taken to achieve this re-design in one Australian university’s Bachelor of Nursing program, and describes our experiences in two parts. The first part outlines the context in which the need for curriculum renewal was triggered and the ensuing processes undertaken in the development of our new course aim, course outcomes and graduate attributes. The second part discusses how undertaking these activities then came to influence the adoption of Complexity Thinking in the design of our conceptual model, which then guided our program structure and overarching learning and teaching approaches. We share these experiences to illustrate the steps we undertook on this journey, to outline and example the program we created, and to continue the scholarly discussions around the design of baccalaureate nursing program structures, especially those that implement pedagogies inspired by the concepts related to Complexity Theory. The choice of complexity thinking as a guiding theory was key in providing the lens through which we were inspired to graduate nurses with the skills to provide care in complex situations and value the learning that comes through uncertainty, reflection, adaptation and emergence.
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Britto, Maria T., Sandra C. Fuller, Heather C. Kaplan, et al. "Using a network organisational architecture to support the development of Learning Healthcare Systems." BMJ Quality & Safety 27, no. 11 (2018): 937–46. http://dx.doi.org/10.1136/bmjqs-2017-007219.
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The US National Academy of Sciences has called for the development of a Learning Healthcare System in which patients and clinicians work together to choose care, based on best evidence, and to drive discovery as a natural outgrowth of every clinical encounter to ensure innovation, quality and value at the point of care. However, the vision of a Learning Healthcare System has remained largely aspirational. Over the last 13 years, researchers, clinicians and families, with support from our paediatric medical centre, have designed, developed and implemented a network organisational model to achieve the Learning Healthcare System vision. The network framework aligns participants around a common goal of improving health outcomes, transparency of outcome measures and a flexible and adaptive collaborative learning system. Team collaboration is promoted by using standardised processes, protocols and policies, including communication policies, data sharing, privacy protection and regulatory compliance. Learning methods include collaborative quality improvement using a modified Breakthrough Series approach and statistical process control methods. Participants observe their own results and learn from the experience of others. A common repository (a ‘commons’) is used to share resources that are created by participants. Standardised technology approaches reduce the burden of data entry, facilitate care and result in data useful for research and learning. We describe how this organisational framework has been replicated in four conditions, resulting in substantial improvements in outcomes, at scale across a variety of conditions.
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Семененко, Інга Євгеніївна. "АНАЛІЗ ТЕОРЕТИЧНИХ ПІДХОДІВ ДО ВИЗНАЧЕННЯ ПОНЯТТЯ «ФАХОВА ПІДГОТОВКА» ІНОЗЕМНИХ СТУДЕНТІВ". Педагогіка та психологія, № 51 (25 листопада 2015): 228–37. https://doi.org/10.5281/zenodo.34202.
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<em>Theoretical approaches to the definition of notion «professional training» are analyzed in the article. The essence of notions «vocational education» and «professional training», which determine understanding of concept of «professional training» are clarified in the article; scientific works, that investigate the noted concept in accordance with the authors’ approaches are summarized and the main thesis that allow to improve the training of specialists of foreign students are distinguished. The attention is also focused on the components of professional training in comparison with professional one. Particularattentionispaidtothedefinitionoftheprofessionalcharacteristicsneeded for the training of the specialist, including the personal mobility that contributes to his competitiveness in the lab or market. Attention is drawn to the fact that the organization of training of specialists for foreign countries in Ukrainian universities should be determined by tolerant direction to wards individual cultural features of students and, at the same time, perseverance and consistency of teaching influence to achieve high quality of training of the specialist. The peculiarities of the professional training of foreign students in higher technical educational establishments are studied. The main problem of the effective entry of foreign students in the learning process is also highlighted, the attention is focused on the usage of an integrated, systematic organized activity for the creation of favorable conditions for successful functioning of the student, which is based on the principles of self-oriented learning and is carried out with in the psychological and pedagogical technologies.</em>
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Zapana, Eber Apaza, Jesús Esteban Castillo Machaca, Alioska Jessica Martinez Garcia, and Mao Lusin Payehuanca Apaza. "In-person and Hybrid Learning in the Training of Professionals in Higher Education. An ict-centric Approach." Revista de Gestão Social e Ambiental 18, no. 4 (2024): e07081. http://dx.doi.org/10.24857/rgsa.v18n4-140.
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Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.
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Cárdenas, Monica, and Daniela Rocio Ramirez Orellana. "Progressive Reduction of Captions in Language Learning." Journal of Information Technology Education: Innovations in Practice 23 (2024): 002. http://dx.doi.org/10.28945/5263.
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Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities.
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Arendt, Thomas, and Torsten Bullmann. "Neuronal plasticity in hibernation and the proposed role of the microtubule-associated protein tau as a “master switch” regulating synaptic gain in neuronal networks." American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 305, no. 5 (2013): R478—R489. http://dx.doi.org/10.1152/ajpregu.00117.2013.
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The present paper provides an overview of adaptive changes in brain structure and learning abilities during hibernation as a behavioral strategy used by several mammalian species to minimize energy expenditure under current or anticipated inhospitable environmental conditions. One cellular mechanism that contributes to the regulated suppression of metabolism and thermogenesis during hibernation is reversible phosphorylation of enzymes and proteins, which limits rates of flux through metabolic pathways. Reversible phosphorylation during hibernation also affects synaptic membrane proteins, a process known to be involved in synaptic plasticity. This mechanism of reversible protein phosphorylation also affects the microtubule-associated protein tau, thereby generating a condition that in the adult human brain is associated with aggregation of tau protein to paired helical filaments (PHFs), as observed in Alzheimer's disease. Here, we put forward the concept that phosphorylation of tau is a neuroprotective mechanism to escape NMDA-mediated hyperexcitability of neurons that would otherwise occur during slow gradual cooling of the brain. Phosphorylation of tau and its subsequent targeting to subsynaptic sites might, thus, work as a kind of “master switch,” regulating NMDA receptor-mediated synaptic gain in a wide array of neuronal networks, thereby enabling entry into torpor. If this condition lasts too long, however, it may eventually turn into a pathological trigger, driving a cascade of events leading to neurodegeneration, as in Alzheimer's disease or other “tauopathies”.
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Arjun Kumar Paruchuri. "Identity-first security architecture: Leveraging Microsoft Entra ID and Intelligent automation for enterprise digital transformation." World Journal of Advanced Engineering Technology and Sciences 15, no. 3 (2025): 1539–46. https://doi.org/10.30574/wjaets.2025.15.3.1051.
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The evolution of enterprise security architectures has shifted from traditional network perimeter defenses to identity-centric models that recognize users, devices, and contextual signals as primary security boundaries. Microsoft's integrated cloud ecosystem, Entra ID, Power Platform, and Microsoft Defender, exemplifies this transformation by establishing identity as the foundational control plane for security and operational automation. This convergence enables organizations to implement dynamic Conditional Access policies that adapt to real-time risk assessments while simultaneously orchestrating complex business workflows through Power Automate and AI Builder. Integrating cognitive services and machine learning capabilities within these platforms facilitates intelligent document processing, automated threat response, and predictive security measures that scale with organizational complexity. By unifying identity governance with process automation, enterprises achieve enhanced security postures while reducing manual operational overhead through automated employee lifecycle management, risk-based approval workflows, and AI-driven compliance monitoring. The synergy between identity management and intelligent automation represents a fundamental shift in how organizations conceptualize and implement digital transformation strategies, moving beyond siloed security tools toward holistic, adaptive systems that respond dynamically to emerging threats and business requirements.
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Daryanto, Taufiq, Xiaohan Ding, Lance T. Wilhelm, Sophia Stil, Kirk McInnis Knutsen, and Eugenia H. Rho. "Conversate: Supporting Reflective Learning in Interview Practice Through Interactive Simulation and Dialogic Feedback." Proceedings of the ACM on Human-Computer Interaction 9, GROUP (2025): 1–32. https://doi.org/10.1145/3701188.
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Job interviews play a critical role in shaping one's career, yet practicing interview skills can be challenging, especially without access to human coaches or peers for feedback. Recent advancements in large language models (LLMs) present an opportunity to enhance the interview practice experience. Yet, little research has explored the effectiveness and user perceptions of such systems or the benefits and challenges of using LLMs for interview practice. Furthermore, while prior work and recent commercial tools have demonstrated the potential of AI to assist with interview practice, they often deliver one-way feedback, where users only receive information about their performance. By contrast, dialogic feedback , a concept developed in learning sciences, is a two-way interaction feedback process that allows users to further engage with and learn from the provided feedback through interactive dialogue. This paper introduces Conversate, a web-based application that supports reflective learning in job interview practice by leveraging large language models (LLMs) for interactive interview simulations and dialogic feedback. To start the interview session, the user provides the title of a job position (e.g., entry-level software engineer) in the system. Then, our system will initialize the LLM agent to start the interview simulation by asking the user an opening interview question and following up with questions carefully adapted to subsequent user responses. After the interview session, our back-end LLM framework will then analyze the user's responses and highlight areas for improvement. Users can then annotate the transcript by selecting specific sections and writing self-reflections. Finally, the user can interact with the system for dialogic feedback, conversing with the LLM agent to learn from and iteratively refine their answers based on the agent's guidance. To evaluate Conversate, we conducted a user study with 19 participants to understand their perceptions of using LLM-supported interview simulation and dialogic feedback. Our findings show that participants valued the adaptive follow-up questions from LLMs, as they enhanced the realism of interview simulations and encouraged deeper thinking. Participants also appreciated the AI-assisted annotation, as it reduced their cognitive burden and mitigated excessive self-criticism in their own evaluation of their interview performance. Moreover, participants found the LLM-supported dialogic feedback to be beneficial, as it promoted personalized and continuous learning, reduced feelings of judgment, and allowed them to express disagreement.
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Shcherbyna, Serhii, and Trokhym Babych. "Framework for Threat Management and Incident Response in IoT Systems." NaUKMA Research Papers. Computer Science 7 (May 12, 2025): 77–88. https://doi.org/10.18523/2617-3808.2024.7.77-88.
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The article presents the development and implementation of a framework for managing threats and responding to incidents in Internet of Things (IoT) systems. The proposed framework integrates elements of a distributed architecture, including Nginx as a load balancer, the MQTT HiveMQ broker, an authorization server, and the ELK Stack for data analysis and visualization. This solution ensures secure communication between IoT devices using the TLS protocol and employs advanced mechanisms for encryption, authentication, and authorization. Particular attention is paid to leveraging machine learning for real-time anomaly detection, which enables effective responses to potential threats in various IoT domains. The framework is designed to accommodate the computational constraints of IoT devices while meeting stringent security requirements.The importance of IoT lies in its ability to autonomously collect, process, and transmit information without human intervention. However, this autonomy introduces several security vulnerabilities. IoT devices, often operating within public and private networks, increase the attack surface for malicious actors targeting data confidentiality, integrity, and availability. With an estimated 25.1 billion IoT devices expected by 2025, each device represents a potential entry point for cyber threats. Issues like unpatchable vulnerabilities and outdated firmware exacerbate security risks, highlighting the need for innovative solutions.The proposed framework addresses these challenges by establishing a modular and scalable architecture tailored to the diverse and resource-constrained nature of IoT ecosystems. Components such as Nginx, HiveMQ, and the ELK Stack enable reliable communication and data analysis. Nginx serves as a reverse proxy and an entry point, simplifying TLS certificate management and load balancing. HiveMQ, selected for its extensibility and clustering capabilities, acts as a message broker that facilitates efficient and secure data exchange. The ELK Stack, comprising Logstash, Elasticsearch, and Kibana, provides a comprehensive pipeline for real-time data ingestion, processing, and visualization.A key feature of the framework is its integration of machine learning models for anomaly detection. These models, trained on historical data, monitor real-time metrics to identify deviations from normal patterns. This capability is crucial for detecting potential security breaches and irregular operations. Moreover, the system employs certificate pinning and other cryptographic measures to protect against Man-in-the-Middle (MITM) attacks and ensure secure device-server interactions.The framework’s modularity allows for customization across specific IoT domains, such as smart cities, healthcare, and industrial IoT. By providing foundational functionality, the framework facilitates the development of domain-specific solutions that address unique challenges while ensuring scalability and security.In conclusion, the proposed framework represents a comprehensive approach to managing IoT threats and responding to incidents. By integrating secure communication protocols, machine learning-driven anomaly detection, and a modular architecture, it lays the groundwork for reliable and adaptive IoT security solutions.
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Santamaría-Buitrago, Frey Alfonso, Javier Antonio Ballesteros-Ricaurte, and Juan Sebastián González-Sanabria. "plataforma cloud computing como infraestructura tecnológica para laboratorios virtuales, remotos y adaptativos -Cloud computing as technologic infrastructure for virtual, remote and adaptive labs." Revista Científica 3, no. 23 (2016): 98. http://dx.doi.org/10.14483/udistrital.jour.rc.2015.23.a8.
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Actualmente las instituciones de educación superior desarrollan su docencia apoyada en los campus virtuales, en modalidad tanto presencial como semipresencial. De igual manera, la internacionalización de la enseñanza abre nuevos desafíos como: la creación de redes de investigación, espacios de trabajos compartidos, laboratorios virtuales y remotos, entre otros, apostando por sistemas de producción, publicación y distribución de contenidos educativos digitales que permitan compartir el conocimiento y el material educativo. La presente propuesta pretende potencializar el desarrollo de ecosistemas de experimentación académica, abiertos, reusables e interoperables, a través del diseño de marco de trabajo e integración tecnológica orientado a la implementación de laboratorios virtuales y teleoperados, basado en el estándar IMS Learning Tools Interoperability® (LTI®). Para lograrlo se partió de del reconocimiento del contexto para luego caracterizar el conjunto de métodos y tecnologías aplicables al desarrollo de laboratorios virtuales y teleoperados, identificar las alcances procedimentales y criterios técnicos para su desarrollo que permite ofrecer servicios informáticos en entornos académicos a través de internet, el control de los recursos, procesos e información, acceso infraestructuras de red con otros usuarios para la puesta en marcha de nuevos servicios, sin altos costos o inversión para su implementación, permitiendo una alta escalabilidad y flexibilidad en la modificación del dimensionamiento del servicio, la investigación académica y científica apoyado en estándares, arquitecturas, tecnologías, herramientas y aplicaciones abiertas y de propósito general.Cloud computing as technologic infrastructure for virtual, remote and adaptive labsABSTRACT Nowadays, institutions of higher education are developing teaching process leaning on virtual campus, in classroom and blended learning; as well as the internationalization of teaching creates new challenges, such as: creating research networks, shared workspaces, virtual and remote labs, among others; betting on production, publication and distribution systems of educative digital contents that allow sharing knowledge and educational material. This proposal pretends to potentiate the development of open, reusable and interoperable academic experimentation ecosystems, through the design of a framework and the technological integration oriented to the implementation of virtual and tele operated labs, based on IMS Learning Tools Interoperability ® (LTI®) standard. This coupled with the characterization of a set of methods and technologies applicable to the development of virtual and tele operated labs, identifying its scope and technical criteria, in order to offer informatics services in academic environments through the Internet and allowing a high scalability and flexibility in modifying the sizing of the service, academic and scientific research, supported on open standards, architectures, technologies, tools and apps.Cloud computing infra-estrutura para as technologic virtual, remoto e adaptativa labsRESUMO Hoje em dia, as instituições de ensino superior estão a desenvolver processo de ensino apoiado em campus virtual, em sala de aula e blended learning; bem como a internacionalização do ensino cria novos desafios, tais como: a criação de redes de investigação, espaços de trabalho compartilhados, laboratórios virtuais e remotos, entre outros; apostando em sistemas de produção, publicação e distribuição de conteúdos digitais educativos que permitem a partilha de conhecimentos e material educativo. Esta proposta pretende potenciar o desenvolvimento de ecossistemas experimentação acadêmicos abertos, reutilizáveis e interoperáveis, através da concepção de um quadro ea integração tecnológica orientada para a implementação de laboratórios virtuais operados e tele, com base em IMS Learning Tools Interoperability ® (LTI®) padrão . Isso, combinado com a caracterização de um conjunto de métodos e tecnologias aplicáveis ao desenvolvimento de laboratórios operados virtuais e tele, identificando o seu âmbito e critérios técnicos, a fim de oferecer serviços de informática em ambientes acadêmicos através da Internet e que permite uma alta escalabilidade e flexibilidade na modificar o dimensionamento do serviço, pesquisa acadêmica e científica, apoiada em padrões abertos, arquiteturas, tecnologias, ferramentas e aplicativos.
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Sapronova, Jа. "Psychological characteristics of women, serving a sentence of imprisonment." Bulletin of Science and Practice, no. 11 (November 15, 2017): 533–41. https://doi.org/10.5281/zenodo.1049180.
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On the basis of the study of criminal motivation of women in situations of imprisonment revealed that the causes of motivation to commit crimes is influenced by the events and the psychological state of women. Psychological peculiarities of formation of criminal motivation is expressed in increased anxiety, emotion, and sensibility, and social background of the formation of criminal motivation are: conflicts in the family, in the process of learning, the need for self-affirmation in society, the problems of material well-being. The study of psychological features of this category of prisoners leads to the conclusion that condemned women are finding it difficult to adapt to the conditions and the order of punishment, especially for the first time condemned to imprisonment who are not psychologically ready to accept others. The research results confirmed the specific conditions, which are expressed at a higher overvoltage, overexcitation, excessive braking reactions. In this regard, there is a need to develop a mechanism of impact on women prisoners, taking into account their psychological, physiological characteristics and gender differences between women and men. Observations have shown that the period of punishment anticipation of the upcoming release affects the behavior of women. For example, the psychological mechanism of adaptation among the prisoners in the unit of the colony is evident in the minimal mobility and therefore before the liberation and in the first months of life in freedom are able to criminalize the behavior. The decline in adaptive abilities of women negatively manifested during entry into society after release. On the basis of the conducted researches it is revealed that the age group from 18 to 39 years negative-minded women after release from the penal colony will have difficulties in the process of re-socialization. Positive effect on social adaptation of women released from the penal colony, have individual moral, psychological preparation for life in freedom, promoting the labour and household device women that provides an obstacle to the development of criminal activity and contributes to the reduction of relapse.
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González Hernández, Juan, and Alexandra Valadez Jiménez. "Personalidad y respuesta psicológica en deportistas. Representación temporal y adaptativa del proceso persona-deporte (Personality and psychological response in athletes. Temporal and adaptive representation of the person-sport process)." Retos, no. 30 (May 30, 2016): 211–15. http://dx.doi.org/10.47197/retos.v0i30.50267.
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Introducción. La identificación de las personas en un contexto de aprendizaje, contempla que sus rendimientos se consideren como parte de la construcción de su personalidad dentro de un proceso constantemente interactivo. En el ámbito deportivo, el deportista contempla tal interacción en un proceso adaptativo donde deben tenerse en cuenta variables psicológicas internas como externas. El presente estudio persigue ahondar en la variabilidad individual y contextual, teniendo en cuenta diferencias y relaciones, que a modo de esfuerzos adaptativos, influyen en la respuesta psicológica. Método. La muestra son deportistas (N=589), con una media de 23.96 años, elegida aleatoriamente y distribuida por género (hombres=64.8%; mujeres=35.2%), categoría (individual=35.1%; colectivo=64.8%) y nivel de deporte (profesionales=41.6%; amateur=58.4%). Los instrumentos utilizados han permitido analizar información sobre variables de personalidad, orientación motivacional y estilos de afrontamiento emocionales. Resultados. Diferencias individuales en cuanto a la edad se clasifican en todas las variables; se señalan indicadores más bajos en afabilidad y orientación motivacional (ego) en deportes individuales, de apertura mental y orientación motivacional (tarea) en deportes colectivos, no mostrándose diferencias en coping según el tipo de deporte. Se evidencian correlaciones importantes entre personalidad, coping y motivación. Además, el árbol decisional establecido señala que la energía y la afabilidad son los indicadores que más se diferencian en cuanto a la edad, teniendo en cuenta además la apertura mental, orientación al ego y autocrítica. Conclusiones. Con ello, conocer la variabilidad individual y estrategias de adaptación motivacional y emocional, permiten ajustar en todo momento dicho proceso, teniendo en cuenta los componentes más temperamentales del individuo.Abstract. Introduction. People’s identification within a learning context considers their attainments as part of the construction of their personality in a constantly interactive process. In sports, athletes contemplate such an interaction in an adaptive process that should take into account internal and external psychological variables. This study seeks to delve into individual and contextual variability, taking into account differences and relationships as adaptive efforts influencing psychological response. Method. The sample was composed by athletes (N = 589) with an average age of 23.96 years old, randomly selected and distributed by gender (male = 64.8%; women = 35.2%), category (single = 35.1%; group = 64.8%) and sport level (professional = 41.6%; amateur = 58.4%). The instruments used permitted to analyze information on personality variables, motivational counseling and emotional coping styles. Results. Individual differences by age are classified in all variables; the lowest indicators of affability and motivational orientation (ego) appeared in individual sports, whereas in team sports the lowest scores were found in open-mindedness and motivational orientation (task). No differences by sport type were highlighted in coping. In addition, an established decisional tree indicates that energy and affability are the indicators that differ the most in terms of age, including open-mindedness, self-criticism, and ego orientation, as well. Conclusions. Knowing individual variability and motivational and emotional adaptation strategies, at the same time that we take into account the most temperamental individual components, allow us to adjust the process at any moment.
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Fagbore, Olasunbo Olajumoke, Jeffrey Chidera Ogeawuchi, Oluwatosin Ilori, Ngozi Joan Isibor, Azeez Odetunde, and Bolaji Iyanu Adekunle. "Optimizing Client Onboarding Efficiency Using Document Automation and Data-Driven Risk Profiling Models." Journal of Frontiers in Multidisciplinary Research 3, no. 1 (2022): 241–57. https://doi.org/10.54660/.jfmr.2022.3.1.241-257.
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Client onboarding is a critical process in financial services, investment management, and regulatory compliance, where speed, accuracy, and risk mitigation determine client experience and institutional integrity. This study explores the optimization of client onboarding efficiency through the integration of document automation and data-driven risk profiling models. Drawing from my direct contributions in onboarding operations, the research focuses on workflow innovations and automated documentation systems that streamline identity verification, compliance checks, and KYC procedures. Traditional onboarding processes are often fragmented, manual, and susceptible to errors, leading to increased turnaround time, operational bottlenecks, and compliance risks. In response, I designed and implemented a documentation workflow that harnesses intelligent form recognition, digital signatures, and auto-populated client templates, significantly reducing time spent on manual data entry. Coupled with risk-based algorithms, this approach categorizes clients based on predictive analytics using behavioral, transactional, and jurisdictional data to determine onboarding paths ranging from simplified onboarding for low-risk clients to enhanced due diligence for high-risk profiles. The paper demonstrates that combining document automation tools with machine learning-powered risk profiling ensures faster decision-making, improved regulatory alignment, and reduced client abandonment rates. Notably, these systems facilitate real-time data extraction from structured and unstructured documents, flag inconsistencies, and allow seamless integration with CRM and AML systems. Quantitative metrics from deployment in real-world scenarios show a 40% reduction in onboarding time, a 25% improvement in error detection, and a measurable uplift in client satisfaction. Furthermore, the adaptive risk scoring models enhance fraud detection and provide a scalable foundation for cross-border onboarding, especially in private equity and institutional investment settings. Key insights highlight the importance of user-centric workflow design, dynamic form generation, and continuous model training to adapt to evolving regulatory landscapes. This work contributes to the growing field of digital onboarding by offering a replicable model for financial institutions seeking to modernize client acquisition.
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Cooper, David J., Susan Garvin, and John H. Kagel. "Signalling and Adaptive Learning in an Entry Limit Pricing Game." RAND Journal of Economics 28, no. 4 (1997): 662. http://dx.doi.org/10.2307/2555781.
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Williams, Mark D., Craig N. Sawchuk, Nathan D. Shippee, et al. "A quality improvement project aimed at adapting primary care to ensure the delivery of evidence-based psychotherapy for adult anxiety." BMJ Open Quality 7, no. 1 (2018): e000066. http://dx.doi.org/10.1136/bmjoq-2017-000066.
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Primary care patients frequently present with anxiety with prevalence ratios up to 30%. Brief cognitive–behavioural therapy (CBT) has been shown in meta-analytic studies to have a strong effect size in the treatment of anxiety. However, in surveys of anxious primary care patients, nearly 80% indicated that they had not received CBT. In 2010, a model of CBT (Coordinated Anxiety Learning and Management (CALM)) adapted to primary care for adult anxiety was published based on results of a randomised controlled trial. This project aimed to integrate an adaptation of CALM into one primary care practice, using results from the published research as a benchmark with the secondary intent to spread a successful model to other practices. A quality improvement approach was used to translate the CALM model of CBT for anxiety into one primary care clinic. Plan-Do-Study-Act steps are highlighted as important steps towards our goal of comparing our outcomes with benchmarks from original research. Patients with anxiety as measured by a score of 10 or higher on the Generalized Anxiety Disorder 7 item scale (GAD-7) were offered CBT as delivered by licensed social workers with support by a PhD psychologist. Outcomes were tracked and entered into an electronic registry, which became a critical tool upon which to adapt and improve our delivery of psychotherapy to our patient population. Challenges and adaptations to the model are discussed. Our 6-month response rates on the GAD-7 were 51%, which was comparable with that of the original research (57%). Quality improvement methods were critical in discovering which adaptations were needed before spread. Among these, embedding a process of measurement and data entry and ongoing feedback to patients and therapists using this data are critical step towards sustaining and improving the delivery of CBT in primary care.
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Cooper, David J., Susan Garvin, and John H. Kagel. "ADAPTIVE LEARNING vs. EQUILIBRIUM REFINEMENTS IN AN ENTRY LIMIT PRICING GAME*." Economic Journal 107, no. 442 (1997): 553–75. http://dx.doi.org/10.1111/j.1468-0297.1997.tb00027.x.
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Baldwin, John R., and Mohammed Rafiquzzaman. "Selection and Learning in the Post-Entry Process." Canadian Journal of Economics 29 (April 1996): S455. http://dx.doi.org/10.2307/136086.
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Lv, Feiya, Chenglin Wen, and Meiqin Liu. "Representation learning based adaptive multimode process monitoring." Chemometrics and Intelligent Laboratory Systems 181 (October 2018): 95–104. http://dx.doi.org/10.1016/j.chemolab.2018.07.011.
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Dubrovina, N. A., and E. S. Naboichenko. "THE OPTIMISATION OF PARENTING PERSONAL POTENTIAL AS AN ASPECT OF SUPPORT FOR FAMILIES OF CHILDREN WITH MOVEMENT DISORDERS." Education and science journal 20, no. 8 (2018): 129–47. http://dx.doi.org/10.17853/1994-5639-2018-8-129-147.
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Introduction. In the system of preschool education, parents are full participants of the learning process. It is highly problematic to provide the efficiency of the educational process without involving parents, especially, in the case of younger children with special healthcare needs (CSHCN). Successful psychological and pedagogical guidance to children with movement disorders is hardly possible without the participation of the closest people. The future of children directly depends on the psychological state of their parents and their ability to provide the necessary assistance. Nevertheless, the majority of preventive measures intended for the socialisation of “special” children and their adaptation in the society does not affect the personal issues of adult family members.The aim of the research was to present the results of psychological and pedagogical experiment directed to the transformative components of personal potential of parents of preschool children with movement disorders during their preparation for education at the comprehensive school.Methodology and research methods. In the course of the research, the following psychological approaches were used: the questionnaire developed by N. P. Fetiskin “Diagnostics of realisation of the needs for self-development”; S. Maddi’s Hardiness Survey adapted by D. A. Leontiev; N. N. Melnikova’s Adaptive Behavior Strategies questionnaire; K. Shreiner’s Express Diagnostics of the Stress Level. Mathematical processing of empirical data was carried out using the software statistica 12.0 with the application of the Mann–Whitney U-test and the Wilcoxon T-test.Results and scientific novelty. The motivational, behavioural and emotional components of personal potential in parents of children with movement disorders were identified. In the course of the first stage of the research, it was revealed that parents of children with movement disorders choose disadaptive behavioural strategies. The majority of parents experience a constant fatigue and stress, the need for self-development is on the low level. Frequently, families of children with movement disorders are in the situation of stigmatisation that considerably becomes aggravated and amplifies at the stage of preparation for schooling. The developed technology of the psychological and pedagogical support for families will allow optimising components of parenting personal potential and achieving an optimal level of the family social and psychological adaptability when preparing children for entry into schools. The approbation of technology showed considerable positive changes in the parents of experimental group when choosing the strategy of behaviour and attitude towards their children. Moreover, essential positive transformations of motivational and emotional components of personal potentials were identified in the majority of adult participants.Practical significance. The findings obtained and the conclusions drawn by the authors will be very useful to designing psychological and pedagogical activity in educational institutions. The implementation into practice of the proposed psycho-diagnostic complex will help to develop evidence-based approaches and recommendations for the interaction of educational institutions with adult members of families of children with movement disorders at the stage of preparation for school.
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Cao, Bin, Sinno Jialin Pan, Yu Zhang, Dit-Yan Yeung, and Qiang Yang. "Adaptive Transfer Learning." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 1 (2010): 407–12. http://dx.doi.org/10.1609/aaai.v24i1.7682.
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Transfer learning aims at reusing the knowledge in some source tasks to improve the learning of a target task. Many transfer learning methods assume that the source tasks and the target task be related, even though many tasks are not related in reality. However, when two tasks are unrelated, the knowledge extracted from a source task may not help, and even hurt, the performance of a target task. Thus, how to avoid negative transfer and then ensure a "safe transfer" of knowledge is crucial in transfer learning. In this paper, we propose an Adaptive Transfer learning algorithm based on Gaussian Processes (AT-GP), which can be used to adapt the transfer learning schemes by automatically estimating the similarity between a source and a target task. The main contribution of our work is that we propose a new semi-parametric transfer kernel for transfer learning from a Bayesian perspective, and propose to learn the model with respect to the target task, rather than all tasks as in multi-task learning. We can formulate the transfer learning problem as a unified Gaussian Process (GP) model. The adaptive transfer ability of our approach is verified on both synthetic and real-world datasets.
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Graorkoski, Velimir, and Ana Madevska-Bogdanova. "Instantiation in Partial Learning." International Journal of Informatics and Communication Technology (IJ-ICT) 3, no. 1 (2014): 59. http://dx.doi.org/10.11591/ijict.v3i1.pp59-66.
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<p class="western"><span>The adaptive learning systems are changing the learning process as we know it. One of the advantages they have over the traditional ways of learning is the attempt to adapt to the learner's capabilities in order to deliver the knowledge as optimizing as possible. Even in such sophisticated implementations there are differences in the treatment of the adaptive learning.</span></p> <p class="western"><span>During the past years spent in research of different aspects of the adaptive learning, we made a distinction of our latest development phase as an advanced adaptive learning, having more specific approach to the problem from the phase where the problem of adaptive learning is treated as a general case. Considering the conditions of advanced adaptive learning rather than basic adaptive learning, the process of learning is different and closely related to the human learner. In order to demonstrate this key improvement, we presented a general learner model through its learning mechanism and its behavior in the adaptive learning environment together with the instantiation process. In this paper we present a new way of learning with learning environment instances, constructed by choosing different ways to obtain the knowledge for a target unit.</span></p>
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Tursynova, T. T., K. M. Saginov, and S. M. Bakhisheva. "Application of adaptive learning technology in the educational process." Bulletin of Kazakh National Women's Teacher Training University, no. 2 (June 27, 2023): 98–112. http://dx.doi.org/10.52512/2306-5079-2023-94-2-98-112.
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This article discusses the problem of applying the adaptive learning system in secondary schools and universities. In this technology, the main place is given to the student, his activities, personal qualities. Special attention is paid to the formation of their reading skills. The use of adaptive learning technology in the educational process is now becoming more common. Adaptive learning is an approach that takes into account the individual abilities and needs of the student as much as possible. The use of adaptive technologies involves the integration of information and pedagogical technologies that ensure the interactivity of the interaction of educational subjects and the productivity of the student's learning activities with the use of new information technologies that ensure adaptation within the educational process. Adaptive educational programs are not a new phenomenon in modern science. The next step in adaptive education was the personalization of educational processes, which was reflected in the creation of individual educational routes and trajectories. Therefore, there is a need for an in-depth study of adaptive learnin
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Jill, Oller, Griebel Gilkerson, Dale Jane, Bowman Hannon, and Hyunjoo Steven. "Adaptive Learning to Develop and Apply to Arabic Language Learning in Higher Education." Al-Hijr: Journal of Adulearn World 2, no. 2 (2023): 136–49. http://dx.doi.org/10.55849/alhijr.v2i2.544.
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Lately, many have been found in the implementation of learning processes using various methods. This can be seen by the number of learners that uses technology-based media that can improve and support the learning process in a university. The learning process is one of the most important things in the world of education. Education is said to be of high quality if, in the learning process, it can improve and develop the talents and skills that exist in students. The purpose of this study was to determine the learning process using Adaptive Learning in developing Arabic learning in universities. The method in this study uses quantitative research methods. The data obtained is through the distribution of questionnaires containing statements in them. The distribution of the questionnaire is by utilizing the Google Form application. The results of this study explain that the learning process using Adaptive Learning can develop students' Arabic learning in universities. This study concludes that the learning process by utilizing Adaptive Learning to develop Arabic learning in higher education is very suitable to be applied in the learning process. The limitation of this study is that researchers only conduct this research at the university level which requires a learning process that suits the needs of students, one of which is by utilizing this Adaptive Learning. Researchers hope that the next researcher can develop the Arabic learning process at a more advanced stage. This study also recommends to future researchers make this research a reference in conducting research related to the learning process using Adaptive Learning.
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Guo, Minwen, Xiangyu Huang, Maodeng Li, Jinchang Hu, and Chao Xu. "Adaptive entry guidance for the Tianwen-1 mission." Astrodynamics 6, no. 1 (2022): 17–26. http://dx.doi.org/10.1007/s42064-021-0120-2.
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AbstractTo meet the requirements of the Tianwen-1 mission, adaptive entry guidance for entry vehicles, with low lift-to-drag ratios, limited control authority, and large initial state bias, was presented. Typically, the entry guidance law is divided into four distinct phases: trim angle-of-attack phase, range control phase, heading alignment phase, and trim-wing deployment phase. In the range control phase, the predictor—corrector guidance algorithm is improved by planning an on-board trajectory based on the Mars Science Laboratory (MSL) entry guidance algorithm. The nominal trajectory was designed and described using a combination of the downrange value and other states, such as drag acceleration and altitude rate. For a large initial state bias, the nominal downrange value was modified onboard by weighing the landing accuracy, control authority, and parachute deployment altitude. The biggest advantage of this approach is that it allows the successful correction of altitude errors and the avoidance of control saturation. An overview of the optimal trajectory design process, including a discussion of the design of the initial flight path angle, relevant event trigger, and transition conditions between the four phases, was also presented. Finally, telemetry data analysis and post-flight assessment results were used to illustrate the adaptive guidance law, create good conditions for subsequent parachute reduction and power reduction processes, and gauge the success of the mission.
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Bai, Jin Lan, Xiang Li, and Jun Sheng Wang. "Model Adaptive Learning in Process Control of Strip Cold Rolling." Applied Mechanics and Materials 423-426 (September 2013): 775–79. http://dx.doi.org/10.4028/www.scientific.net/amm.423-426.775.
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In this paper, mathematic models of processing parameters and their adaptive learning principle in strip cold rolling mill are introduced. Exponential smoothing method is used during model adaptive learning. According to the contrast between actual and calculated data, adaptive learning coefficients in the process control models are modified, thus the precision of presetting model is improved. Based on three kinds of adaptive learning modes, corresponding model adaptive learning program is developed for strip cold rolling. The practical application shows that the accuracy of this method can meet the requirement of on-line process control, and it is suitable for process control in strip cold rolling mill.
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Usachov, Volodymyr, and Ihor Shubin. "A structural-functional model of learning in computerized learning systems." INNOVATIVE TECHNOLOGIES AND SCIENTIFIC SOLUTIONS FOR INDUSTRIES, no. 1(31) (March 31, 2025): 127–42. https://doi.org/10.30837/2522-9818.2025.1.127.
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The subject matter of the article is the development of a universal structural-functional model of computerized learning systems that integrates learner, learning, and explanation models. This model addresses the task of personalizing the learning process, considering the individual characteristics of the learner, and ensuring long-term knowledge retention. The goal of the work is to develop a universal structural-functional learning system model that combines modern adaptive algorithms, integrates psychological and cognitive aspects, and introduces new approaches to long-term knowledge retention. Special emphasis is placed on the system's flexibility, allowing the adaptation of educational content to each user's needs while considering the dynamics of their development and changes in their level of knowledge. The following tasks were solved in the article: analyzing existing learning models, identifying their limitations, and developing new approaches to building an adaptive learning process. The following methods used are – network and vector models for constructing learning trajectories, graph structures for visualizing educational content, and psychological profiling algorithms. Additionally, knowledge actualization methods were applied to reduce the forgetting rate and optimize the learning process. The following results were obtained – a universal structural-functional model of computerized learning systems was created, integrating the learner model, the learning process model, and the explanation model. This model reflects the structure of the adaptive learning process and the interconnections between its components, enabling the personalization of learning trajectories based on the learner’s knowledge level, motivation, and psychological characteristics. The proposed model represents knowledge using network and vector structures, which allows for the systematization of educational materials, visualization of relationships between concepts, and adaptive management of the learning process.The developed model can be applied to analyze students’ preparedness levels, support adaptive learning strategies, and assess progress. The integration of psychological profiling mechanisms and knowledge renewal algorithms enhances the efficiency of the educational process. Conclusions: The proposed structural-functional model demonstrates its effectiveness in addressing key challenges of personalized and adaptive learning. By integrating psychological profiles, knowledge levels, and advanced algorithms, the model enables the creation of scalable and intelligent educational systems. It facilitates personalized learning, effective assessment, and targeted feedback while ensuring long-term knowledge retention and fostering innovation in modern educational technologies.
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Tani, Go, Flávia Da Cunha Bastos, Iran Junqueira de Castro, Joaquim Felipe de Jesus, Rita de Cássia Sacay, and Solange De Cássia Elias Passos. "Response variability and adaptive process in motor learning." Revista Paulista de Educação Física 6, no. 1 (1992): 16. http://dx.doi.org/10.11606/issn.2594-5904.rpef.1992.138056.
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daptativo em aprendizagem motora. Trinta e duas estudantes universitárias foram aleatoriamente divididas em dois grupos, GC e GE, tendo executado 25 tentativas na fase de estabilização e 20 tentativas na fase de adaptação. O GC foi submetido à prática de resposta constante e o GE à prática de resposta variada, numa tarefa de coordenação bi-manual. As medidas utilizadas foram o tempo de execução das tentativas e o número de erros. A análise de variância a dois fatores (2 grupos x 5 blocos) com medidas repetidas no segundo fator indicou que em relação ao erro houve efeito de aprendizagem no GC e em relação ao tempo de execução houve efeito de aprendizagem nos dois grupos. A comparação inter-grupos mostrou que não houve diferença significante em relação às duas medidas na fase de adaptação. Entretanto, o teste t aplicado para comparar a última tentativa da fase de estabilização e a primeira da fase de adaptação mostrou que o GC teve maior dificuldade em adaptar-se à nova situação o que, dentro dos limites, foi interpretado como evidência favorável à hipótese formulada
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Barabba, Vincent. "Learning by revisiting assumptions: an adaptive decision process." Strategy & Leadership 46, no. 3 (2018): 37–44. http://dx.doi.org/10.1108/sl-02-2018-0012.
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Purpose This article demonstrates the value of adding a learning and adaptation component into the decision-making process. Design/methodology/approach By reviewing the case of Kodak’s decision not to focus its investments in digital technology in the 1980s the article introduces The Learning and Adaptation Decision Process, a model enables a firm to reassess analysis about future market disruptions and opportunities Findings Organizations need decision processes that are designed to be reviewed and rethought so they continue to provide fresh insight into how to prepare for disruptions and opportunities. This example shows how Kodak could have used its considerable resources to expedite its own digital camera technology, purchased companies with leading edge digital technology, put a digital technology-minded management team in place and lead the industry into the realm of mass market digital photography.” Practical implications A learning and adaptation approach might have helped Kodak take advantage of an opportunity to survive the disruption of its market and to avoid the eventual bankruptcy of the firm.” Originality/value The model introduced in this article can help leaders in a wide variety of industries review critical decisions, identify problematic outcomes, anticipate disruptions and prepare sooner for opportunities.
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Wu, Hao, and Jinsong Zhao. "Self-adaptive deep learning for multimode process monitoring." Computers & Chemical Engineering 141 (October 2020): 107024. http://dx.doi.org/10.1016/j.compchemeng.2020.107024.
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Blishun, A. F. "Fuzzy adaptive learning model of decision-making process." Fuzzy Sets and Systems 18, no. 3 (1986): 273–82. http://dx.doi.org/10.1016/0165-0114(86)90006-0.
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Lhafra, Fatima Zohra, and Otman Abdoun. "Integration of Adaptive Collaborative Learning Process in a Hybrid Learning Environment." International Journal on Advanced Science, Engineering and Information Technology 13, no. 2 (2023): 638. http://dx.doi.org/10.18517/ijaseit.13.2.16608.
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Ni Made Suciani. "Implementation of Adaptive Core Value." Monas: Jurnal Inovasi Aparatur 6, no. 1 (2024): 22–35. http://dx.doi.org/10.54849/monas.v6i1.178.
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This research aims to describe how the Adaptive Core Value learning process can explain the Adaptive performance profile of Basic Training participants for Agenda II Civil Servant Candidates using the classical training model. The learning process for participants aims to understand the concept of Adaptiveness and actualize adaptive values in carrying out their job duties. From the concept findings and implementation, the learning process achieved will be put into practice and described; in addition to that, an instrument will be developed to see the participant's adaptive performance profile. This research used descriptive quantitative and qualitative methods with purposive random sampling involving participants from Batch I and XVII of 2022 at the Personnel and Human Resources Development Agency of Bali Province. The results of the book review found that the Adaptive Core Value concept leads to adaptive performance, which contains the dimensions: 1) handling emergency/crisis situations; 2) managing work stress; 3) solving problems creatively; 4) facing an uncertain work situation; 5) training and learning efforts; 6) interpersonal adaptation; 7) work culture adaptation; and 8) physical adaptation. The findings in this research show that all dimensions of Adaptive performance have emerged in the learning process in Adaptive training courses. In line with this, the participant's Adaptive performance profile is high. Thus, there is a match between the achievements in the learning process and the participants' adaptive performance profiles. Learning is not limited to concepts and theories but how they can actualize these Adaptive values in the form of Adaptive performance in the learning process. It is hoped that the results of this research can be a reference in learning Agenda II Core Values of ASN with AKHLAK on Adaptive values and can develop other Core Values of ASN with AKHLAK.
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Dr., Deepak Kem. "Personalised and Adaptive Learning: Emerging Learning Platforms in the Era of Digital and Smart Learning." International Journal of Social Science and Human Research 05, no. 2 (2022): 385–91. https://doi.org/10.5281/zenodo.5955678.
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The learning process is never-ending. It is a continuous process through every phase and stage of human life. Man always seeks new lessons and ideas and adapt to new surroundings and changes. In this process, several platforms and tools make the learning effective. These tools also provide proper translation services from the official language into any other language, enabling a learning experience for every learner individually stipulating unique paths for learning, including teaching the previous experience, skills, and knowledge. Numerous adaptive tools assist learners in experiencing the learning process with interest, like the presentation of the required material, which helps them grasp the subject quickly. This review paper discusses personalised and adaptive learning platforms, approaches, and solutions implemented in the prevailing eLearning systems. It discusses personalisation with basic concepts, describing competency-based learning, customised web service solutions, and presentation approaches. A design and development method of adaptive learning is presented with personalised access provision learning various objects provided with models and stored for every learner for repeated learning. LMS- learning management system model is also discussed tailored to the individual needs and in response to search queries. Personalised learning is submitted for assessment where applications implement the personalisation systems.
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Wagner, Holly H., and Nicole R. Hill. "Becoming Counselors Through Growth and Learning: The Entry Transition Process." Counselor Education and Supervision 54, no. 3 (2015): 189–202. http://dx.doi.org/10.1002/ceas.12013.
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Chiva, Ricardo, and Johanna Habib. "A framework for organizational learning: zero, adaptive and generative learning." Journal of Management & Organization 21, no. 3 (2015): 350–68. http://dx.doi.org/10.1017/jmo.2014.88.
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AbstractAlthough organizational learning types like adaptive and generative learning are considered to follow different processes, a general framework of organizational learning that includes them has remained elusive. In order to do so, we propose a framework that embraces them and incorporates facets such as consciousness and emotions, which are strongly related to organizational learning but had not been included in any model. These facets are essential in the framework as they bind the process together and represent a sequence and progression through the learning process.
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Kivuva, Faith Ngami, Elizaphan Maina, and Rhoda Gitonga. "Multi-Agent Adaptive e-Learning System Based on Learning Styles." Open Journal for Information Technology 4, no. 1 (2021): 1–12. http://dx.doi.org/10.32591/coas.ojit.0401.01001k.
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Most traditional e-learning system fails to provide the intelligence that a learner may require during their learning process. Different learners have different learning styles but the current e-learning systems are not able to provide personalized learning. In this paper, we discuss how intelligent agents can aid learners in their learning process. Three agents have been developed namely, learner agent, information agent, and tutor agents that will be integrated into a learning management system (Moodle). Learners are provided with a personalized recommendation based on the learning styles.
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Anindyaputri, Natasha Alyaa, Rosihan Ari Yuana, and Puspanda Hatta. "Enhancing Students’ Ability in Learning Process of Programming Language using Adaptive Learning Systems: A Literature Review." Open Engineering 10, no. 1 (2020): 820–29. http://dx.doi.org/10.1515/eng-2020-0092.
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AbstractThere have been some hindrances in the process of programming learning. An adaptive learning system, such as ELaC, Java Guide, and Java Grader provides an adaptable learning content that can accommodate the learning styles as well as preferences of each learning individual. Moreover, an adaptive learning system can help students of different capabilities in learning programming. This study examined the outcomes of the implementation of an adaptive learning system in programming learning, as well as some finding results that were conducted according to the Systematic Literature Review framework. The research questions of this research were: problems faced during learning of programming as a background of system development, advantages and disadvantages of the system characteristics, technology, features, and effectiveness of the developed adaptive learning system. This research produced concepts that are summed up upon the related resources. The results of this study summarized whether the use of adaptive learning systems in learning programming could overcome the problems encountered during the learning process.
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Vainshtein, J. V., R. V. Esin, and G. M. Tsibulsky. "Learning Content Model: from Concept Structuring to Adaptive Learning." Open Education 25, no. 1 (2021): 28–39. http://dx.doi.org/10.21686/1818-4243-2021-1-4-28-39.
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The aim of the study. In modern conditions of changing the global “educational landscape”, the leading trend in building a new educational process management system is the personalization of the educational process in the electronic environment. New pedagogical technologies and innovative forms of organizing personalized learning in the electronic environment are developing, one of which is adaptive learning. The development of the structure and content of adaptive e-learning courses, the design and implementation of an educational strategy, teaching methods, and approaches to assessing results is determined by the model of its subject domain - the model of learning content. The aim of the study is to develop an approach to constructing the learning content model of an adaptive e-learning course that provides a formalized presentation of the educational material of the discipline and the construction of a logically based strategy for its study. Materials and methods. Methodological basis of research methods make up the logical-epistemological analysis and graph theory, and comparative analysis of psychological and pedagogical, scientific and methodical works, analysis of regulatory documents on research issues, professional and federal educational standards of higher education. Results. A feature of the author's approach is structuring of the subject domain in the form of a sequence of terms (training objects) of the learning content, studied in a certain order and presented in several versions of the presentation. The presented model for constructing the learning content of the academic discipline differs from the wellknown ones by the presence of logical ordering of concepts based on the integration of logic methods of concept analysis, using logical and epistemological methods for correlating the volume and content of concepts with the methods of graph theory and hypergraphs. The definition of educational objects of a tree (hypergraphic tree) of terms is obtained on the basis of a concept tree of discipline with a further determination of the sequence of their study, as well as the inclusion of a phenomenological and structural model in the content of the educational object, which allows to identify and disclose the essence of each studied concept within the framework of the subject domain of discipline. Conclusion. The proposed approach has been tested in the educational process of the program 09.03.02 – “Information systems and technologies” at the Siberian Federal University. Analysis of observations and evaluating the effectiveness of adaptive e-learning course in the educational process was carried out using the Kruskal-Wallis test by ranks. As a result of the experiment, it was revealed that at the end of the experiment, the control and experimental groups were statistically significantly different, which allowed us to conclude that the adaptive e-learning course developed in the educational process was effective. Adaptive e-learning courses, which are based on the approach proposed by the authors, made it possible to present educational content in the form of logically integral micro portions, which allow the adaptation of the educational environment to the individual characteristics of students. In the future, the proposed approach can contribute to development of personalized adaptive learning university ecosystems under digitalization formation.
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Govindhasamy, James J., Seán F. McLoone, George W. Irwin, John J. French, and Richard P. Doyle. "Reinforcement Learning for Online Industrial Process Control." Journal of Advanced Computational Intelligence and Intelligent Informatics 9, no. 1 (2005): 23–30. http://dx.doi.org/10.20965/jaciii.2005.p0023.
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Reinforcement learning, in the form of Adaptive Critic Designs (ACDs), have the ability to analyse or evaluate a situation and respond to it accordingly. They offer an excellent alternative for adaptively controlling and optimising the highly nonlinear processes found in industry. Here, an enhanced implementation of the action dependent adaptive critic design (ADAC) of Si and Wang [9] is investigated for modelling and control of an industrial grinding process used in the manufacture of hard disk drive platters. This study, one of the first reported industrial applications of this emerging technology, shows that the proposed ADAC control scheme can achieve a 33% reduction in platter rejects compared to an existing proprietary controller.
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Ilmola, Leena, and Anna Kotsalo-Mustonen. "Filters in the Strategy Formulation Process." JUCS - Journal of Universal Computer Science 9, no. (6) (2003): 481–90. https://doi.org/10.3217/jucs-009-06-0481.
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In the fast moving businesses the ability to be flexible and adaptive to change is crucial. When monitoring their operating environments for weak signals and for other disruptive information companies face filters that hinder the entry of the information to the company. We are discussing three filters: mentality filter, surveillance filter and power filter. Each filter has a logic of its own that hinders effective knowledge flow. We introduce a software tool that helps to overcome these filters especially in a strategy formulation process.
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Solovov, A. V., and A. A. Menshikova. "Cognitive modeling of adaptive learning processes." Ontology of Designing 14, no. 2 (2024): 181–95. http://dx.doi.org/10.18287/2223-9537-2024-14-2-181-195.
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An approach to modeling adaptive learning processes using signed and weighted directed graphs (digraphs) is exam-ined. The vertices of the digraphs represent the characteristics of educational activities. The orientation, signs, and weights of the digraph arcs define the mutual influence of these characteristics. The dynamics of adaptive learning are modeled within digraphs using a specific impulse process algorithm. An external disturbance is introduced into a partic-ular vertex of the digraph, and the propagation of this impulse is analyzed, enabling the prediction of values at other vertices of the digraph. The problem of optimizing the weights of digraph arcs is formulated, and an algorithm for solv-ing it is proposed to achieve stability in the impulse process. Computational experiments on a digraph revealed that the objective function for optimizing the arcs of a weighted digraph is multiextremal. The occurrence of a local minimum is determined by the initial values of the vector of design variables (weights of digraph arcs) and constraints on these var-iables. Consequently, the qualifications of the developer of the adaptive learning model who assigns these values are crucial. Cognitive models of adaptive learning can be classified as prescriptive and descriptive. Prescriptive models out-line what the adaptive learning process should be, while descriptive models depict existing adaptive learning processes and can be utilized to study their effectiveness. The developed methodology for cognitive modeling of adaptive learn-ing processes allows for the prediction of learning outcomes and can be employed in the research, design, and imple-mentation of adaptation mechanisms and intelligent control in e-learning systems, as well as in the didactic training of teachers in the field of e-learning.
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Milutinovic, Milos, Zivko Bojovic, Aleksandra Labus, Zorica Bogdanovic, and Marijana Despotovic-Zrakic. "Ontology-based generated learning objects for mobile language learning." Computer Science and Information Systems 13, no. 2 (2016): 493–514. http://dx.doi.org/10.2298/csis141030004m.
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Adaptivity is an essential quality for any mobile learning process. When learning on the move, in short time intervals, the learning process is often limited, and content needs to be adapted in order to keep the interactions with the user simple, effective, and motivating. This paper presents a model for mobile adaptive language learning, with the main goal of improving the mobile language learning process using adaptive techniques. The presented model is designed in such a way to utilize unique opportunities for delivery of learning content in authentic learning situations. In order to allow adaptivity based on several parameters, an ontological framework is presented along with a format of lightweight learning objects for content delivery. A cloud and web-service based system for adaptation is envisioned on top of the ontological framework and presented, with some implementation suggestions and possibilities discussed.
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Szijarto, Barbara, and J. Bradley Cousins. "Making Space for Adaptive Learning." American Journal of Evaluation 40, no. 2 (2018): 160–76. http://dx.doi.org/10.1177/1098214018781506.
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This article reports findings from a research program exploring the role of mediation in an “adaptive learning” process through study of developmental evaluation (DE). Our study focuses on how mediators might influence the relationships between components of a social learning system and the implications for adaptive learning. Specifically, we focused on evaluators making space for the interrogation of ideas and choices, why this is important, what strategies are used, and what challenges present. Data from a multiple case study of four DEs revealed multiple drivers behind a need to make space, including new trust factors, uncertainty and anxiety, and learning-related norms. Strategies that were employed included turning down the heat, seeking balance among competing needs, normalizing evaluation practice, and legitimizing DE. Results are discussed in terms of implications for evaluation capacity building in adaptive learning contexts. Questions for future inquiry are posed.
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Chen, Chyun-Chyi, Po-Sheng Chiu, and Yueh-Min Huang. "The Learning Style-Based Adaptive Learning System Architecture." International Journal of Online Pedagogy and Course Design 5, no. 2 (2015): 1–10. http://dx.doi.org/10.4018/ijopcd.2015040101.
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In the current study of learning process that show learners will take a different way and use different types of learning resources in order to learning better. Any many researchers also agree that learning materials must be able to meet the various learning styles of learners. Therefore, let learners can effective to improve their learning, for different learning styles of learners should be given different types of learning materials. In this paper the authors propose a learner's learning style-based adaptive learning system architecture that is designed to help learners advance their on-line learning along an adaptive learning path. The investigation emphasizes the relationship of learning content to the learning style of each participant in adaptive learning. An adaptive learning rule was developed to identify how learners of different learning styles may associate those contents which have the higher probability of being useful to form an optimal learning path. In this adaptive learning system architecture, it will according to different learning styles given different types of learning materials and will according to learner's profile to adjust learner's learning style for providing suitable learning materials.
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Chen, Yunxiao, Xiaoou Li, Jingchen Liu, and Zhiliang Ying. "Recommendation System for Adaptive Learning." Applied Psychological Measurement 42, no. 1 (2017): 24–41. http://dx.doi.org/10.1177/0146621617697959.
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An adaptive learning system aims at providing instruction tailored to the current status of a learner, differing from the traditional classroom experience. The latest advances in technology make adaptive learning possible, which has the potential to provide students with high-quality learning benefit at a low cost. A key component of an adaptive learning system is a recommendation system, which recommends the next material (video lectures, practices, and so on, on different skills) to the learner, based on the psychometric assessment results and possibly other individual characteristics. An important question then follows: How should recommendations be made? To answer this question, a mathematical framework is proposed that characterizes the recommendation process as a Markov decision problem, for which decisions are made based on the current knowledge of the learner and that of the learning materials. In particular, two plain vanilla systems are introduced, for which the optimal recommendation at each stage can be obtained analytically.
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Feng, Weihao, Dongzhu Feng, Pei Dai, Shaopeng Li, Chenkai Zhang, and Jiadi Ma. "Fast Entry Trajectory Planning Method for Wide-Speed Range UASs." Drones 9, no. 3 (2025): 210. https://doi.org/10.3390/drones9030210.
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Convex optimization has gained increasing popularity in trajectory planning methods for wide-speed range unmanned aerial systems (UASs) with multiple no-fly zones (NFZs) in the entry phase. To address the issues of slow or even infeasible solutions, a modified fast trajectory planning method using the approaches of variable trust regions and adaptive generated initial values is proposed in this paper. A dimensionless energy-based dynamics model detailing the constraints of the entry phase is utilized to formulate the original entry trajectory planning problem. This problem is then transformed into a finite-dimensional convex programming problem, using techniques such as successive linearization and interval trapezoidal discretization. Finally, a variable trust region strategy and an adaptive initial value generation strategy are adopted to accelerate the solving process in complex flight environments. The experimental results imply that the strategy proposed in this paper can significantly reduce the solution time of trajectory planning for wide-speed range UASs in complex environments.