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Weibell, Christian J. "Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2759.
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This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice.
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Malik, Zeeshan. "Towards on-line domain-independent big data learning : novel theories and applications." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22591.
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Feature extraction is an extremely important pre-processing step to pattern recognition, and machine learning problems. This thesis highlights how one can best extract features from the data in an exhaustively online and purely adaptive manner. The solution to this problem is given for both labeled and unlabeled datasets, by presenting a number of novel on-line learning approaches. Specifically, the differential equation method for solving the generalized eigenvalue problem is used to derive a number of novel machine learning and feature extraction algorithms. The incremental eigen-solution method is used to derive a novel incremental extension of linear discriminant analysis (LDA). Further the proposed incremental version is combined with extreme learning machine (ELM) in which the ELM is used as a preprocessor before learning. In this first key contribution, the dynamic random expansion characteristic of ELM is combined with the proposed incremental LDA technique, and shown to offer a significant improvement in maximizing the discrimination between points in two different classes, while minimizing the distance within each class, in comparison with other standard state-of-the-art incremental and batch techniques. In the second contribution, the differential equation method for solving the generalized eigenvalue problem is used to derive a novel state-of-the-art purely incremental version of slow feature analysis (SLA) algorithm, termed the generalized eigenvalue based slow feature analysis (GENEIGSFA) technique. Further the time series expansion of echo state network (ESN) and radial basis functions (EBF) are used as a pre-processor before learning. In addition, the higher order derivatives are used as a smoothing constraint in the output signal. Finally, an online extension of the generalized eigenvalue problem, derived from James Stone’s criterion, is tested, evaluated and compared with the standard batch version of the slow feature analysis technique, to demonstrate its comparative effectiveness. In the third contribution, light-weight extensions of the statistical technique known as canonical correlation analysis (CCA) for both twinned and multiple data streams, are derived by using the same existing method of solving the generalized eigenvalue problem. Further the proposed method is enhanced by maximizing the covariance between data streams while simultaneously maximizing the rate of change of variances within each data stream. A recurrent set of connections used by ESN are used as a pre-processor between the inputs and the canonical projections in order to capture shared temporal information in two or more data streams. A solution to the problem of identifying a low dimensional manifold on a high dimensional dataspace is then presented in an incremental and adaptive manner. Finally, an online locally optimized extension of Laplacian Eigenmaps is derived termed the generalized incremental laplacian eigenmaps technique (GENILE). Apart from exploiting the benefit of the incremental nature of the proposed manifold based dimensionality reduction technique, most of the time the projections produced by this method are shown to produce a better classification accuracy in comparison with standard batch versions of these techniques - on both artificial and real datasets.
3
Kotze, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1699.
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Teaching through specifically designed and produced learning materials is a widely
used and accepted way of teaching in higher education both nationally and
internationally. Although this kind of teaching is used mainly in the field of distance
education, it has become increasingly popular at traditional universities in face-to-face
methods of education. Developing language-learning materials that meets the needs of
English for Specific Purposes learners is a process that requires meticulous planning as
English for Specific Purposes courses are aimed at meeting the career needs of the
learners.
An empirical study was conducted to determine the perceptions and concerns of
learners using the ENGL 122 study guide at the North-West University (Potchefstroom
Campus). The results of the study indicated that the learners were positive that the
study guide enhanced their learning process, but various concerns were also raised by
the learners.
This study also aimed to create a framework for the writing of English for Specific
Purposes (ESP) study guides. In order to achieve this, a literature study was done to
provide information about the relevant theories and principles that apply to ESP study
guide development. The literature study also included aspects that need to be taken
into consideration when designing or planning the development of an ESP study guide.Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.
4
Cotgageorge, Ed. "Domain-specific learning: A neuropsychological rehabilitation investigation of vanishing cues." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185956.
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This project represents a descriptive study of 19 neurologically impaired adults. The etiology of the impairment includes traumatic brain injury and progressive neurological disease such as Alzheimer's Disease. Four non-impaired geriatric adults were controls for the Alzheimer's Disease patients in this study. Subjects in the study were taught, through the method of vanishing cues, information about computer operating system commands and computer programming. The primary purpose of this project was to determine whether or not these groups could acquire this information and determine the extent to which memory and attention deficits contribute to learning new information in neurologically impaired individuals. Subjects participated in learning sessions presented by a microcomputer. The sessions lasted for twenty minutes to one hour, depending on the subjects ability to attend to the task. Each subject interacted with the computer by answering the questions or doing the procedures presented. Not all of the subjects reached the criteria of zero or one hints that are required before moving on to the next lesson. None of the subjects with progressive neurological disease completed any of the lessons. Linear regression and multiple regression were used to determine whether or not the degree of memory loss or the degree of attention deficit a subject demonstrated accounts for a significant amount of variance on the criteria variable of number of trials to complete the learning lessons. Generally, differences between all of the groups was found and the variance accounted for by degree of memory loss and attention deficit was found to be significant. A principal components factor analysis determined that there was a memory and general intelligence factor and an attention factor that contributed to a subjects performance on the learning lessons. The factors when entered simultaneously into a multiple regression equation accounted for about.50 percent of the variance in the number of trials required to complete the learning lessons. It was concluded, that the factors were statistically significant in determining performance on the learning lessons.
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Bandhakavi, Anil. "Domain-specific lexicon generation for emotion detection from text." Thesis, Robert Gordon University, 2018. http://hdl.handle.net/10059/3103.
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Emotions play a key role in effective and successful human communication. Text is popularly used on the internet and social media websites to express and share emotions, feelings and sentiments. However useful applications and services built to understand emotions from text are limited in effectiveness due to reliance on general purpose emotion lexicons that have static vocabulary and sentiment lexicons that can only interpret emotions coarsely. Thus emotion detection from text calls for methods and knowledge resources that can deal with challenges such as dynamic and informal vocabulary, domain-level variations in emotional expressions and other linguistic nuances. In this thesis we demonstrate how labelled (e.g. blogs, news headlines) and weakly-labelled (e.g. tweets) emotional documents can be harnessed to learn word-emotion lexicons that can account for dynamic and domain-specific emotional vocabulary. We model the characteristics of realworld emotional documents to propose a generative mixture model, which iteratively estimates the language models that best describe the emotional documents using expectation maximization (EM). The proposed mixture model has the ability to model both emotionally charged words and emotion-neutral words. We then generate a word-emotion lexicon using the mixture model to quantify word-emotion associations in the form of a probability vectors. Secondly we introduce novel feature extraction methods to utilize the emotion rich knowledge being captured by our word-emotion lexicon. The extracted features are used to classify text into emotion classes using machine learning. Further we also propose hybrid text representations for emotion classification that use the knowledge of lexicon based features in conjunction with other representations such as n-grams, part-of-speech and sentiment information. Thirdly we propose two different methods which jointly use an emotion-labelled corpus of tweets and emotion-sentiment mapping proposed in psychology to learn word-level numerical quantification of sentiment strengths over a positive to negative spectrum. Finally we evaluate all the proposed methods in this thesis through a variety of emotion detection and sentiment analysis tasks on benchmark data sets covering domains from blogs to news articles to tweets and incident reports.
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Poitras, Eric. "The Metahistoreasoning tool: fostering domain-specific metacognitive activities in learning through historical inquiry." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119573.
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Learning about complex historical events requires that undergraduate students regulate their understanding in accordance with disciplinary-based practices. However, students often fail to notice that the causes of historical events are unknown, uncertain, or unreported. Furthermore, they neglect to formulate tentative explanations in an effort to gain better understanding. As such, the current program of research sought to develop and evaluate the MetaHistoReasoning tool, a computer-based learning environment that aims to support students in learning disciplinary-based skills while performing an authentic task in the domain of history. This dissertation outlines the theoretical, instructional, and empirical foundations for the development, design, and evaluation of the MetaHistoReasoning tool. The findings have implications for building an improved version of the educational system as a means to provide adaptive and flexible instruction that is better suited to the specific needs of different students.Apprendre à propos d'évènements historiques complexes requiert que les étudiants et étudiantes universitaires régulent leur compréhension en accord avec les pratiques spécifiques à la discipline. Toutefois, les étudiants et étudiantes universitaires faillissent de reconnaître les causes des évènements historiques qui sont inconnues, incertaines, et non déclarées. De plus, ils négligent de formuler des explications tentatives pour but d'améliorer leur compréhension. En tant que tel, le programme actuel de recherche a cherché à développer et évaluer le MetaHistoReasoning tool, un environnement d'apprentissage informatisé qui vise à soutenir les élèves dans l'apprentissage des habiletés spécifique au domaine tout en effectuant une tâche authentique dans le domaine de l'histoire. Cette thèse présente les fondements théoriques, pédagogiques, et empiriques pour le dévelopement, la conception, et l'évaluation du MetaHistoReasoning tool. Les résultats ont des implications pour la construction d'une version améliorée du système éducatif comme un moyen de fournir un enseignement adapté et flexible, mieux adapté aux besoins spécifiques des différents élèves.
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Wahlberg, Sara. "Teaching and Learning Protein Synthesis through Domain-Specific Language in Upper Secondary Education." Licentiate thesis, Karlstads universitet, Institutionen för ingenjörs- och kemivetenskaper (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70684.
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The aim of this licentiate thesis is to contribute to understanding of upper secondary teaching and learning of protein synthesis with a focus on domain-specific language. It is based on two studies, designated Studies I and II. Study I addressed upper secondary students’ understanding of protein synthesis through their usage of domain-specific concepts. Data collected through semi-structured group interviews show that students can better reason about core concepts than peripheral concepts, and they compartmentalise the concepts into five clusters. Study II focused on chemistry and biology textbooks’ presentation of protein synthesis through domain-specific concept usage and effects of context on these presentations. The textbooks were analysed using a content analysis approach involving data mining techniques implemented by a computer-generated algorithm. The results reveal that chemistry textbooks focus more on peripheral concepts and generally tend to identify fewer relationships among more concepts than biology textbooks, which emphasise core concepts and tend to highlight more relationships among fewer concepts. Jointly, Studies I and II reveal four facets of teaching and learning protein synthesis: ‘mechanistic or conceptual descriptions’, ‘compartmentalisation’, ‘mRNA as a core concept’ and ‘canonical representation’. By acknowledging the results reported herein, teaching can improve the facilitation and reduce the hindrance in learning protein synthesis through the awareness of the domain-specific language usage.Proteins are crucial to life: no proteins – no life. Every picosecond, thousands of proteins are constructed in each cell in what is referred to as protein synthesis. Due to its importance for understanding the mechanism for life, protein synthesis is globally regarded as a cornerstone of molecular life sciences and education in the field. Like any area of expertise, the molecular life sciences share a domain-specific language. However, research on teaching and learning protein synthesis through this domain-specific language is scarce. The aim of this licentiate thesis is thereby to contribute to understanding of upper secondary teaching and learning of protein synthesis with a focus on domain-specific language. The thesis is based on two studies: Study I addressed students’ understanding where the results show that students can better reason about core concepts than peripheral concepts, and they compartmentalise the concepts into five clusters. Study II focused on chemistry and biology textbooks’ presentation and effects of context on these presentations. The results reveal that chemistry textbooks focus more on peripheral concepts and generally tend to identify fewer relationships among more concepts than biology textbooks, which emphasise core concepts and tend to highlight more relationships among fewer concepts. Jointly, Studies I and II reveal four facets of teaching and learning protein synthesis. By acknowledging the results reported herein, teaching can improve the facilitation and reduce the hindrance in learning protein synthesis through the awareness of the domain-specific language usage.
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Grahn, Fredrik, and Kristian Nilsson. "Object Detection in Domain Specific Stereo-Analysed Satellite Images." Thesis, Linköpings universitet, Datorseende, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159917.
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Given satellite images with accompanying pixel classifications and elevation data, we propose different solutions to object detection. The first method uses hierarchical clustering for segmentation and then employs different methods of classification. One of these classification methods used domain knowledge to classify objects while the other used Support Vector Machines. Additionally, a combination of three Support Vector Machines were used in a hierarchical structure which out-performed the regular Support Vector Machine method in most of the evaluation metrics. The second approach is more conventional with different types of Convolutional Neural Networks. A segmentation network was used as well as a few detection networks and different fusions between these. The Convolutional Neural Network approach proved to be the better of the two in terms of precision and recall but the clustering approach was not far behind. This work was done using a relatively small amount of data which potentially could have impacted the results of the Machine Learning models in a negative way.
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Zhang, Zhuo. "A planning approach to migrating domain-specific legacy systems into service oriented architecture." Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/9020.
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The planning work prior to implementing an SOA migration project is very important for its success. Up to now, most of this kind of work has been manual work. An SOA migration planning approach based on intelligent information processing methods is addressed to semi-automate the manual work. This thesis will investigate the principle research question: 'How can we obtain SOA migration planning schemas (semi-) automatically instead of by traditional manual work in order to determine if legacy software systems should be migrated to SOA computation environment?'. The controlled experiment research method has been adopted for directing research throughout the whole thesis. Data mining methods are used to analyse SOA migration source and migration targets. The mined information will be the supplementation of traditional analysis results. Text similarity measurement methods are used to measure the matching relationship between migration sources and migration targets. It implements the quantitative analysis of matching relationships instead of common qualitative analysis. Concretely, an association rule and sequence pattern mining algorithms are proposed to analyse legacy assets and domain logics for establishing a Service model and a Component model. These two algorithms can mine all motifs with any min-support number without assuming any ordering. It is better than the existing algorithms for establishing Service models and Component models in SOA migration situations. Two matching strategies based on keyword level and superficial semantic levels are described, which can calculate the degree of similarity between legacy components and domain services effectively. Two decision-making methods based on similarity matrix and hybrid information are investigated, which are for creating SOA migration planning schemas. Finally a simple evaluation method is depicted. Two case studies on migrating e-learning legacy systems to SOA have been explored. The results show the proposed approach is encouraging and applicable. Therefore, the SOA migration planning schemas can be created semi-automatically instead of by traditional manual work by using data mining and text similarity measurement methods.
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Abedmouleh, Aymen. "Approche Domain-Specific Modeling pour l'opérationnalisation des scénarios pédagogiques sur les plateformes de formation à distance." Phd thesis, Université du Maine, 2013. http://tel.archives-ouvertes.fr/tel-01019917.
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Ce travail de recherche porte sur la spécification et l'opérationnalisation des scénarios pédagogiques sur les plateformes de formation à distance dans une perspective d'ingénierie et de réingénierie des EIAH (Environnements Informatique pour l'Apprentissage Humain). En se situant dans une approche centrée plateformes, nous supposons que les plateformes disposent de leur propre paradigme de conception. Pour cela, nous proposons aux développeurs et à la communauté de développement des plateformes un processus spécifique d'identification et d'explicitation du langage de conception pédagogique des plateformes de formation par le biais d'un métamodèle. Nous exploitons l'approche outillée Domain-Specific Modeling comme cadre pratique pour le développement de langages et d'outils de conception graphiques basés sur le métamodèle du langage de conception pédagogique. Afin de répondre à des besoins récurrents d'opérationnalisation de scénarios pédagogiques, nous utilisons également ce métamodèle pour la spécification des modules d'import/export intégrés au sein des plateformes. Ces modules permettent d'opérationnaliser les scénarios conformes au langage identifié et également d'exporter les scénarios existants sur les plateformes afin de permettre leur adaptation par les outils développés. Nous avons expérimenté nos propositions théoriques sur deux plateformes de formation Moodle et Ganesha. Enfin, nous avons vérifié la cohérence de notre approche par la mise à l'essai des outils développés. Par le biais de notre approche, nous favorisons une opérationnalisation de ces scénarios sans pertes d'information ni de sémantique.
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Garb, Erica. "Can general metacognitive strategies improve domain-specific learning for academically at-risk young adults? : evaluating a metacognitive EFL curriculum." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341078.
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Dorris, Liam. "Mindreading difficulties in the siblings of people with Asperger syndrome : evidence for a genetic influence in the abnormal development of a specific cognitive domain." Thesis, University of Glasgow, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324694.
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Adibelli, Elif. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611624/index.pdf.
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The main purpose of this study was to determine preservice science teachers&rsquo(PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo
Laboratory Applications in Science and Environmental Education&rdquo
in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo
opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.
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Feyrer, Hubert. "System administration training in the virtual unix lab an e-learning system with diagnosis via a domain specific language as base for an architecture for tutorial assistance and user adaption." Aachen Shaker, 2008. http://d-nb.info/992564581/04.
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*Johansson, Annelie K. ""Jag tyckte i alla fall att eleverna var duktiga" : Teoribildning i lärarstudenters didaktiska reflektioner i ämnet svenska." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88582.
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Sammanfattning Det här är en kvalitativ studie i syfte att undersöka hur vetenskapliga teorier synliggörs i lärarstudenters reflektioner över sin undervisning i ämnet svenska på lågstadiet. Materialet är insamlat i samband med lärarstudenters verksamhetsförlagda utbildning och består av intervjuer, observationer av undervisning och texter i form av pedagogiska planeringar. Resultatet visar att lärarkandidaters reflektioner håller en låg nivå när det gäller skoldidaktisk reflektion och att grunda sina resonemang i teorier om lärande och i professionella ämneskunskaper i svenska, även om deras undervisning håller god kvalitet. Sammantaget är min slutsats att olika metoder eller förklaringsmodeller som används inom forskning skulle kunna synliggöras i större utsträckning inom ramen för svenskkurser i lärarutbildningen. De kan dessutom användas som redskap för dokumentation av elevers kunskaper samt studenters egna skoldidaktiska reflektioner men även för det systematiska arbetet med att dokumentera elevers lärande som en förutsättning och utgångspunkt för planering av kommande undervisning, det vill säga formativ undervisning. Det skulle kunna vara ett sätt att överbrygga teori-praktikproblemet i lärarutbildningen såväl som att höja nivån av hur studenter relaterar till vetenskapliga modeller som stöd för skoldidaktisk reflektion.Title: “At least I thought the pupils were good”: Theorisation in education students’ didactic reflections on teaching Swedish This qualitative study aimed to investigate the role of theory in education students’ reflections on their teaching of Swedish in lower primary school. The material was collected in connection with the students’ practical placements and comprises of interviews and observations. Although these prospective teachers performed well in the classroom, the study shows that the students’ didactic reflections were generally below par and inadequately founded in theories of learning or Swedish subject knowledge. The overall conclusion is that different methods or models used in research can be highlighted to a greater extent in the Swedish subject courses on the primary education program. Students may not only use such theoretical tools to document pupils’ knowledge and formulate their own didactic reflections, but these tools could also prove useful in formative teaching, that is, in systematically documenting pupils’ learning in order to plan future teaching. This could therefore be a way to bridge the theory-practice gap in teacher training as well as improve education students’ use of theoretical models in their didactic reflections.
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Johansson, Annelie. ""Jag tyckte i alla fall att eleverna var duktiga" : Teoribildning i lärarstudenters didaktiska reflektioner i ämnet svenska." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-75402.
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Sammanfattning Det här är en kvalitativ studie i syfte att undersöka hur vetenskapliga teorier synliggörs i lärarstudenters reflektioner över sin undervisning i ämnet svenska på lågstadiet. Materialet är insamlat i samband med lärarstudenters verksamhetsförlagda utbildning och består av intervjuer, observationer av undervisning och texter i form av pedagogiska planeringar. Resultatet visar att lärarkandidaters reflektioner håller en låg nivå när det gäller skoldidaktisk reflektion och att grunda sina resonemang i teorier om lärande och i professionella ämneskunskaper i svenska, även om deras undervisning håller god kvalitet. Sammantaget är min slutsats att olika metoder eller förklaringsmodeller som används inom forskning skulle kunna synliggöras i större utsträckning inom ramen för svenskkurser i lärarutbildningen. De kan dessutom användas som redskap för dokumentation av elevers kunskaper samt studenters egna skoldidaktiska reflektioner men även för det systematiska arbetet med att dokumentera elevers lärande som en förutsättning och utgångspunkt för planering av kommande undervisning, det vill säga formativ undervisning. Det skulle kunna vara ett sätt att överbrygga teori-praktikproblemet i lärarutbildningen såväl som att höja nivån av hur studenter relaterar till vetenskapliga modeller som stöd för skoldidaktisk reflektion.Title: “At least I thought the pupils were good”: Theorisation in education students’ didactic reflections on teaching Swedish This qualitative study aimed to investigate the role of theory in education students’ reflections on their teaching of Swedish in lower primary school. The material was collected in connection with the students’ practical placements and comprises of interviews and observations. Although these prospective teachers performed well in the classroom, the study shows that the students’ didactic reflections were generally below par and inadequately founded in theories of learning or Swedish subject knowledge. The overall conclusion is that different methods or models used in research can be highlighted to a greater extent in the Swedish subject courses on the primary education program. Students may not only use such theoretical tools to document pupils’ knowledge and formulate their own didactic reflections, but these tools could also prove useful in formative teaching, that is, in systematically documenting pupils’ learning in order to plan future teaching. This could therefore be a way to bridge the theory-practice gap in teacher training as well as improve education students’ use of theoretical models in their didactic reflections.
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Owaied, H. H. "A computer assisted learning system for reliability engineering : A PROLOG-oriented model devised for the acquisition of domain specific knowledge using a subset of English language dialogue and cognitive psychology principles." Thesis, University of Bradford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381436.
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Feyrer, Hubert [Verfasser]. "System Administration Training in the Virtual Unix Lab : An e-learning system with diagnosis via a domain specific language as base for an architecture for tutorial assistance and user adaption / Hubert Feyrer." Aachen : Shaker, 2009. http://d-nb.info/1161309985/34.
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Aram, Michael, and Gustaf Neumann. "Multilayered analysis of co-development of business information systems." Springer London, 2015. http://dx.doi.org/10.1186/s13174-015-0030-8.
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Business information systems (BIS) comprise technological (e.g. programs), informational (e.g. content) and social artifacts (e.g. collaboration structures). Typically, such systems are constantly and collectively developed (co-developed) further by a variety of individuals within the organization. By recognizing these varying types of actors (concerning their goals, technical expertise and language means) and their predominantly developed artifact type, one can distinguish two types of subsystems: technical subsystems wherein the development of the system behavior is conducted by software developers; and business subsystems dominated by end-users developing informational artifacts. So far, co-development structures within and between these subsystems are not well understood, especially the aspect that - potentially driven by appropriate measures such as the provision of domain-specific languages - co-development might shift between these subsystems.
This paper presents an approach for characterizing the co-development of real-world BIS with respect to direct participation from different kinds of contributors. This multilayered approach allows us to analyze the co-development with programming languages, domain-specific languages and end-user tools. The approach is suited to assess the direct participation of individuals from different subsystems in the development of evolving BIS. We focus on the intersection of these subsystems, present appropriate metrics and a multilayered analysis scheme. Contributions to artifacts are analyzed using social network analysis to detect structural properties of continuous co-development.
The application to Learn@WU, a real-world BIS, demonstrates how end-user enabling technologies have shifted the co-development effort of the system from a small group of developers to a several orders of magnitude larger group of contributors. We observed an increase of direct participation over time on both informational and executable artifacts, while the number of technical experts was more or less constant.
Our approach may act as a trigger for the application and further development of rigorous instruments for assessing co-development of BIS. (authors' abstract)
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Michel, David. "All Negative on the Western Front: Analyzing the Sentiment of the Russian News Coverage of Sweden with Generic and Domain-Specific Multinomial Naive Bayes and Support Vector Machines Classifiers." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447398.
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This thesis explores to what extent Multinomial Naive Bayes (MNB) and Support Vector Machines (SVM) classifiers can be used to determine the polarity of news, specifically the news coverage of Sweden by the Russian state-funded news outlets RT and Sputnik. Three experiments are conducted. In the first experiment, an MNB and an SVM classifier are trained with the Large Movie Review Dataset (Maas et al., 2011) with a varying number of samples to determine how training data size affects classifier performance. In the second experiment, the classifiers are trained with 300 positive, negative, and neutral news articles (Agarwal et al., 2019) and tested on 95 RT and Sputnik news articles about Sweden (Bengtsson, 2019) to determine if the domain specificity of the training data outweighs its limited size. In the third experiment, the movie-trained classifiers are put up against the domain-specific classifiers to determine if well-trained classifiers from another domain perform better than relatively untrained, domain-specific classifiers. Four different types of feature sets (unigrams, unigrams without stop words removal, bigrams, trigrams) were used in the experiments. Some of the model parameters (TF-IDF vs. feature count and SVM’s C parameter) were optimized with 10-fold cross-validation. Other than the superior performance of SVM, the results highlight the need for comprehensive and domain-specific training data when conducting machine learning tasks, as well as the benefits of feature engineering, and to a limited extent, the removal of stop words. Interestingly, the classifiers performed the best on the negative news articles, which made up most of the test set (and possibly of Russian news coverage of Sweden in general).
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De, Groc Clément. "Collecte orientée sur le Web pour la recherche d’information spécialisée." Thesis, Paris 11, 2013. http://www.theses.fr/2013PA112073/document.
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Les moteurs de recherche verticaux, qui se concentrent sur des segments spécifiques du Web, deviennent aujourd'hui de plus en plus présents dans le paysage d'Internet. Les moteurs de recherche thématiques, notamment, peuvent obtenir de très bonnes performances en limitant le corpus indexé à un thème connu. Les ambiguïtés de la langue sont alors d'autant plus contrôlables que le domaine est bien ciblé. De plus, la connaissance des objets et de leurs propriétés rend possible le développement de techniques d'analyse spécifiques afin d'extraire des informations pertinentes.Dans le cadre de cette thèse, nous nous intéressons plus précisément à la procédure de collecte de documents thématiques à partir du Web pour alimenter un moteur de recherche thématique. La procédure de collecte peut être réalisée en s'appuyant sur un moteur de recherche généraliste existant (recherche orientée) ou en parcourant les hyperliens entre les pages Web (exploration orientée).Nous étudions tout d'abord la recherche orientée. Dans ce contexte, l'approche classique consiste à combiner des mot-clés du domaine d'intérêt, à les soumettre à un moteur de recherche et à télécharger les meilleurs résultats retournés par ce dernier.Après avoir évalué empiriquement cette approche sur 340 thèmes issus de l'OpenDirectory, nous proposons de l'améliorer en deux points. En amont du moteur de recherche, nous proposons de formuler des requêtes thématiques plus pertinentes pour le thème afin d'augmenter la précision de la collecte. Nous définissons une métrique fondée sur un graphe de cooccurrences et un algorithme de marche aléatoire, dans le but de prédire la pertinence d'une requête thématique. En aval du moteur de recherche, nous proposons de filtrer les documents téléchargés afin d'améliorer la qualité du corpus produit. Pour ce faire, nous modélisons la procédure de collecte sous la forme d'un graphe triparti et appliquons un algorithme de marche aléatoire biaisé afin d'ordonner par pertinence les documents et termes apparaissant dans ces derniers.Dans la seconde partie de cette thèse, nous nous focalisons sur l'exploration orientée du Web. Au coeur de tout robot d'exploration orientée se trouve une stratégie de crawl qui lui permet de maximiser le rapatriement de pages pertinentes pour un thème, tout en minimisant le nombre de pages visitées qui ne sont pas en rapport avec le thème. En pratique, cette stratégie définit l'ordre de visite des pages. Nous proposons d'apprendre automatiquement une fonction d'ordonnancement indépendante du thème à partir de données existantes annotées automatiquementVertical search engines, which focus on a specific segment of the Web, become more and more present in the Internet landscape. Topical search engines, notably, can obtain a significant performance boost by limiting their index on a specific topic. By doing so, language ambiguities are reduced, and both the algorithms and the user interface can take advantage of domain knowledge, such as domain objects or characteristics, to satisfy user information needs.In this thesis, we tackle the first inevitable step of a all topical search engine : focused document gathering from the Web. A thorough study of the state of art leads us to consider two strategies to gather topical documents from the Web: either relying on an existing search engine index (focused search) or directly crawling the Web (focused crawling).The first part of our research has been dedicated to focused search. In this context, a standard approach consists in combining domain-specific terms into queries, submitting those queries to a search engine and down- loading top ranked documents. After empirically evaluating this approach over 340 topics, we propose to enhance it in two different ways: Upstream of the search engine, we aim at formulating more relevant queries in or- der to increase the precision of the top retrieved documents. To do so, we define a metric based on a co-occurrence graph and a random walk algorithm, which aims at predicting the topical relevance of a query. Downstream of the search engine, we filter the retrieved documents in order to improve the document collection quality. We do so by modeling our gathering process as a tripartite graph and applying a random walk with restart algorithm so as to simultaneously order by relevance the documents and terms appearing in our corpus.In the second part of this thesis, we turn to focused crawling. We describe our focused crawler implementation that was designed to scale horizontally. Then, we consider the problem of crawl frontier ordering, which is at the very heart of a focused crawler. Such ordering strategy allows the crawler to prioritize its fetches, maximizing the number of in-domain documents retrieved while minimizing the non relevant ones. We propose to apply learning to rank algorithms to efficiently order the crawl frontier, and define a method to learn a ranking function from existing crawls
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Montgomery, Richard Thomas II. "An Investigation of High School Teachers’ Epistemic Beliefs in an Urban District." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1408662790.
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Ouraiba, El Amine. "Scénarisation pédagogique pour des EIAH ouverts : Une approche dirigée par les modèles et spécifique au domaine métier." Phd thesis, Université du Maine, 2012. http://tel.archives-ouvertes.fr/tel-00790696.
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Dans cette thèse, nous nous sommes intéressés à l'ouverture des EIAH (EnvironnementsInformatiques pour l'Apprentissage Humain), pour répondre à leur faible déploiement dansles établissements de formation, en facilitant leur appropriation par des usagers. Notre travailde recherche s'inscrit dans le cadre du projet REDiM (Réingénierie des EIAH Dirigée par lesModèles) mené au LIUM (Laboratoire d'Informatique de l'Université du Maine), dont un desobjectifs est d'intégrer les enseignants dans le processus de conception des scénariospédagogiques d'un EIAH.Nous proposons une approche d'ingénierie et de réingénierie pour rendre un EIAH ouvertà la conception et à l'adaptation de ses scénarios pédagogiques par les enseignantsutilisateurs. Nous avons défini un processus de conception basé sur la modélisationde scénarios pédagogiques ouverts (SPO), qui permet l'instrumentation des enseignantspour les aider dans la conception continue (i.e. qui se poursuit dans l'usage) d'une activitéd'apprentissage. Nous faisons trois propositions scientifiques :- Un modèle de représentation des SPO, qui permet de les structurer en variantes enfonction des contextes d'exécution. Nous qualifions ce modèle de rationnel puisqu'il s'appuieprincipalement sur l'approche du Design Rationale que nous avons adaptée à notreproblématique.- Un processus itératif et incrémental d'ingénierie et de réingénierie qui guide lesenseignants pour concevoir et adapter des SPO conformes au modèle que nous avonsdéfini.- Une méthode dirigée par les modèles et spécifique au domaine métier pour instrumenterle processus d'ouverture des scénarios pédagogiques d'un EIAH existant. Cette méthoded'instrumentation, reposant sur l'IDM (Ingénierie Dirigée par les Modèles) et le DSM(Domain-Specific Modeling), implique les enseignants utilisateurs de l'EIAH, considérés icicomme des experts du domaine. Elle est structurée en plusieurs phases qui amènentprogressivement à définir, de façon spécifique à l'EIAH considéré, un langage d'expressiondes SPO (ADSGEML - Adaptive Domain-Specific Graphical Educational ModelingLanguage) et un éditeur associé permettant la conception et l'adaptation des SPO dansl'univers métier de l'EIAH.Afin d'évaluer et de raffiner nos propositions, nous les avons appliquées sur l'EIAH"Hop3x", préalablement conçu au LIUM dans le cadre d'un autre projet pour pratiquer laprogrammation orientée objet. Nous avons donc élaboré un ADSGEML et un environnementd'édition graphique pour permettre aux enseignants de concevoir et d'adapterdynamiquement des sessions ouvertes de Hop3x, à un niveau élevé d'abstraction.
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Maclin, Richard. "Learning from instruction and experience methods for incorporating procedural domain theories into knowledge-based neural networks /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/34280921.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1995.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 236-246).
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Du, Toit Lorraine Doreen. "Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans)." Thesis, 2006. http://hdl.handle.net/2263/29349.
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Current learning support in an effort to address the learning needs of learners with learning disabilities tends to focus on their language abilities (reading and writing), without enough emphasis on the cognitive manifestations that could contribute to barriers to learning, if not addressed appropriately from within the school system. In this study the organisation skills of learners with learning disabilities were studied to determine their true nature. The research was undertaken with Grade 8 and 9 pupils in a private school for learners with learning disabilities. The research was conducted in two phases. In the first phase, assessment data of the learners with learning disabilities were analysed. Three different categories of learning needs regarding the organisation skills of learners with learning disabilities were identified. In the second phase, these categories of learning needs were explored using an Ethnographic Approach with Action Research as design. The outcomes of the action research were examined by analysing behaviours and written products of the learners, consistently within the context of the learning situation. It was established that the barriers to learning regarding the organisation skills of these learners are at least in part intrinsic and therefore make a strong appeal to the learning system for support. Learning support should be seen as an integral part of the teaching and learning process in all schools. It was therefore clear that a Systemic approach should be used to address the barriers to learning that learners with learning disabilities experience. A different perspective than that of the fragmented medical model was taken in exploring and addressing these needs. It was a shift towards a more holistic Ecological Systemic Approach.Thesis (PhD (Educational Psychology))--University of Pretoria, 2006.
Educational Psychology
unrestricted
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Kotzé, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze." Thesis, 2007. http://hdl.handle.net/10394/1699.
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Klimeš, Jonáš. "Domain-Specific Language for Learning Programming." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-347527.
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In the scope of this thesis, we designed a language for programming education. At first, we described eight existing tools for learning programming and identified key features in the learning process. Second, we designed an educational domain-specific language Eddie. Eddie is suitable for teenagers and adults who want to learn programming. It uses a domain based on Karel the Robot language, where users can control a robot character in a two-dimensional grid. We implemented a prototype of Eddie using the MPS Language Workbench and its projectional editor. The Eddie language gradually introduces loops, conditionals, variables, functions, and objects. Eddie programs can be created, executed and visualized in the Eddie Studio IDE. Powered by TCPDF (www.tcpdf.org)
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"Novel Learning-Based Task Schedulers for Domain-Specific SoCs." Master's thesis, 2020. http://hdl.handle.net/2286/R.I.62834.
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abstract: This Master’s thesis includes the design, integration on-chip, and evaluation of a set of imitation learning (IL)-based scheduling policies: deep neural network (DNN)and decision tree (DT). We first developed IL-based scheduling policies for heterogeneous systems-on-chips (SoCs). Then, we tested these policies using a system-level domain-specific system-on-chip simulation framework [11]. Finally, we transformed them into efficient code using a cloud engine [1] and implemented on a user-space emulation framework [61] on a Unix-based SoC. IL is one area of machine learning (ML) and a useful method to train artificial intelligence (AI) models by imitating the decisions of an expert or Oracle that knows the optimal solution. This thesis's primary focus is to adapt an ML model to work on-chip and optimize the resource allocation for a set of domain-specific wireless and radar systems applications. Evaluation results with four streaming applications from wireless communications and radar domains show how the proposed IL-based scheduler approximates an offline Oracle expert with more than 97% accuracy and 1.20× faster execution time. The models have been implemented as an add-on, making it easy to port to other SoCs.Dissertation/Thesis
Masters Thesis Computer Engineering 2020
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Soderland, Stephen Glenn. "Learning text analysis rules for domain-specific natural language processing." 1997. https://scholarworks.umass.edu/dissertations/AAI9721493.
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An enormous amount of knowledge is needed to infer the meaning of unrestricted natural language. The problem can be reduced to a manageable size by restricting attention to a specific domain, which is a corpus of texts together with a predefined set of concepts that are of interest to that domain. Two widely different domains are used to illustrate this domain-specific approach. One domain is a collection of Wall Street Journal articles in which the target concept is management succession events: identifying persons moving into corporate management positions or moving out. A second domain is a collection of hospital discharge summaries in which the target concepts are various classes of diagnosis or symptom. The goal of an information extraction system is to identify references to the concept of interest for a particular domain. A key knowledge source for this purpose is a set of text analysis rules based on the vocabulary, semantic classes, and writing style peculiar to the domain. This thesis presents CRYSTAL, an implemented system that automatically induces domain-specific text analysis rules from training examples. CRYSTAL learns rules that approach the performance of hand-coded rules, are robust in the face of noise and inadequate features, and require only a modest amount of training data. CRYSTAL belongs to a class of machine learning algorithms called covering algorithms, and presents a novel control strategy with time and space complexities that are independent of the number of features. CRYSTAL navigates efficiently through an extremely large space of possible rules. CRYSTAL also demonstrates that expressive rule representation is essential for high performance, robust text analysis rules. While simple rules are adequate to capture the most salient regularities in the training data, high performance can only be achieved when rules are expressive enough to reflect the subtlety and variability of unrestricted natural language.
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Peleja, Filipa Alexandra de Madureira. "Learning domain-specific sentiment lexicons with applications to recommender systems." Doctoral thesis, 2015. http://hdl.handle.net/10362/17102.
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Search is now going beyond looking for factual information, and people wish to search for the opinions of others to help them in their own decision-making. Sentiment expressions or opinion expressions are used by users to express their opinion and embody important pieces of information, particularly in online commerce. The main problem that the present dissertation addresses is how to model text to find meaningful words that express a sentiment. In this context, I investigate the viability of automatically generating a sentiment lexicon for opinion retrieval and sentiment classification applications. For this research objective we propose to capture sentiment words that are derived from online users’ reviews. In this approach, we tackle a major challenge in sentiment analysis which is the detection of words that express subjective preference and domain-specific sentiment words such as jargon. To this aim we present a fully generative method that automatically learns a domain-specific lexicon and is fully independent of external sources.
Sentiment lexicons can be applied in a broad set of applications, however popular recommendation algorithms have somehow been disconnected from sentiment analysis. Therefore, we present a study that explores the viability of applying sentiment analysis techniques to infer ratings in a recommendation algorithm. Furthermore, entities’ reputation is intrinsically associated with sentiment words that have a positive or negative relation with those entities. Hence, is provided a study that observes the viability of using a domain-specific lexicon to compute entities reputation. Finally, a recommendation system algorithm is improved with the use of sentiment-based ratings and entities reputation.
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LIAO, WEN-HUI, and 廖文慧. "A Bimodal Domain-Specific Deep Learning Approach for Automated Patent Classification." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/wtu56h.
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碩士國立臺北科技大學
電子工程系
107
Patent classification is fundamental to search patents in huge patent database. An automatic patent classification system is beneficial for subject technology to be effectively compared with previous cases of relevant technology, and further improve the efficiency of patent analysis. In this research, we present a bimodal domain-specific deep learning approach for automated patent classification. Classification is based on International Patent Classification (IPC), which is published and managed by the World Intellectual Property Organization (WIPO). The system comprises word embedding pre-trained by US patent documents to convert word into word vector, and adopts CNN, CNN-BiLSTM and Hierarchical Attention Model in deep learning for text classification. The research further uses a bimodal data processing method to fuse the image-processed features of patent with the text-embedded vector-converted features to try to improve the classification accuracy. Training and testing data came from patent documents granted by the United States Patent and Trademark Office, which was classified into 8 categories to IPC at section level, 131 categories at class level, and 646 categories at subclass level. The experimental results showed that the system, comprising word embedding pre-trained by US patent documents and Hierarchical Attention Model for feature extraction and classification, obtained a better performance compared with previous researches. Among them, the system reaches a micro-average precision of 61.66% at IPC class level and 43.25% at IPC subclass level using claim as input.
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SHEN, YI-TING, and 沈怡廷. "Self-Supervised Learning of Domain-Specific Depth for Transferable Traversability Estimation with a Single Fisheye Camera." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/d45us8.
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碩士國立臺灣大學
電子工程學研究所
107
Autonomous mobile robots and vision-base intelligent assistive technolo- gies are going to be indispensable in everybody’s lives. Among these appli- cations, traversability estimation (TE) is one of the most significant com- ponent to guarantee people’s safety. Besides accuracy, transferability across different environments and platforms is another important design consider- ation for TE. In this thesis, a two-stage convolutional neural network is proposed for TE. Input color images are first translated to relative depth maps by domain-specific depth estimation networks. These networks are used to align different domains and are trained with an extended version of self- supervised learning method dedicated to fisheye images. After that, an universal classification network trained in the source domain is used to es- timate traversability with relative depth maps from all domains. Experiments on the real-world data show that the proposed method has competitive accuracy with higher transferability among different environ- ments. In addition, it has a reasonable model complexity under domain- specific premise and requires only a single fisheye camera, which is also suitable for resource-constrained platforms.
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Krátká, Markéta. "Moje škola a její okolí před sto lety." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340496.
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Krátká, M.: My city a century ago [Diploma Thesis] Praha 2014 - Charles University, Faculty of Education, Art Education Department, 135 p. The diploma thesis focuses on cross-curricular connection of two educational areas; The Art and Culture - Art education and "Man and His World". The thesis also analyzes textbooks of the "Man and His World" educational area and determines how and to what extent it is focused on the theme of home, region, the past, identity of subject and places of public area. The empirical part consists of an educational project closely linking the curriculum of art education with curriculum of the subject "Man and His World". It focuses on primary education and it's goal is to effectively educate children about the history of the town they live in using interdisciplinary approach. The educational project is based on theoretical findings stated in the theoretical part of the diploma thesis. It is also set to the context of contemporary art but in comparison to modern art it seems to be based more traditionally. Key words: Interdisciplinarity, Art Education, school subject, educational domain, Project-Based Learning, site, memory of the site, community, Site-specific art.