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Boştină-Bratu, Simona, and Alina Negoescu. "Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (2016): 407–12. http://dx.doi.org/10.1515/kbo-2016-0070.
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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.
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Park, Jae, and Run Wen. "A comparative framework for culturally differentiated digital game-based learning." International Journal of Comparative Education and Development 18, no. 3 (2016): 138–49. http://dx.doi.org/10.1108/ijced-04-2016-0008.
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Purpose – The purpose of this paper is to explore culture as the unit of analysis in comparative education in the context of technology-mediated learning known as digital game-based learning (DGBL). Design/methodology/approach – Two digital games for Chinese language learning were purposefully designed and produced following existing studies in cross-cultural psychology, learning theories and second language acquisition. To corroborate the assumption that culture affects user’s preference of DGBL learning interface, the two newly developed instructional tools were evaluated with eastern and western learners to find out their perceptions and choices through direct observation, pre-/post-assessments and a group interview. Findings – The evaluation indicates the validity of the key assumptions in the theoretical framework: eastern learners were fond of the type of digital game that involves social cues and situational factors, whereas, western learners preferred a simple design and goal-oriented learning game in which they had the power of control. Originality/value – This paper suggests a theoretical and technical framework to design, and produce culturally sensitive DGBL learning tools. Extant studies on the relationship between culture and DGBL are usually on how digital games generate unique learning experiences and culture. Looking at the same phenomenon but in a reverse direction, this study reports on how learners’ culture determines their preferences in DGBL.
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Dariyani, Nuriz, Leni Marlina*, Ida Sriyanti, Sudirman Sudirman, and Meilinda Meilinda. "Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku." Jurnal IPA & Pembelajaran IPA 6, no. 3 (2022): 246–56. http://dx.doi.org/10.24815/jipi.v6i3.25704.
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Learning with a new paradigm is designed based on the principle of differentiated learning so that each student learns according to their needs and stage of development. This study aims to obtain an overview of the trends in the learning styles of students at public senior high school 1 Semendawai Suku III East Oku. These results are intended for initial assessment in preparing differentiated teaching modules that will be used in differentiated learning. This research is a qualitative descriptive study. The method used is a survey using a learning style questionnaire developed by chislett and chapman. The survey results were then analyzed and grouped by researchers according to the characteristics of students' learning styles, namely visual, auditory, and kinesthetic learning styles. The sample used is class x as much as one class, this class is a model to find out how learning styles can be found in other classes. Based on the results of the study, it was found that every student has a tendency to learn styles, be it visual, audio, or kinesthetic. From the analysis of the learning styles of students at public senior high school 1 semendawai Suku, east oku, the results showed that the tendency of students' learning styles was audio by 46%, visual learning styles by 39%, and kinesthetic learning styles by 15%. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles
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Hidayati, Fina Hanifa. "Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development." International Journal on Teaching and Learning Mathematics 3, no. 1 (2020): 37–45. http://dx.doi.org/10.18860/ijtlm.v3i1.9699.
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Differentiated instruction is an approach that can be used to facilitate students with various characteristics and help them to master mathematics in every topic learned. This study describes teachers’ performance in implementing differentiated instruction. In the second secondary school level, thirty mathematics teachers designed mathematics lessons using differentiated instruction in different topics, peer-reviewed, and peer-presented. Implementing the lesson in a real classroom was done while conducting classroom observation to see what works well during the learning process and improve it. Qualitative descriptive method was used to describe the process of research and analyze findings during the lesson through observation and forum group interview. From this process, teachers prepared instruction based on students’ abilities, took into account personal mathematics understanding, and helped students achieve mathematics learning goals. Teachers also learned strategies for helping students learned. Meanwhile, students enjoyed the learning process through their different ways of learning.
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Oancea, Romana, Vlad-Andrei Barsan, and Iulian Bouleanu. "Adaptivity in E-Learning Systems." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 3 (2018): 66–69. http://dx.doi.org/10.1515/kbo-2018-0138.
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Abstract The differentiated designing of lessons from the virtual environment can have beneficial effects on the student. In order to achieve the objectives proposed in the course, the content should not only meet the student’s expectations but must be designed adaptively according to the defining elements of each learner. Adaptability in content is an essential factor in maintaining motivation, involving the student, and engaging him/her in the study. The paper analyses approaches for the adaptive building of content by identifying the elements that can influence the achievement of the objectives - motivation, expectation, learner’s style, a priori knowledge
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Kamarulzaman, Mohd Hasrul, Mohd Fadzil Kamarudin, Mohd Saifun Aznin Mohd Sharif, Muhammad Zaim Esrati, Muhammad Zaim Esrati, and Rorlinda Yusof. "Impact of Differentiated Instruction on the Mathematical Thinking Processes of Gifted and Talented Students." Journal of Education and e-Learning Research 9, no. 4 (2022): 269–77. http://dx.doi.org/10.20448/jeelr.v9i4.4253.
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The aim of this study is to examine if differentiated instruction benefits the mathematical thinking process of gifted and talented students in Malaysia. Differentiated instruction is a student-centered technique in which instructors act as facilitators. It is doubtful, however, if differentiated instruction has a beneficial effect on the overall process of mathematical thinking. A disciplined approach to learning mathematics is deemed essential. In this study, a questionnaire was designed to assess students' motivation towards learning using differentiated instruction in mathematics, and a mathematics test was devised to assess students' mathematical thinking process. The study included 400 students who were identified as gifted and talented students; the data were analyzed using the SPSS software. The results suggest that statistically differentiated instruction has a significant effect on gifted and talented students' mathematical thinking processes. However, additional research is needed to discover which activities directly impact students' mathematical thinking processes positively and which should be avoided.
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Esteban, Luis García, Francisco García Fernández, Paloma de Palacios de Palacios, Ruth Moreno Romero, and Nieves Navarro Cano. "Artificial Neural Networks in Wood Identification: The Case of two Juniperus Species from the Canary Islands." IAWA Journal 30, no. 1 (2009): 87–94. http://dx.doi.org/10.1163/22941932-90000206.
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Neural networks are complex mathematical structures inspired on biological neural networks, capable of learning from examples (training group) and extrapolating knowledge to an unknown sample (testing group). The similarity of wood structure in many species, particularly in the case of conifers, means that they cannot be differentiated using traditional methods. The use of neural networks can be an effective tool for identifying similar species with a high percentage of accuracy. This predictive method was used to differentiate Juniperus cedrus and J. phoenicea var. canariensis, both from the Canary Islands. The anatomical features of their wood are so similar that it is not possible to differentiate them using traditional methods. An artificial neural network was used to determine if this method could differentiate the two species with a high degree of probability through the biometry of their anatomy. To achieve the differentiation, a feedforward multilayer percepton network was designed, which attained 98.6% success in the training group and 92.0% success in the testing or unknown group. The proposed neural network is satisfactory for the desired purpose and enables J. cedrus and J. phoenicea var. canariensis to be differentiated with a 92% probability.
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Palieraki, Stefania, and Konstantina Koutrouba*. "Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education." European Journal of Educational Research 10, no. 3 (2021): 1487–504. http://dx.doi.org/10.12973/eu-jer.10.3.1487.
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<p style="text-align: justify;">This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020 to 113 upper elementary students from two elementary schools in Athens. The findings of the research highlight the improvement of the quality of the students’ assessment and the level of students’ active participation due to differentiated instruction. Furthermore, the strategy of flexible grouping, the technique of “thumb it up” cards and the applied differentiated working routine proved to be highly effective. Lastly, the implementation of asynchronous working combined with hierarchical learning activities proved to be challenging to the educator due to its complexity. Based on these findings, the article discusses the importance of further research in the systematic implementation of differentiated instruction in mixed ability classrooms and in multiple subjects.</p>
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Prasetyo, Rudi, and Oktaviani Adhi Suciptaningsih. "PENERAPAN TEORI BELAJAR HUMANISTIK PADA PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR." JURNAL ILMIAH GLOBAL EDUCATION 3, no. 2 (2022): 233–37. http://dx.doi.org/10.55681/jige.v3i2.398.
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This study aims to describe the application of humanistic learning theory through differentiation learning in elementary schools. The method used in this study is the literature review method where the data comes from various sources of articles in electronic journals. The data collection technique used in this research is documentation. Furthermore, the data analysis technique used in this research is content analysis. The results of this study attempt to illustrate that differentiated learning is learning designed by the teacher to facilitate students in building their knowledge in the process of changing behavior that embodies the diversity of characteristics, interests, motivations of students. Humanistic learning theory is a theory that helps students to enjoy learning about subject matter. Humanistic learning theory can be used to implement differentiated learning in elementary schools. Humanistic learning theory emphasizes the activities of guiding, developing and directing the basic potential of students both in terms of cognitive, affective and psychomotor
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Firiady, Maryska. "COMMUNICATIVE LANGUAGE TEACHING THROUGH SPEAKING ACTIVITIES DESIGNED IN A TEXTBOOK." LLT Journal: A Journal on Language and Language Teaching 21, no. 1 (2018): 104–13. http://dx.doi.org/10.24071/llt.v21i1.708.
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Abstract In pursuing the alignment between the goal of communication purpose and communicative approach, six new textbooks were designed to facilitate teaching-learning activities in Center of English for International Communication (CEIC) at Language Institute. Only an impressionistic overview was conducted as a pre-use evaluation due to limitation of time and resources. Thus, the writer attempted to do an in-depth pre-use evaluation of the recently revised textbook. This research aimed at investigating the activity variations and types of Communicative Language Teaching (CLT) activities presented in the revised textbook used for teaching Level 1 students. The speaking activities in the textbook were analyzed using Littlewoods (1981) theoretical framework on suggested communicative activities. The results showed that the textbook has various learning activities accommodating CLT activities, pre-communicative activities, structural activities, listening activities, vocabulary building activities, and reading activities. The CLT activities found in the textbook were differentiated between functional communication and social interaction activities. Functional communication activities specifically sharing information with restricted cooperation, in the form of class surveys and information gaps were dominant compared to other activities.DOI: doi.org/10.24071/llt.2018.210111
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Nikolaou, Xanthoula Evangelia, Dr Makrina Zafiri, and Dr Vassiliki Pliogou. "The Implementation of Differentiated Instruction in English Language Learning to Students with Dyslexia in A’ Senior Class (A1) in an English Language Center: Action Research." Journal of Studies in Education 7, no. 3 (2017): 130. http://dx.doi.org/10.5296/jse.v7i3.11495.
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The purpose of this study is to investigate the implementation of differentiated instruction as a means of teaching English tο children with dyslexia (A’ senior level) at a private English Language Center, located in the suburbs of the city of Thessaloniki, in Greece. For the present action research, three ten-year-old male students participated in ten lessons designed according to the principles of differentiated instruction. The lessons took place once a week for one hour and they lasted for two and half months. The methodology used for this small scale search, was qualitative, as semi-structured interviews were applied to both the students and their mothers. According to the findings of this small scale action research study, the method of differentiated teaching is an effective method of teaching a foreign language to students with dyslexia.
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Chandra Handa, Manoj. "Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities." Journal of Advanced Academics 31, no. 4 (2020): 530–68. http://dx.doi.org/10.1177/1932202x20931457.
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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.
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Klančar, Andreja, Andreja Istenič Starčič, Mara Cotič, and Amalija Žakelj. "Problem-Based Geometry in Seventh Grade: Examining the Effect of Path-Based Vs. Conventional Instruction on Learning Outcomes." International Journal of Emerging Technologies in Learning (iJET) 16, no. 12 (2021): 16. http://dx.doi.org/10.3991/ijet.v16i12.21349.
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This experimental study examined the impact of learning and teaching ge-ometry in seventh-grade geometry education comparing learning-path and conventional instruction. According to constructivism, a learning path with the use of learning objects should enhance learner autonomy and self-directedness by providing differentiated instruction. We designed a model of path-based geometry learning in a learning management system–based learning environment with the use of dynamic geometry programs and applets, which fosters visualisation and the exploration of geometric concepts through the manipulation of interactive virtual representations. The results show that the experimental group (EG) achieved higher scores on all levels of knowledge and statistically significantly better results in taxonomy level-III tasks (problem-solving knowledge) and overall score than the control group (CG). There was initial equivalence between the EG and CG in prior knowledge. The authors concluded that path-based geometry learning empirically develops knowledge at higher cognitive levels.
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Gillis, Angela, and Marian A. Mac Lellan. "Critical Service Learning in Community Health Nursing: Enhancing Access to Cardiac Health Screening." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 63–71. http://dx.doi.org/10.1515/ijnes-2012-0031.
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AbstractCritical service learning (CSL) offers promise for preparing community health nursing students to be advocates for social justice and social change. The purpose of this article is to describe a community based CSL project designed to provide cardiac health screening to an underserviced population, wherein nursing’s role in social justice is integrated into nursing practice. First, the relationship between social justice and CSL is explored. Then, the CSL approach is examined and differentiated from the traditional service learning models frequently observed in the nursing curriculum. The CSL project is described and the learning requisites, objectives, requirements, and project outcomes are outlined. While not a panacea for system reform, CSL offers nursing students avenues for learning about social justice and understanding the social conditions that underlie health inequalities. Nurse educators may benefit from the new strategies for incorporating social justice into nursing curriculum; this paper suggests that CSL offers one possibility.
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Klets, Tatyana, Oksana Malysheva, and Nadezhda Presnyakova. "DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 534. http://dx.doi.org/10.17770/sie2018vol3.3421.
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In the Russian system of foreign language education, learner-centred approach is seen as a leading strategic direction designed to ensure self-realization of the learner as a linguistic personality able to interact effectively in the intercultural context. The problem of differentiation is one of the central issues in learner-centred education. In authors’ opinion, the differentiated approach is the most optimal in the conditions of the heterogeneity of the study groups. The article reveals the main characteristics of a differentiated approach as a general methodological principle of teaching, allowing to take into account the individual, intellectual and psychophysiological characteristics of students. The problems, advantages and disadvantages of differentiated education in non-linguistic higher schools are analyzed. The authors of the article examine the essence of multilevel training, define its principles, describe both the external differentiation of students depending on the difference in linguistic competence and the internal differentiation as the organization of the learning process, in which the individual characteristics of students are contemplated in the conditions of a homogeneous group. Generalization of the experience on the afore-mentioned differentiation forms in the system of language training is given as well as some techniques and methods of teaching in multilevel groups are offered.
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Silva, Ricardo, Fernando Martins, Cecília Costa, José Cravino, and Joaquim Bernardino Lopes. "Learning Scenario to Promote Comprehension of the Meaning of Subtraction." Education Sciences 11, no. 12 (2021): 757. http://dx.doi.org/10.3390/educsci11120757.
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The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives.
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Santoso, Purwoko Haryadi, Edi Istiyono, and Haryanto. "Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology." Education Sciences 12, no. 9 (2022): 582. http://dx.doi.org/10.3390/educsci12090582.
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There is a national shift in the new Indonesian curriculum towards employing differentiated learning approaches in addressing the diversity of students’ needs and abilities. A teachers’ judgment evidently corresponds to the duty required of physics teachers to monitor their students at an individual level. Within the context of Indonesian physics education research (PER), empirical study addressing this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgments within differentiated learning environments have been investigated through phenomenological study. Physics teachers were voluntarily recruited after they declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and information and communication technology (ICT) experiences. The latter experience might be taken into account since, through this study, upcoming developmental research will be projected on engaging recent technological approaches to address the limitations of teachers’ judgments. Online semi-structured interviews (~50 min) were conducted by the first author to all physics teachers involved. Other authors contributed in reviewing the interview protocol and training the first author’s pilot interview. The model of teachers’ thought and action, from Clark and Peterson, was implemented to uncover physics teachers’ experiences and limitations in making judgments within a diverse group of students. The findings revealed that physics teachers have conceded that they should dynamically adapt the learning process in order to meet heterogeneous students’ performances. Personal observation has mainly informed teachers in identifying students’ differences. After students have been identified, the teachers creatively designed learning transformations to accommodate the wide spectrum of students’ abilities. Nevertheless, several limitations were discovered as being encountered by physics teachers, particularly in terms of judgments’ equity and accuracy, as well as the teachers’ workloads. To overcome this, the teachers indicated various and supportive attitudes about technological implementations that would assist their judgments. Ideas for technological development were provided to address identified obstacles during the teachers’ judgments.
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Joyce, Jeanette, Judith R. Harrison, and Danielle Murphy. "Evaluating Students with Disabilities and Their Teachers: Use of Student Learning Objectives." Teachers College Record: The Voice of Scholarship in Education 118, no. 14 (2016): 1–22. http://dx.doi.org/10.1177/016146811611801401.
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Over the past decade, there has been a movement toward increased accountability, focusing on teacher performance, in U.S. education. The purpose of this article is to discuss student learning objectives (SLOs) as one component of high-stakes teacher evaluation systems, within the context of learners with special needs. We describe SLOs and their origin, reviewing how the current Race to the Top states (i.e., states awarded competitive funds) are using SLOs in inclusive classes where general education teachers teach both students with and without disabilities. We found substantial variation in how SLOs from different regions were designed to incorporate the progress of students’ teachers’ evaluation ratings. These variations were particularly evident in three areas where decisions must be made: the population to be targeted, the goals to be targeted, and the weight of the SLOs in teachers’ evaluations. Potential exists for these decisions to negate the positive effects of SLOs; however, in the systems that balance the stakes and the weight of the SLOs, there is potential for the SLOs to lead to improved inclusive practices and differentiated instruction.
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Qodad, Aymane, Abdelilah Benyoussef, Abdallah El Kenz, and Mourad Elyadari. "Toward an Adaptive Educational Hypermedia System (AEHS-JS) based on the Overlay Modeling and Felder and Silverman’s Learning Styles Model for Job Seekers." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (2020): 235. http://dx.doi.org/10.3991/ijet.v15i08.10574.
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In this paper we introduce a new design of an adaptive educational hypermedia system for job seekers, this proposal is based, for the part of learning objectives, on a job model which allows adapting the content and the path of education to the intended jobs, and, for the learner model construction, on a specific use of the learning styles of Felder and Silverman.
First, we present existing literature to give a general review on adaptive edu-cational hypermedia systems, in that way; we have reported the related items to different notions in the adaptive educational Systems area as the differentiated pedagogy, the learning objects, and the learner profile. Then we argued our choice of the components of our model and we detailed the new ones.
As designed, the model can produce a suitable learning path for the user to match the job characteristics and the learning style of the person in order to help the user owning the job sought. With the possibility of linking the required com-petencies to the education skills, we aim to map business tasks to learning activi-ties.
Based on this approach, we designed an Adaptive Educational Hypermedia System named AEHS-JS that will help to improve the efficiency and pragmatism of job search activities.
In plus of the social impact of this work as it help job seekers to complete their profiles and get the career they are looking for, this work will allow companies to find the candidates that match the job criteria sought.
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Rodriguez, Victor, and Wendy Havran. "Using differentiated instruction to teach immunological concepts to a diverse group of learners. (51.6)." Journal of Immunology 186, no. 1_Supplement (2011): 51.6. http://dx.doi.org/10.4049/jimmunol.186.supp.51.6.
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Abstract Last summer, I was a teacher intern in the Havran laboratory at The Scripps Research Institute where the research focused on how to define the mechanisms by which γδ T cells interact with neighboring epithelial cells, how they recognize and respond to self produced antigen, and ultimately how they accelerate the repair of damaged tissue. Upon completion of my internship, I developed a curriculum unit with a Biology Action Model (BAM) and a double diffusion test that demonstrates the interaction between antibodies and antigen. Students will be introduced to the role of γδ T cells by interpreting pictures of wild type and γδ knock out epidermal mouse tissue that have received identical wounds. Students will observe delayed wound closure and healing in the tissue that comes from the γδ knock out mouse. In addition to the content, students will apply laboratory skills such as microscopy and tissue staining. This unit is aligned with the California Content Standards for the Immune System and is designed to be implemented in a college prep biology class. This unit will incorporate a variety of teaching strategies that engage students in active learning and will foster a better understanding of immunology.
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Lien, Chung-Yueh, Tseng-Tse Chen, En-Tung Tsai, et al. "Recognizing the Differentiation Degree of Human Induced Pluripotent Stem Cell-Derived Retinal Pigment Epithelium Cells Using Machine Learning and Deep Learning-Based Approaches." Cells 12, no. 2 (2023): 211. http://dx.doi.org/10.3390/cells12020211.
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Induced pluripotent stem cells (iPSCs) can be differentiated into mesenchymal stem cells (iPSC-MSCs), retinal ganglion cells (iPSC-RGCs), and retinal pigmental epithelium cells (iPSC-RPEs) to meet the demand of regeneration medicine. Since the production of iPSCs and iPSC-derived cell lineages generally requires massive and time-consuming laboratory work, artificial intelligence (AI)-assisted approach that can facilitate the cell classification and recognize the cell differentiation degree is of critical demand. In this study, we propose the multi-slice tensor model, a modified convolutional neural network (CNN) designed to classify iPSC-derived cells and evaluate the differentiation efficiency of iPSC-RPEs. We removed the fully connected layers and projected the features using principle component analysis (PCA), and subsequently classified iPSC-RPEs according to various differentiation degree. With the assistance of the support vector machine (SVM), this model further showed capabilities to classify iPSCs, iPSC-MSCs, iPSC-RPEs, and iPSC-RGCs with an accuracy of 97.8%. In addition, the proposed model accurately recognized the differentiation of iPSC-RPEs and showed the potential to identify the candidate cells with ideal features and simultaneously exclude cells with immature/abnormal phenotypes. This rapid screening/classification system may facilitate the translation of iPSC-based technologies into clinical uses, such as cell transplantation therapy.
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Eriksson, Gillian. "Pretense or Belief: Creating Meaningful Scenarios and Simulations for Authentic Learning about Diverse Underserved Gifted Students." Education Sciences 12, no. 8 (2022): 532. http://dx.doi.org/10.3390/educsci12080532.
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Understanding of the complexity of gifted students who present with an intersection of unique profiles of abilities and challenges, cultural, ethnic, gender and linguistic perspectives, learning experiences across contexts and personal expectations remains a challenge in identifying and serving diverse gifted students. Training teachers to recognize talent and high ability in these diverse populations remains a central problem in addressing issues of underrepresentation and providing a differentiated curriculum to meet their unique needs. The use of scenarios and simulations offers ways to observe, engage, interact and practice strategies in the post-pandemic online and hybrid learning modes, as demonstrated through a simulated classroom of diverse gifted learners. Presented here are ways to ensure that the scenarios and simulations can be designed to be authentic and present cases that approximate real students so that teachers can transcend the ‘pretense’ into ‘belief’ with real lessons and develop knowledge and skills to address the needs of underserved gifted students.
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Mosia, Ngaka. "Adaptive Learning Implementation – A Cognitive Description Experiment for First Year Engineering Students at a Distance Education University." EDEN Conference Proceedings, no. 1 (October 21, 2020): 124–30. http://dx.doi.org/10.38069/edenconf-2020-rw-0014.
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A study was performed on a first year industrial engineering statistics course to improve the statistics pass rate. Statistics is a requisite for other engineering courses. The pass rate for the statistic course was below 50%. The primary purpose is to enable learners to build a capacity to comprehend module content and establish a deeper level of learning that will enable learners to achieve goals and objectives of TL lessons. An intervention program was instructionally designed to develop a personalized and differentiated learning process that breaks down lessons into lower and basic components, for struggling learners, and improves lessons to a complex high level and challenging activities for excelling students. Forty students were considered for the study. Moore’s theory of transactional distance was used as a theoretical framework. The data consisted of exam and assignment scores. A quantitative method was used to analyse the data. Hypothesis testing suggests that the intervention program is significant. The overall pass rates improved by 25%.
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Ganapriya, K., N. Uma Maheswari, and R. Venkatesh. "Deep Learning Model for Epileptic Seizure Prediction." Journal of Medical Imaging and Health Informatics 11, no. 12 (2021): 3199–208. http://dx.doi.org/10.1166/jmihi.2021.3916.
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Prediction of occurrence of a seizure would be of greater help to make necessary precaution for taking care of the patient. A Deep learning model, recurrent neural network (RNN), is designed for predicting the upcoming values in the EEG values. A deep data analysis is made to find the parameter that could best differentiate the normal values and seizure values. Next a recurrent neural network model is built for predicting the values earlier. Four different variants of recurrent neural networks are designed in terms of number of time stamps and the number of LSTM layers and the best model is identified. The best identified RNN model is used for predicting the values. The performance of the model is evaluated in terms of explained variance score and R2 score. The model founds to perform well number of elements in the test dataset is minimal and so this model can predict the seizure values only a few seconds earlier.
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Naidoo, Richard, and Mosia Ngaka. "Developing an Innovative Program for First Year Engineering Statistics Students at an Open Distance University." EDEN Conference Proceedings, no. 1 (June 22, 2020): 407–15. http://dx.doi.org/10.38069/edenconf-2020-ac0039.
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A study was performed on a first year industrial engineering statistics course to improve the statistics pass rate. Statistics is a requisite for other engineering courses. The pass rate for the statistic course was below 50%. The primary purpose is to enable learners to build a capacity to comprehend module content and establish a deeper level of learning that will enable learners to achieve goals and objectives of TL lessons. An intervention program was instructionally designed to develop a personalized and differentiated learning process that breaks down lessons into lower and basic cognitive components, for struggling learners. The program improves e‑learning lessons to a complex higher cognitive level and advances challenging activities for excelling students. Forty students were considered for the study. Moore’s theory of transactional distance was used as a theoretical framework. A quantitative method was used to analyse the data. The data consisted of assignment scores. Hypothesis testing at a 95% level of significance suggests that the intervention program made an impact. The overall pass rates improved by 25%.
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Stewart, Bonnie, and Nick Baker. "Opening Doors to Open Digital Practice for Educators: The Open Page Project." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (2021): 1–5. http://dx.doi.org/10.18357/otessac.2021.1.1.54.
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This paper outlines the design and purpose of an open educational resource (OER) project focused on developing digital literacies and open educational practice (OEP) within a Canadian Faculty of Education. Called The Open Page, the project features a Tool Parade of videos and podcasts created with and by Bachelor of Education (B.Ed.) students). Designed to enable students to build critical and participatory digital literacies with common classroom tools, and to encourage the development of OEP, the project assesses classroom uses of specific educational technology platforms. It also engaged student creators in analysis of various platforms' implications for student data and for differentiated learning. Featured on the University of Windsor Faculty of Education's website, The Open Page and its Tool Parade of OER offer professional development resources for faculty and practicing teachers and contributes to a common conversation about digital learning between educators at all levels. This paper will overview The Open Page and its creation, and the ways in which it represents an effort to focus pre-service teachers on the participatory and production capacities of the web for digital learning.
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Ebbeck, Vicki. "Sources of Performance Information in the Exercise Setting." Journal of Sport and Exercise Psychology 12, no. 1 (1990): 56–65. http://dx.doi.org/10.1123/jsep.12.1.56.
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This study examined the sources of information used by adult exercisers to judge performance. Of particular interest was the investigation of gender differences. Subjects, 271 adults (174 males, 97 females) who were enrolled in a university weight training program, completed a questionnaire designed to evaluate the importance of 12 information sources in judging weight training performance: instructor feedback, student feedback, student comparison, changes noticed outside the gym, personal attraction toward the activity, degree of perceived effort exerted in the workout, performance in workout, feedback from others not in the class, goal setting, muscle development, workout improvement over time, and ease in learning new skills. Results revealed a significant discriminant function analysis for gender, with six information sources entering the stepwise procedure: goal setting, student feedback, learning, effort, improvement, and changes noticed outside the gym differentiated the gender groups. Males relied more than females on student feedback as an information source to judge performance. Alternatively, females used effort, goal setting, improvement, and learning as information sources more than males.
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Wang, Hui, Haoyu Li, and Yuan Zhao. "An Intelligent Congestion Control Strategy in Heterogeneous V2X Based on Deep Reinforcement Learning." Symmetry 14, no. 5 (2022): 947. http://dx.doi.org/10.3390/sym14050947.
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High mobility and the complexity of mobile behavior are the main characteristics of nodes in Vehicle to Everything (V2X). Furthermore, these characteristics entail that resource deployment cannot effectively meet the demands of users for differentiated service quality. Due to this significance, the main objective of this study is to propose an intelligent congestion control strategy based on deep reinforcement learning (ICCDRL) in heterogeneous V2X, which can meet the diverse service needs of vehicles to some extent, so as to solve the problem of network congestion effectively. The proposal is implemented through three aspects: Firstly, the paper establishes a congestion control model based on DRL. Secondly, a large amount of QoS data is used as the training set to optimize the model. Finally, the congestion sensitivity factor is used to select the size of the congestion window for the next moment, resulting in an intelligent congestion control strategy based on QoS on-demand drive. For verification, a series of simulation experiments are designed on the ns-3 simulation platform. The results show that the proposed ICCDRL outperforms the traditional algorithm in terms of throughput, convergence, friendliness and fairness, and can effectively guarantee real-time, reliable information interaction in V2X.
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Dearden, Kirk A., Le Nga Quan, Mai Do, et al. "What Influences Health Behavior? Learning from Caregivers of Young Children in Viet Nam." Food and Nutrition Bulletin 23, no. 4_suppl2 (2002): 117–27. http://dx.doi.org/10.1177/15648265020234s216.
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Globally, the caregiving behaviors that contribute to good nutritional status are well understood; but it is not clear why some caregivers perform these behaviors while others do not. This formative qualitative research was designed to improve understanding about what distinguishes caregivers who practice optimal behaviors from those who do not. This study is a one-time, cross-sectional baseline assessment of factors that affect nutrition-related behavior change. It took place in a rural northern province in Viet Nam. One hundred caregivers of children 6 to 17.9 months of age from five communes were interviewed. None of the five communes were included in the larger prospective study designed to test the impact of the community empowerment and nutrition program (CENP). Four behaviors were examined: feeding the child “positive deviant” foods, feeding the child during diarrheal episodes, washing the child's hands, and taking the child to the health center when ill. Results indicate that for all four behaviors, favorable social norms distinguished those who practiced each behavior from those who did not. Positive, reinforcing beliefs and attitudes were important determinants of every behavior except handwashing. Likewise, self-efficacy differentiated doers from non-doers for all behaviors except feeding during diarrheal episodes. Findings from this research suggest that fathers and in-laws of non-doers are more likely to fail to advise mothers about infant feeding and health than they are to provide negative advice. By discovering what distinguishes those who practice optimal behaviors from those who do not, researchers, program planners, and others are better equipped to develop targeted interventions that lead to positive behavior change.
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Park, Kang-moon, Donghoon Shin, and Sung-do Chi. "Variable Chromosome Genetic Algorithm for Structure Learning in Neural Networks to Imitate Human Brain." Applied Sciences 9, no. 15 (2019): 3176. http://dx.doi.org/10.3390/app9153176.
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This paper proposes the variable chromosome genetic algorithm (VCGA) for structure learning in neural networks. Currently, the structural parameters of neural networks, i.e., number of neurons, coupling relations, number of layers, etc., have mostly been designed on the basis of heuristic knowledge of an artificial intelligence (AI) expert. To overcome this limitation, in this study evolutionary approach (EA) has been utilized to automatically generate the proper artificial neural network (ANN) structures. VCGA has a new genetic operation called a chromosome attachment. By applying the VCGA, the initial ANN structures can be flexibly evolved toward the proper structure. The case study applied to the typical exclusive or (XOR) problem shows the feasibility of our methodology. Our approach is differentiated with others in that it uses a variable chromosome in the genetic algorithm. It makes a neural network structure vary naturally, both constructively and destructively. It has been shown that the XOR problem is successfully optimized using a VCGA with a chromosome attachment to learn the structure of neural networks. Research on the structure learning of more complex problems is the topic of our future research.
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Talaván, Noa, and Jennife Lertola. "AUDIOVISUAL TRANSLATION AS A DIDACTIC RESOURCE IN FOREIGN LANGUAGE EDUCATION. A METHODOLOGICAL PROPOSAL." Encuentro Journal 30 (January 27, 2022): 23–39. http://dx.doi.org/10.37536/ej.2022.30.1931.
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This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.
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Chiu, Kai-Cheng, Chien-Chang Liu, and Li-Der Chou. "Reinforcement Learning-Based Service-Oriented Dynamic Multipath Routing in SDN." Wireless Communications and Mobile Computing 2022 (January 31, 2022): 1–16. http://dx.doi.org/10.1155/2022/1330993.
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The increasing quality and various requirements of network services are guaranteed because of the advancement of the emerging network paradigm, software-defined networking (SDN), and benefits from the centralized and software-defined architecture. The SDN not only facilitates the configuration of the network policies for traffic engineering but also brings convenience for network state obtainment. The traffic of numerous services is transmitted within a network, whereas each service may demand different network metrics, such as low latency or low packet loss rate. Corresponding quality of service policies must be enforced to meet the requirements of different services, and the balance of link utilization is also indispensable. In this research, Reinforcement Discrete Learning-Based Service-Oriented Multipath Routing (RED-STAR) has been proposed to understand the policy of distributing an optimal path for each service. The RED-STAR takes the network state and service type as input values to dynamically select the path a service must be forwarded. Custom protocols are designed for network state obtainment, and a deep learning-based traffic classification model is also integrated to identify network services. With the differentiated reward scheme for every service type, the reinforcement learning model in RED-STAR gradually achieves high reward values in various scenarios. The experimental results show that RED-STAR can adopt the dynamic network environment, obtaining the highest average reward value of 1.8579 and the lowest average maximum bandwidth utilization of 0.3601 among all path distribution schemes in a real-case scenario.
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Buechner, Barton, John Dirkx, Zieva Dauber Konvisser, Deedee Myers, and Tzofnat Peleg-Baker. "From Liminality to Communitas: The Collective Dimensions of Transformative Learning." Journal of Transformative Education 18, no. 2 (2020): 87–113. http://dx.doi.org/10.1177/1541344619900881.
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This article addresses a significant gap in the transformative learning literature as it relates to collective transformation, a transformation that is a level beyond individual transformation and is differentiated from the designed and imposed forms of social or organizational change. We consider collective transformation as an emergent and shared worldview shift that is grounded in a shared experience. The participants might not be fully aware of or even able to describe this experience until they engage with it at the interpersonal level. In prior research and practice, the five authors have independently observed and documented the phenomenon of collective transformation among members of marginalized populations who have undergone liminal experiences—forms of disequilibrium that leave individuals betwixt and between. The common thread in these experiences is the emergence of a shared feeling called communitas, which is a deeply felt (yet often temporary) sense of belonging and community. This study’s purpose is to further explore the roles that states of liminality and communitas play in creating the conditions for collective transformation. We draw on several theoretical and practice-based areas of literature and on five particular types of experience. We then examine each case for shared experiences of liminality and communitas as well as for the underlying qualities of self-understanding, relational ability, and a collectively felt sense of new possibilities. This study also includes suggestions for the application of these concepts to other social groups and in other contexts.
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Qiu, Jie, Dingyuan Liu, and Zepeng Liu. "Practice and Exploration of Composite Space Design for Senior Citizens' Universities -- A Case Study of Park Spring Senior Citizens' University Renovation." BCP Social Sciences & Humanities 18 (June 30, 2022): 252–59. http://dx.doi.org/10.54691/bcpssh.v18i.992.
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According to the "2020 Wuhan Community Home Care Special Research Report" published by Hubei Provincial Bureau of Statistics Wu, the household population of Wuhan residents aged 60 and above is 1,942,500, and the market size of senior care services in Wuhan reaches 23.360 billion yuan. The increase in the proportion of the elderly population has contributed to the development of the elderly market, and the corresponding elderly institutions have been differentiated from the general education buildings in terms of space design to achieve the purpose of "learning and enjoyment for the elderly". In this paper, the design example of Park Spring Senior College is combined with the physiological and psychological characteristics of the elderly, and the three aspects of content, characteristics and composite are designed comprehensively, in order to provide some reference for similar units.
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Jovanovic, Philip, and Robin Kay. "Examining the Use of Wearable Technologies for K-12 Students: A Systematic Review of the Literature." Journal of Digital Life and Learning 1, no. 1 (2021): 56–67. http://dx.doi.org/10.51357/jdll.v1i1.142.
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Wearable technologies such as smartwatches, smart clothing, smart glasses, fitness trackers, and brain senor headbands are wireless body sensors designed to record physiological and physical data. Since 2015, their use has increased in K-12 classrooms, but a comprehensive investigation of student impact yet to be conducted. In this paper, we conducted a systematic review of the literature focussing on the benefits and challenges of using wearable technologies for K-12 students. Using the PRISMA approach and a thematic narrative analysis, we analyzed 29 peer-reviewed articles from 2003 to 2019. The benefits of using wearable technologies for K-12 students included providing students with voice, ownership of learning and reflection, increasing engagement and relevance, improving learning, building social presence, increasing accessibility, and differentiated instruction. The challenges of using wearable technologies for K-12 students were health and safety as well as diminished perceptions of self-worth. Finally, we explored future research directions for wearable technologies in K-12 classrooms, including improved wearables-based pedagogy, data analysis methods, data ethics, and security policies.
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CAMPBELL, DERMOT F. "Delivering an online translation course." ReCALL 16, no. 1 (2004): 114–23. http://dx.doi.org/10.1017/s0958344004000916.
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This presentation is a discursive treatment of the migration of a classroom based translation class to online delivery using the Virtual Learning Environment WebCT. The main focus is not on the VLE itself, but on the pedagogical challenges posed by the move to online delivery and the course structure developed to retain as many of the advantages of face-to-face delivery as possible. Key to this is the use of an innovative colour-coding system of error analysis combined with constructivist comments designed to promote reflection on the translation process. The application of colour-coded feedback to categories relevant to translation training is flexible and can be adapted to other disciplines where essay-type answers are appropriate and differentiated comment by the tutor is expected. Since translation is a process-heavy activity rather than content rich, special attention has been paid to pedagogical considerations. Emphasis is also placed on using the VLE to build up a durable learning resource. The advantages and weaknesses of both forms of delivery are compared.
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Love, Matthew L., Tracy G. Spies, and Joseph J. Morgan. "Using E-Books to Acquire Foundational Academic Vocabulary." Intervention in School and Clinic 53, no. 2 (2017): 88–93. http://dx.doi.org/10.1177/1053451217693368.
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Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of multimedia-delivered instruction as a support in the development of content area academic vocabulary. One such tool, electronic books (i.e., e-books), can be an effective multimedia resource used to supplement standards-based instruction and preteach content area vocabulary specifically designed for students with exceptional language needs. This article describes methods for analyzing content standards and developing differentiated e-books to preteach academic vocabulary to support students with exceptional language needs in acquiring foundational academic vocabulary. The selection and use of specific tools based on students’ academic and linguistic needs will also be illustrated.
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Kavrakova, Lidiya, Mariya Genova, and Mariya Genova. "A TECHNOLOGICAL APPROACH TO OVERCOME SPECIFIC PHONOLOGICAL ERRORS MADE BY FOREIGN STUDENTS LEARNING BULGARIAN." Knowledge International Journal 28, no. 7 (2018): 2279–82. http://dx.doi.org/10.35120/kij28072279l.
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The purpose of this article is to suggest a technological approach in order to help foreign students learning Bulgarian to overcome specific phonological mistakes at a beginning level.The complex psychological process which takes place during foreign language acquisition is unavoidably accompanied by mother tongue interference. The interference takes place on various levels; however, it is definitely most noticeable with the new phonetic system acquisition. Differentiating phonemes which sound similar is a problematic area in Bulgarian language learning. Foreign students, regardless of their nationality, make specific phonetic-phonological errors, one of which is the so called Epenthesis [i] is being incorrectly inserted in word forms where only [ya] is required.Certain word forms are differentiated in tables, thus helping to understand and rationalize the language regularities which is part of the core language skills for producing oral and written language. Word classes with grammatical forms requiring [-ya], [-iya] are presented in opposing rows. The suggested tables are of great practical value and have been approbated in teaching Bulgarian to foreign students at MU – Plovdiv. They enhance building phonemic perception of individual sound combinations. The work with the students has proved that the suggested technological approach is effective in forming certain practical skills to differentiate the structures in question and to use them appropriately in speaking.Errors ‘anticipatory‘diagnosis enhances their assessment and defines the choice of a relevant technique in order to rectify them. A system of purposeful exercises has been developed to achieve good phonemic awareness, defined concept of sound-letter correspondence, knowledge of segmental and super segmental units of speech flow and good pronunciation. This approach activates students’ motivation in acquiring Bulgarian phonetics and phonology and implementing new general and medical vocabulary.The technological approach suggested in the article is part of the teaching activities, designed to help learners master new knowledge and skills to use Bulgarian both in casual and academic environment. The main purpose of this technique and the observations from teaching practice is to share our professional experience and ideas so that the process of teaching Bulgarian as a foreign language could be optimizes.
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Easa, Enas, and Ron Blonder. "Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: the redox reaction example." Chemistry Teacher International 4, no. 1 (2022): 71–95. http://dx.doi.org/10.1515/cti-2021-0022.
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Abstract In this paper, we describe the structure, development, and validation process of customized pedagogical kits (CPKs) for differentiated instruction (DI) in chemistry. The CPKs rely on the DI approach, comprising varied pedagogical activities (e.g., games, inquiry activities, puzzles, simulations, models) designed as treatments, to help chemistry teachers personalize their teaching according to students’ misconceptions. The kits are based on the response to intervention (RTI) model, where the teacher applies an ongoing evaluation to meet the individual student’s needs within an evolutionary flexible process of learning. Each kit includes a diagnostic task, its characterization, pedagogical treatments for diagnosed misconceptions, and an assessment task, to evaluate the effectiveness of the treatments implemented in the classroom. The kits are developed along relevant literature criteria for using DI strategies and are based on constant validation and ongoing assessment, as demonstrated in the Redox-reaction CPK development. The validation and impact of the CPK on students’ achievements are supported by 25 chemistry teachers that implemented the full kit in their classrooms. Furthermore, the CPKs developed in the present research have succeeded in resolving many of the difficulties and challenges mentioned in the literature as obstructing the implementation of DI.
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Lee, Ssang-cheol, Dongyup Lee, and Hyejin Kim. "Analysis on Types of Novice Teachers’ Induction and Impacts of Policy Supports." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (2022): 293–305. http://dx.doi.org/10.22251/jlcci.2022.22.16.293.
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Objectives The purposes of this study were to investigate types of novice teachers’ induction and to analyze policy supports. Methods Teaching and Learning International Survey(hereafter TALIS) 2018 data collected by OECD in 2018 were analyzed. Specifically, using responses from elementary school teachers of Korea, latent profile analysis was implemented to identify novice teachers’ induction types. And multinominal logistic analysis was performed to specify policy supports which had impacts on induction types. Results Main findings were as follows. First, novice teachers’ induction was categorized by four types. Second, school size and social capital of individual schools, and policy supports including initial teacher preparation and feedback experiences had impacts on induction types. Conclusions As a result, novice teachers’ induction types were differentiated by contexts and circumstances of individual teachers. Therefore, the individualized and customized policy supports by induction types should be designed for novice teachers’ successful induction process.
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Stirling, Jeannette, and Celeste Rossetto. ""Are we there yet?": Making sense of transition in higher education." Student Success 6, no. 2 (2015): 9–20. http://dx.doi.org/10.5204/ssj.v6i2.293.
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This paper reviews a first year transition program first implemented in 2011 and designed for students commencing higher education at the regional campuses of an Australian university. A significant proportion of students attending these campuses are mature age, the first in family to attempt university study, Indigenous, and/or from low socio-economic backgrounds. Our project aims were to facilitate academic participation and hence retention in a higher education environment that relies on various multimedia technologies and blended learning models. Ongoing evaluations of the project clearly indicate its efficacy. Even so, longitudinal analyses raise questions about how current social inclusion policy shapes praxis; indeed, about how we do social inclusion and transition in higher education. The following discussion grapples with some of the unresolved tensions between transition as institutional policy and the complex, differentiated and sometimes messy transitional experiences of first year regional campus undergraduate students from diverse backgrounds
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Lavrenkov, Yury N. "Synthesis of an optical neuromorphic structure with differentiated artificial neurons for information flow distribution." Journal Of Applied Informatics 17, no. 3 (2022): 55–72. http://dx.doi.org/10.37791/2687-0649-2022-17-3-55-72.
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The work presents analysis of possible application of self-generating neural networks, which can independently generate a topological map of neuron connections while modelling biological neurogenesis, in multi-threaded information communication systems. A basic optical neural network cell is designed on the basis of the applied layered composition performing data processing. A map of neuron connections represents not an ordered structure providing a regular graph for exchange of information between neurons, but a set of cognitive reserve represented as an unconnected set of neuromorphic cells. Modelling of neuron death (apoptosis) and creation of dendrite-axon connections makes it possible to implement a stepwise neural network growth algorithm. Despite challenges in implementing this process, creating a growing network in an optical neural network framework solves the problem of initial forming of the neural network architecture, which greatly simplifies the learning process. Neural network cells used with the network growth algorithm resulted in neural network structures that use internal self-sustaining rhythmic activity to process information. This activity is a result of spontaneously formed closed neural circuits with common neurons among neuronal cells. Such organisation of recirculation memory leads to solutions with reference to such intra-network activity. As a result, response of the network is determined not only by stimuli, but also by the internal state of the network and its rhythmic activity. Network functioning is affected by internal rhythms, which depend on the information passing through the neuron clusters, which results in formation of a specific rhythmic memory. This can be used for tasks that require solutions to be worked out based on certain parameters, but they shall be unreproducible when the network is repeatedly stimulated by the same influences. Such tasks include ensuring information transmission security when using some set of carriers. The task of determining a number of frequencies and their frequency plan depends on external factors. To exclude possible repeating generation of the same carrier allocation, it is necessary to use networks of the configuration under consideration that can influence generation of solutions through the gathered experience.
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adevi, Dhurg, Nand hini, Pavi thra, and Sug anya. "Pothole Detection Using Deep Learning." International Academic Journal of Innovative Research 9, no. 2 (2022): 01–14. http://dx.doi.org/10.9756/iajir/v9i2/iajir0908.
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The streets are designed for explicit spaces where vehicles can circulate in complete safety. Not with upright, to specific areas, for example, keeping an eye on and automated level intersections, sharp curves, cluttered or prone to accidents, Increased speed control could be important in ensuring well-being. This has been achieved in various ways, for example, the mandatory posting of speed limit signs, the use of fire signals to alarm conductors, and streetscapes. In particular circumstances, barriers are needed, but their use on the streets is not considered an acceptable design practice. As a result, the normal speed circuit breakers do not meet the need, but they interfere with the vehicle and in a few cases have resulted in serious and transient injuries. Signage may also distract the driver and take his or her attention off the street. Be that as it may, the lack of light or above the upper light makes it difficult to perceive the speed breaker ahead. This report deals with the technique of distinguishing mounds and potholes and provides ideal precautions for drivers to stay away from accidents or vehicles harms. An image preparation frame is used to differentiate the mount.
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Jariyah, Siti Ainun, and Ishmatun Nihayah. "Implementasi Program Full Day School Dalam Meningkatkan Akhlak Peserta Didik." Fikroh: Jurnal Pemikiran dan Pendidikan Islam 14, no. 2 (2021): 200–220. http://dx.doi.org/10.37812/fikroh.v14i2.260.
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Full day school is a learning process program conducted a full day. Where student activities regarding the learning process are carried out more at school rather than at home, to avoid and minimize negative student activities after school. This study used field research which was classified into qualitative descriptive. The method of data collection used the interview, observation, and documentation. The method of data analysis used data reduction, data presentation, and concluding. After researchers conducted research at Pacet 1 Public Senior High School, the findings of researchers 1) Implementation of full day school programs in schools. The learning process starts at 6:45 a.m. to 3:30 p.m., taking breaks for two times. (b) the implementation of learning is carried out all day long for the interior and adding material, (c) the teaching staff and the placement of students in the morning class are differentiated in the afternoon class, (d) the implementation of learning in class is mostly carried out outside the classroom so that students do not get bored. 2) While the Implementation of the Full Day School Program in Improving the Morals of Students in Pacet 1 Public Senior High School, namely: (a) the addition and strengthening of religion wherein the material is directly related to morals, (b) the existence of superior programs such as: designed education Based on tawhid, education that is not limited to theory and which is easily applied by students in everyday life. (c) the methods used are: habituation method, exemplary, giving advice.
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Knaut, Johannes, Mike Altieri, Stephan Bach, Isabella Strobl, and Katja Dechant. "A Theory-Based Approach of Feedback in STACK-Based Moodle Quizzes Taking into Account Self-Regulation and Different Proficiency of Learners." International Journal of Emerging Technologies in Learning (iJET) 17, no. 23 (2022): 38–55. http://dx.doi.org/10.3991/ijet.v17i23.36425.
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Digital assessment systems, such as STACK, nowadays offer various features to provide differentiated and individual feedback to learners. As literature shows, the focus is often on retrospective (error-related) information on the content level. Further aspects beneficial to learning such as self-regulation and consideration of the different capacities of working memory of heterogeneous learners are not yet sufficiently addressed. This article illustrates how feedback in a digital learning environment using the assessment system STACK might be designed to close this gap. According to the feedback model of Hattie and Timperley the discrepancy between current understandings and intended learning goals can be reduced by answering three feedback questions: “Where am I going?” (Feeding Up), “How am I going?” (Feeding Back) and “Where to next?” (Feeding Forward). Within the article it is discussed how these questions can be addressed either on the question level (specific feedback, general feedback) or on the quiz level (overall feedback). Furthermore, following Carless and Boud’s concept of feedback literacy, learners are given the opportunity to choose a particular type of feedback. The concept is developed and proven as part of the interdisciplinary project IdeaL at the OTH Amberg-Weiden that is funded by the Stiftung Innovation in der Hochschullehre. A STACK question from a formative assessment on basic properties of functions serves to illustrate the concept.
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Rajendran, Vinothkanna, SwethaReddy Venkatagari, and Saritha Manchireddy. "Teaching and Learning Methodologies for Improving Students’ Performance in Academics." International Journal of Learning and Teaching 9, no. 4 (2017): 437–44. http://dx.doi.org/10.18844/ijlt.v9i4.1843.
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To intellectualize undergraduate education as a process of improving students along the path from novice towards proficient understanding within a given discipline, a study has been done by the authors. To achieve this target, it is important to begin by identifying what students know, how their ideas align with standard engineering explanations and practices. With these factors in observance, the further step for an educator is to search for instructions and other resources that make it easier to differentiate the curriculum and make learning more vital and relevant. By considering this concept authors have designed a pattern and followed the same, thereby they achieve the improvement in the performance and result of students.
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Mirza, Munazza A., Khawar Khurshid, Zawar Shah, Imdad Ullah, Adel Binbusayyis, and Mehregan Mahdavi. "ILS Validity Analysis for Secondary Grade through Factor Analysis and Internal Consistency Reliability." Sustainability 14, no. 13 (2022): 7950. http://dx.doi.org/10.3390/su14137950.
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In differentiated learning, the teacher needs to be aware of the learning styles of students in the classroom to accommodate specific learning preferences, e.g., the Felder–Silverman learning style model. The corresponding instrument, i.e., the Felder–Silverman Index of Learning Style (ILS), was designed to assess learning styles, specifically for engineering students. The ILS has been tested at the middle school level to identify the learning styles; however, validity/reliability had not been established in earlier studies with large samples. The focus of this study was to identify the validity and reliability of an ILS instrument for middle school students (N=450) by investigating the factor structure through factor analysis. This includes internal consistency reliability and constructing validity report of the ILS. An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure to establish validity. As a result of the study, the reliability of the instrument was established. Five-factors emerged through exploratory factor analysis (EFA), which were subjected to confirmatory factor analysis (CFA). The outcome provided five-factors (i.e., Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Residual (SRMR), and Goodness of Fit (GFI)), out of which four factors were related to the four dimensions of the Felder–Silverman model, and the fifth factor was related to the association of sensing/intuitive and sequential/global dimensions of the model, which is in agreement with the theoretical construct of ILS. As a result of CFA, ILS entailing 24 items indicates a good fit with five-factor structure. CFI=0.922;TLI=0.927; RMSEA=0.026; SRMR=0.585;GFI=0.911;X2=277;df=42;p=0.60. This study suggests that the ILS for the secondary-grade students needs to be revised with fewer items to improve the reliability, as supported by empirical evidence through the EFA and CFA.
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Golloher, Andrea, Matthew Love, Lisa Simpson, and Sudha Krishnan. "Program Redesign to Prepare Transformative Special Educators." Journal of Special Education Preparation 2, no. 2 (2022): 18–29. http://dx.doi.org/10.33043/josep.2.2.18-29.
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Teacher educators are in a unique position to prepare future educators to disrupt the status quo and enact changes that ensure equitable access to educational opportunities for all students, including those with disabilities. It is critical that those who prepare future special education teachers (SETs) ensure they are prepared to engage with the broader school community to foster inclusivity and positive outcomes for all students, in addition to designing specially designed instruction (SDI) responsive to the unique learning needs of individual students with disabilities. Addressing this task requires candidates who are prepared to employ high leverage and evidence-based practices, culturally responsive and sustaining pedagogy, and universal design for learning. In this article, we describe how one small Department of Special Education sought to reinvent its program to center anti-racism and anti-ableism to inspire the next generation of SETs to adopt a transformative vision for public education. The result was a cohesive course roadmap that employs a “common trunk” of classes aligned with differentiated coursework needed for specialization for each credential that centers these principles while reducing assignments. The newly aligned road- maps ensure candidates in our programs will be ready to situate their work with students with identified disabilities within the context of the broader goals of public education.
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López-Banet, Luisa, José Antonio Miguélez Rosique, Marina Martínez-Carmona, and Gabriel Enrique Ayuso Fernández. "Development of Food Competence in Early Childhood Education." Education Sciences 12, no. 2 (2022): 64. http://dx.doi.org/10.3390/educsci12020064.
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The increase in childhood obesity requires the incorporation of nutritional competence into school programs through appropriate activities, starting in the early years. In addition, it is important to promote scientific and cognitive skills during childhood education. The main objective of this study was the implementation of an instructional sequence focused on the learning of skills such as observation, measurement, or interpretation of data related to plants, their germination, and their growth, as well as its relation with the development of food competence. To do so, a set of differentiated activities, organized into several stages, was designed, starting from simple and concrete situations and progressively increasing in complexity and abstraction. The aims were to express ideas about known fruits, vegetables, and legumes in order to expand them by learning new information through student-centered activities, in which children were able to practice and talk about science. The activities were carried out in a class of 24 students aged 4–5 years and data were compared with a control group. The results revealed that the children were motivated in all the activities, which provided an excellent opportunity to initially develop an interest in science and to start to develop food competence in the early years.
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Swain, Holly Hilboldt, and Meagan Roberts Chapman. "Can We Help?: Kids Volunteering to Help Their Communities." Social Studies Research and Practice 12, no. 1 (2017): 9–21. http://dx.doi.org/10.1108/ssrp-03-2017-0006.
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Purpose The purpose of this paper is to allow students to explore the role of volunteerism in their communities as they become community helpers through a service learning project to engage in action within their local areas. This lesson introduces various social studies concepts of civic responsibility while allowing students to think critically and examine their own feelings of empathy and ways to enact these feelings to help others. Design/methodology/approach Students create a class service project after they explore the content of the trade book and related resources and teach and learn with one another about helping their communities. Students will expand their learning and apply critical thinking as they note similarities and differences in community helpers’ abilities and their own abilities while they identify themselves as citizens of a community. Findings Findings include actively engaged students independently and cooperatively participating in meaningful and relevant learning. The lessons are designed so that they may be differentiated for differing needs of early childhood students and for students with special needs. Further, the lessons encourage an interdisciplinary approach to teaching social studies in the early grades. Originality/value The value of this lesson is apparent in the way it allows early childhood students and students with special needs to recognize their own roles as volunteers and agents of change in their communities. This lesson provides ample support for teachers working with early childhood students and students with special needs who may have few experiences with service learning prior to these lessons.