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Journal articles on the topic 'Changing learning environment'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Mihai, Florin, Andrei Stanciu, and Ofelia Aleca. "Changing Learning Environment Through Technology." Annales Universitatis Apulensis Series Oeconomica 1, no. 13 (2011): 48–56. http://dx.doi.org/10.29302/oeconomica.2011.13.1.5.

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2

Speekenbrink, Maarten, and David R. Shanks. "Learning in a changing environment." Journal of Experimental Psychology: General 139, no. 2 (2010): 266–98. http://dx.doi.org/10.1037/a0018620.

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3

Watanabe, Hiroshi, Yoshinori Yoshii, Yasuhiro Masutani, and Fumio Miyazaki. "Learning in Changing Environment. "Hanetsuki" Task." Transactions of the Japan Society of Mechanical Engineers Series C 61, no. 586 (1995): 2514–20. http://dx.doi.org/10.1299/kikaic.61.2514.

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Henscheid, Jean M. "From the editor: Changing the learning environment." About Campus 14, no. 6 (2010): 1. http://dx.doi.org/10.1002/abc.20001.

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FAKHARI, PEGAH, KARTHIKEYAN RAJAGOPAL, S. N. BALAKRISHNAN, and J. R. BUSEMEYER. "QUANTUM INSPIRED REINFORCEMENT LEARNING IN CHANGING ENVIRONMENT." New Mathematics and Natural Computation 09, no. 03 (2013): 273–94. http://dx.doi.org/10.1142/s1793005713400073.

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Inspired by quantum theory and reinforcement learning, a new framework of learning in unknown probabilistic environment is proposed. Several simulated experiments are given; the results demonstrate the robustness of the new algorithm for some complex problems. Also we generalized the Grover algorithm to improve the rate of converging to an optimal path. In other words, the new generalized algorithm helps to increase the probability of selecting good actions with better weights' adjustments.

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6

Beck, Günter W., and Volker Wieland. "Learning and control in a changing economic environment." Journal of Economic Dynamics and Control 26, no. 9-10 (2002): 1359–77. http://dx.doi.org/10.1016/s0165-1889(01)00075-6.

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Hogan-Brun, Gabrielle, and Holger Laux. "Specialist gateways through chaos: a changing learning environment." System 29, no. 2 (2001): 253–65. http://dx.doi.org/10.1016/s0346-251x(01)00014-8.

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Henning, Marcus A., Boaz Shulruf, Susan J. Hawken, and Ralph Pinnock. "Changing the learning environment: the medical student voice." Clinical Teacher 8, no. 2 (2011): 83–87. http://dx.doi.org/10.1111/j.1743-498x.2011.00439.x.

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Raddon, Arwen E. "A changing environment: narratives of learning about research." International Journal for Researcher Development 2, no. 1 (2011): 26–45. http://dx.doi.org/10.1108/17597511111178005.

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10

Moore, William E. "Changing the Learning Environment at Historically Black Colleges." College Teaching 33, no. 2 (1985): 72–75. http://dx.doi.org/10.1080/87567555.1985.10532291.

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Kurihara, Satoshi, Rikio Onai, and Toshiharu Sugawara. "Adaptive Reinforcement Learning Integrating Exploitation-and Exploration-oriented Learning." Journal of Advanced Computational Intelligence and Intelligent Informatics 3, no. 6 (1999): 474–78. http://dx.doi.org/10.20965/jaciii.1999.p0474.

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We propose and evaluate an adaptive reinforcement learning system that integrates both exploitation- and exploration-oriented learning (ArLee). Compared to conventional reinforcement learning, ArLee is more robust in a dynamically changing environment and conducts exploration-oriented learning efficiently even in a large-scale environment. It is thus well suited for autonomous systems, for example, software agents and mobile robots, that operate in dynamic, large-scale environments, such as the real world and the Internet. Simulation demonstrates the learning system’s basic effectiveness.

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Jordan, Erin E., and Janet A. Samuels. "Research Initiatives in Accounting Education: Improving Learning Effectiveness." Issues in Accounting Education 35, no. 4 (2020): 9–24. http://dx.doi.org/10.2308/issues-2020-019.

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ABSTRACT Learning effectiveness is a commonly explored area of accounting education research. As the educational environment is continually changing and evolving, research on learning effectiveness will continue to be an area of great interest to accounting faculty and administrators alike. This essay explores five categories of change in accounting education: changing content and curriculum, changing content delivery methods, changing classroom environments, changing student demographics, and changing measures of learning and performance. Within each category, we discuss the changes and suggest future research to examine each aspect of learning effectiveness.

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Hunt, Louise. "Changing people’s perceptions and creating a vibrant learning environment." Nursing Older People 29, no. 5 (2017): 20–22. http://dx.doi.org/10.7748/nop.29.5.20.s23.

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Heller, Dana. "An evolutionary approach to learning in a changing environment." Journal of Economic Theory 114, no. 1 (2004): 31–55. http://dx.doi.org/10.1016/s0022-0531(03)00117-0.

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15

Keskin, N. Bora, and Assaf Zeevi. "Chasing Demand: Learning and Earning in a Changing Environment." Mathematics of Operations Research 42, no. 2 (2017): 277–307. http://dx.doi.org/10.1287/moor.2016.0807.

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DALL, SASHA R. X., JOHN M. MCNAMARA, and INNES C. CUTHILL. "Interruptions to foraging and learning in a changing environment." Animal Behaviour 57, no. 1 (1999): 233–41. http://dx.doi.org/10.1006/anbe.1998.0944.

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17

Harrod, WIlliam L., and Laurel A. Townsend. "Distance learning in a changing environment at Lucent Technologies." Career Development International 3, no. 5 (1998): 194–98. http://dx.doi.org/10.1108/13620439810229406.

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18

Groß, Roderich, Alasdair I. Houston, Edmund J. Collins, John M. McNamara, François-Xavier Dechaume-Moncharmont, and Nigel R. Franks. "Simple learning rules to cope with changing environments." Journal of The Royal Society Interface 5, no. 27 (2008): 1193–202. http://dx.doi.org/10.1098/rsif.2007.1348.

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We consider an agent that must choose repeatedly among several actions. Each action has a certain probability of giving the agent an energy reward, and costs may be associated with switching between actions. The agent does not know which action has the highest reward probability, and the probabilities change randomly over time. We study two learning rules that have been widely used to model decision-making processes in animals—one deterministic and the other stochastic. In particular, we examine the influence of the rules' ‘learning rate’ on the agent's energy gain. We compare the performance of each rule with the best performance attainable when the agent has either full knowledge or no knowledge of the environment. Over relatively short periods of time, both rules are successful in enabling agents to exploit their environment. Moreover, under a range of effective learning rates, both rules are equivalent, and can be expressed by a third rule that requires the agent to select the action for which the current run of unsuccessful trials is shortest. However, the performance of both rules is relatively poor over longer periods of time, and under most circumstances no better than the performance an agent could achieve without knowledge of the environment. We propose a simple extension to the original rules that enables agents to learn about and effectively exploit a changing environment for an unlimited period of time.

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19

Robin, Libby, and Max Day. "Changing Ideas about the Environment in Australia: Learning from Stockholm." Historical Records of Australian Science 28, no. 1 (2017): 37. http://dx.doi.org/10.1071/hr17004.

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This paper explores Australia's responses to questions about ‘the environment', particularly in the period from the 1960s–80s, showing how they were informed in varying amounts by international science, by the emerging aesthetics of the idea of the environment and by social movements, including one later known as environmentalism. The rise of ‘integrated science', particularly Big Science and international collaborations in science, modelling and the information technology revolution all shaped the interdisciplinary expertise that frames the environment still. It is, however, very rare to find an individual like Max Day, whose biography enables a re-examination of the way thinking about the environment shaped strategic national thinking, public science and popular concerns including national parks management across the second half of the twentieth century.

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Ahmad, Rafiq, and Peter Plapper. "Path planning self-learning Algorithm for a dynamic changing environment." MATEC Web of Conferences 42 (2016): 03002. http://dx.doi.org/10.1051/matecconf/20164203002.

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Hopkins, Robin, Glenn Regehr, and Timothy D. Wilson. "Exploring the Changing Learning Environment of the Gross Anatomy Lab." Academic Medicine 86, no. 7 (2011): 883–88. http://dx.doi.org/10.1097/acm.0b013e31821de30f.

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Smith, Carly, and Rachel Forrester-Jones. "Experiential learning: changing student attitudes towards learning disability." Tizard Learning Disability Review 19, no. 3 (2014): 110–17. http://dx.doi.org/10.1108/tldr-12-2012-0010.

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Purpose – The purpose of this paper is to analyse the reflective journals kept by 62 students researching and interviewing people with learning disabilities. The aim was to explore the content and discover any themes that were generated throughout the journals as a result of the pre-, during- and post-interview process. Design/methodology/approach – The method used to analyse the journals was Interpretative Phenomenological Analysis (Smith and Osborn, 2008). Findings – The results showed that there was a shift from negative to positive reflections as the frequency of contact with people with learning disabilities increased and that the majority of students reported a change in attitude towards this group of individuals after experiencing direct contact (two to three meetings over a period of two months). Research limitations/implications – Implications of the findings are for government policies, promoting social inclusion through education, to offer the opportunity for direct contact with people with learning disabilities, (in keeping with Allport's, 1954 Contact Theory) at an earlier stage in education, fostering an environment for earlier attitude change and increased social inclusion. Social implications – Changing society's attitude through our education system may decrease marginalisation by the public as well as discriminatory and abusive behaviour found in some social and community care settings. Originality/value – This piece of research may add value to social, government and educational policies. Finding an evidence base to continue to build policies for decreasing marginalisation and promoting social inclusion for people with learning disabilities.

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23

Hall *, Matthew, Alan Ramsay, and John Raven. "Changing the learning environment to promote deep learning approaches in first-year accounting students." Accounting Education 13, no. 4 (2004): 489–505. http://dx.doi.org/10.1080/0963928042000306837.

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Roemmich, Ryan T., and Amy J. Bastian. "Two ways to save a newly learned motor pattern." Journal of Neurophysiology 113, no. 10 (2015): 3519–30. http://dx.doi.org/10.1152/jn.00965.2014.

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Savings, or faster relearning after initial learning, demonstrates humans' remarkable ability to retain learned movements amid changing environments. This is important within the context of locomotion, as the ability of the nervous system to “remember” how to walk in specific environments enables us to navigate changing terrains and progressively improve gait patterns with rehabilitation. Here, we used a split-belt treadmill to study precisely how people save newly learned walking patterns. In Experiment 1, we investigated savings by systematically varying the learning and unlearning environments. Savings was predominantly influenced by 1) previous exposure to similar abrupt changes in the environment and 2) the amount of exposure to the new environment. Relearning was fastest when these two factors coincided, and we did not observe savings after the environment was introduced gradually during initial learning. In Experiment 2, we then studied whether people store explicit information about different walking environments that mirrors savings of a new walking pattern. Like savings, we found that previous exposure to abrupt changes in the environment also drove the ability to recall a previously experienced walking environment accurately. Crucially, the information recalled was extrinsic information about the learning environment (i.e., treadmill speeds) and not intrinsic information about the walking pattern itself. We conclude that simply learning a new walking pattern is not enough for long-term savings; rather, savings of a learned walking pattern involves recall of the environment or extended training at the learned state.

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Huang, Le Hui, and Bin Gui. "Discussion on Research Learning under the Network Environment." Applied Mechanics and Materials 599-601 (August 2014): 2036–39. http://dx.doi.org/10.4028/www.scientific.net/amm.599-601.2036.

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The rapid development of the internet has deeply changed the way of human life and learning. As an important learning concept being promoting in domestic and foreign education in recent years, the mode of research learning is changing with the development of internet. The paper summarizes the basis connotation of research learning, the advantages and disadvantages of implementing research learning by the internet, and matters needing to pay attention to in research learning under the network environment.

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26

Dhahri, Chaima, and Tomoaki Ohtsuki. "Cell selection for open-access femtocell networks: Learning in changing environment." Physical Communication 13 (December 2014): 42–52. http://dx.doi.org/10.1016/j.phycom.2014.04.008.

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Harwood, Cynthia J., Jeanne Meyer, and Marcy H. Towns. "Assessing Student Learning in a Rapidly Changing Environment: Laboratories and Exams." Journal of Chemical Education 97, no. 9 (2020): 3110–13. http://dx.doi.org/10.1021/acs.jchemed.0c00651.

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28

RASHID, Yahya, Itsuo HATONO, and Kanji UEDA. "A Learning-Based Methodology for Control of Scheduling in Changing Environment." JSME International Journal Series C 42, no. 4 (1999): 1078–84. http://dx.doi.org/10.1299/jsmec.42.1078.

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29

Pamela Woolner, Jill Clark, Karen Laing, Ulrike Thomas, and Lucy Tiplady. "Changing Spaces: Preparing Students and Teachers for a New Learning Environment." Children, Youth and Environments 22, no. 1 (2012): 52. http://dx.doi.org/10.7721/chilyoutenvi.22.1.0052.

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30

Thomas, W. E. G. "Ensuring a graduated integrated progression of learning in a changing environment." ANZ Journal of Surgery 79, no. 3 (2009): 143–47. http://dx.doi.org/10.1111/j.1445-2197.2008.04831.x.

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31

den Boer, Arnoud V. "Tracking the market: Dynamic pricing and learning in a changing environment." European Journal of Operational Research 247, no. 3 (2015): 914–27. http://dx.doi.org/10.1016/j.ejor.2015.06.059.

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D’Alba, Adriana, Anjum Najmi, Jonathan Gratch, and Chris Bigenho. "Virtual Learning Environments. The oLTECx." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (2011): 33–50. http://dx.doi.org/10.4018/jgcms.2011010103.

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The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.

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Борисова, Елена Владимировна. "MODERN STUDENTS AND DIGITAL LEARNING ENVIRONMENT." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(50) (March 24, 2020): 178–84. http://dx.doi.org/10.26456/vtpsyped/2020.1.178.

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В статье рассмотрено своеобразие современной системы высшего образования, обусловленное требованиями общества, расширением цифровых инструментов и ресурсов, обновлением педагогических подходов и отличительными чертами студентов. Отмечен ряд преимуществ цифровой среды, предполагающей изменение формата образовательного процесса средствами комбинирования методов обучения на базе цифрового контента. Приведены методика и результаты авторского исследования, отражающие позитивное, в целом, отношение современных студентов к методам обучения и контроля, широко использующим цифровые компоненты. The article considers the originality of the modern system of higher education, due to the requirements of society, the expansion of digital tools and resources, updating pedagogical approaches and the hallmarks of students. A number of advantages of the digital environment, which involves changing the format of the educational process by combining teaching methods based on digital content, are noted. The methodology and results of the author's research are presented, reflecting the positive, in general, attitude of modern students to teaching and control methods that widely use digital components.

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Campbell, Elizabeth, and Neomy Storch. "The changing face of motivation." Australian Review of Applied Linguistics 34, no. 2 (2011): 166–92. http://dx.doi.org/10.1075/aral.34.2.03cam.

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Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners’ motivation to learn Chinese as a second language (L2). The study was longitudinal and cross-sectional. Interviews were conducted with learners at different year levels over the course of a university semester to analyse motivation to choose a particular L2, how motivation changes over time, and factors contributing to that change. The study found that motivation is diverse, complex, and undergoes many fluctuations. Motivation to begin language study was related to both past L2 learning experiences and personal goals. Once language study began, factors related to the learning environment were the most important factors to impact on motivation, and were also most likely to demotivate learners. However, when learners had a clear future image of themselves as speakers of the L2, they were able to continue motivating themselves, regardless of the demotivation stemming from their learning environment. These findings lend some support for Dörnyei’s (2005, 2009) L2 Motivational Self-System theory, which highlights the importance of the ideal L2 self as a powerful motivator to learn an L2.

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Lopez, Tabbetha, Katherine R. Arlinghaus, and Craig A. Johnston. "Developing Adaptive Learning Environments to Support Long-Term Health Promotion." American Journal of Lifestyle Medicine 13, no. 1 (2018): 30–32. http://dx.doi.org/10.1177/1559827618807389.

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Health promotion strategies typically include changing the environment, providing supervision to decrease the likelihood an unhealthy behavior will occur, and increasing skills to make decisions supporting health in environments in which such choices are challenging to make. The first two strategies are important in improving the environment to promote healthy decision making. However, the creation of restrictive environments has repeatedly shown to not support disease prevention in the long term. Restrictive environments do not support the development of skills to make healthy choices when restrictions are not in place. This is particularly true for children who are learning to navigate their environment and make health decisions. The creation of adaptive learning environments should be prioritized to help individuals develop the skills needed for long-term health promotion.

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Rendell, L., R. Boyd, M. Enquist, M. W. Feldman, L. Fogarty, and K. N. Laland. "How copying affects the amount, evenness and persistence of cultural knowledge: insights from the social learning strategies tournament." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (2011): 1118–28. http://dx.doi.org/10.1098/rstb.2010.0376.

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Darwinian processes should favour those individuals that deploy the most effective strategies for acquiring information about their environment. We organized a computer-based tournament to investigate which learning strategies would perform well in a changing environment. The most successful strategies relied almost exclusively on social learning (here, learning a behaviour performed by another individual) rather than asocial learning, even when environments were changing rapidly; moreover, successful strategies focused learning effort on periods of environmental change. Here, we use data from tournament simulations to examine how these strategies might affect cultural evolution, as reflected in the amount of culture (i.e. number of cultural traits) in the population, the distribution of cultural traits across individuals, and their persistence through time. We found that high levels of social learning are associated with a larger amount of more persistent knowledge, but a smaller amount of less persistent expressed behaviour, as well as more uneven distributions of behaviour, as individuals concentrated on exploiting a smaller subset of behaviour patterns. Increased rates of environmental change generated increases in the amount and evenness of behaviour. These observations suggest that copying confers on cultural populations an adaptive plasticity, allowing them to respond to changing environments rapidly by drawing on a wider knowledge base.

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Li, Yang, Shijie Guo, Lishuang Zhu, Toshiharu Mukai, and Zhongxue Gan. "A recurrent reinforcement learning approach applicable to highly uncertain environments." International Journal of Advanced Robotic Systems 17, no. 2 (2020): 172988142091625. http://dx.doi.org/10.1177/1729881420916258.

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Reinforcement learning has been a promising approach in control and robotics since data-driven learning leads to non-necessity of engineering knowledge. However, it usually requires many interactions with environments to train a controller. This is a practical limitation in some real environments, for example, robots where interactions with environments are restricted and time inefficient. Thus, learning is generally conducted with a simulation environment, and after the learning, migration is performed to apply the learned policy to the real environment, but the differences between the simulation environment and the real environment, for example, friction coefficients at joints, changing loads, may cause undesired results on the migration. To solve this problem, most learning approaches concentrate on retraining, system or parameter identification, as well as adaptive policy training. In this article, we propose an approach where an adaptive policy is learned by extracting more information from the data. An environmental encoder, which indirectly reflects the parameters of an environment, is trained by explicitly incorporating model uncertainties into long-term planning and policy learning. This approach can identify the environment differences when migrating the learned policy to a real environment, thus increase the adaptability of the policy. Moreover, its applicability to autonomous learning in control tasks is also verified.

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Huang, Feng, Ming Cao, and Long Wang. "Learning enables adaptation in cooperation for multi-player stochastic games." Journal of The Royal Society Interface 17, no. 172 (2020): 20200639. http://dx.doi.org/10.1098/rsif.2020.0639.

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Interactions among individuals in natural populations often occur in a dynamically changing environment. Understanding the role of environmental variation in population dynamics has long been a central topic in theoretical ecology and population biology. However, the key question of how individuals, in the middle of challenging social dilemmas (e.g. the ‘tragedy of the commons’), modulate their behaviours to adapt to the fluctuation of the environment has not yet been addressed satisfactorily. Using evolutionary game theory, we develop a framework of stochastic games that incorporates the adaptive mechanism of reinforcement learning to investigate whether cooperative behaviours can evolve in the ever-changing group interaction environment. When the action choices of players are just slightly influenced by past reinforcements, we construct an analytical condition to determine whether cooperation can be favoured over defection. Intuitively, this condition reveals why and how the environment can mediate cooperative dilemmas. Under our model architecture, we also compare this learning mechanism with two non-learning decision rules, and we find that learning significantly improves the propensity for cooperation in weak social dilemmas, and, in sharp contrast, hinders cooperation in strong social dilemmas. Our results suggest that in complex social–ecological dilemmas, learning enables the adaptation of individuals to varying environments.

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Magen- Nagar, Noga, Hanna Shachar, and Osnat Argaman. "Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games." Journal of Information Technology Education: Innovations in Practice 18 (2019): 061–85. http://dx.doi.org/10.28945/4405.

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Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

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40

Bradburne, James M. "Changing Designership: The Role of the Designer in the Informal Learning Environment." Museum Management and Curatorship 18, no. 2 (1999): 159–71. http://dx.doi.org/10.1080/09647779900401802.

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41

Winer, Laura R., and Jeremy Cooperstock. "The “Intelligent Classroom”: changing teaching and learning with an evolving technological environment." Computers & Education 38, no. 1-3 (2002): 253–66. http://dx.doi.org/10.1016/s0360-1315(01)00073-2.

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42

de Janasz, Suzanne C., and Vicki R. Whiting. "Using service to transform learning: re‐scripted ABCs for our changing environment." International Journal of Organizational Analysis 17, no. 1 (2009): 60–75. http://dx.doi.org/10.1108/19348830910948904.

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43

Mariman, Juan J., Pablo Burgos, and Pedro E. Maldonado. "Parallel learning processes of a visuomotor adaptation task in a changing environment." European Journal of Neuroscience 49, no. 1 (2018): 106–19. http://dx.doi.org/10.1111/ejn.14258.

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Lewinson, Jennifer. "Asynchronous discussion forums in the changing landscape of the online learning environment." Campus-Wide Information Systems 22, no. 3 (2005): 162–67. http://dx.doi.org/10.1108/10650740510606162.

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45

Zhang, Yunfeng, Jaehyon Paik, and Peter Pirolli. "Reinforcement Learning and Counterfactual Reasoning Explain Adaptive Behavior in a Changing Environment." Topics in Cognitive Science 7, no. 2 (2015): 368–81. http://dx.doi.org/10.1111/tops.12143.

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46

Antonini, Ernesto, Jacopo Gaspari, and Cristina Visconti. "Collaborative Learning Experiences in a Changing Environment: Innovative Educational Approaches in Architecture." Sustainability 13, no. 16 (2021): 8895. http://dx.doi.org/10.3390/su13168895.

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The sense of uncertainty and fragility due to the effects and magnitude of global challenges we are facing (from the circumstances of the pandemic to the impacts of climate change) requires—much more than in the past—the capacity to generate a visionary and forefront design approach in the young generation, with an aim to stimulate their reaction attitude rather than providing consolidated tools from past conditions that no longer exist or will rapidly evolve. Within this general framework, we have investigated the effectiveness and impacts of experienced-based methods of learning and innovative educational tools in architecture that are aimed at shaping expertise that addresses the aspects of environment and climate change in the context of socio-cultural dynamics, real potentialities and constraints, and their transdisciplinary trajectories. We analyzed five international pioneering teaching experiences that provided the opportunity to understand the outcomes of collaborative and experiential learning processes by which the educational activities leverage dialogue between diverse communities (including academia, citizens, policymakers, and practitioners). The study outcomes show that shifting the pedagogical paradigm towards experience-based models can improve the awareness of future practitioners for the climate implications of architectural design, implement their analysis and project skills, and trigger processes of knowledge transfer and co-production at the community level. Experience-based models also allow them to better address the societal and cultural issues involved in decision making.

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Clancy, Sharon Louise, and John Holford. "“Life-changing things happen”." Education + Training 60, no. 6 (2018): 620–36. http://dx.doi.org/10.1108/et-03-2018-0069.

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Purpose The purpose of this paper is to examine the implications for adults of learning in a residential context and whether the residential aspect intensifies the learning process, and can lead to enhanced personal transformation, moving beyond professional skills and training for employability. Design/methodology/approach The paper reports on research, conducted in 2017, with 41 current and former staff and students (on both short courses and longer access courses) in four residential colleges for adults: Ruskin, Northern, Fircroft and Hillcroft Colleges. Findings Key findings include the powerful role residential education plays in accelerating and deepening learning experiences, particularly for adults who have faced extraordinary personal and societal challenges and are second chance learners. The colleges, all in historic settings, confer feelings of worth, security and sanctuary and the staff support – pastoral and academic, bespoke facilities and private rooms are vital enabling mechanisms. Seminar-style learning creates opportunity for experiential group learning, helping to foster critical thinking and challenge to mainstream views. Social implications The colleges’ ethos, curricula and traditions foster among students an “ethic of service” and a desire to offer “emotional labour” to their own communities, through working for instance in health and social care or the voluntary sector. Originality/value Little research has been undertaken in contemporary settings on the impact of learning in a residential environment, particularly for second chance learners and vulnerable adults. Still less research has examined the wider implications of learning in a historic building setting and of learning which extends into critical thinking, intellectual growth, transformation and change.

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Gaskins, Whitney Brooke, Jeffrey Johnson, Cathy Maltbie, and Anant Kukreti. "Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning." International Journal of Engineering Pedagogy (iJEP) 5, no. 1 (2015): 33. http://dx.doi.org/10.3991/ijep.v5i1.4138.

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Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the colleges of engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.

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Foster, Janet L., and Holly A. Syrdal. "Improvements To The E-Learning Environment: Meeting Student Needs." Contemporary Issues in Education Research (CIER) 2, no. 1 (2011): 1. http://dx.doi.org/10.19030/cier.v2i1.1099.

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Universities are changing delivery methods for courses in order to meet the demands of today’s college students. The increasing usage of internet-based courses has significant implications for institutions of higher education. With a goal of expanding enrollment, many are interested in delivering online instruction. At the same time, the proliferation of internet courses leads to questions concerning the quality of online learning. This study focuses on students’ perceptions of internet-based courses and the reasons students take such courses. Recommendations to deliver quality learning experiences in the virtual classroom are discerned.

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Han, Y., and A. Yilmaz. "DYNAMIC ROUTING FOR NAVIGATION IN CHANGING UNKNOWN MAPS USING DEEP REINFORCEMENT LEARNING." ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences V-1-2021 (June 17, 2021): 145–50. http://dx.doi.org/10.5194/isprs-annals-v-1-2021-145-2021.

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Abstract. In this work, we propose an approach for an autonomous agent that learns to navigate in an unknown map in a real-world environment. Recognizing that the real-world environment is changing overtime such as road-closure happening due to construction work, a key contribution of our paper is adopt the dynamic adaptation characteristic of the reinforcement learning approach and develop a dynamic routing ability for our agent. Our method is based on the Q-learning algorithm and modifies it into a double-critic Qlearning model (DCQN) that only uses visual input without other aids such as GPS. Our treatment of the problem enables the agent to learn the navigation policy while interacting with the environment. We demonstrate that the agent can learn navigating to the destination kilometers away from the starting point in a real world scenario and has the ability to respond to environment changes while learning to adjust the routing plan dynamically by adjusting the old knowledge. The supplementary video can be accessed at the following link: https://www.youtube.com/watch?v=tknsxVuNwkg.

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