Academic literature on the topic 'Dual-focused learning'
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Journal articles on the topic "Dual-focused learning"
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Su, Xiongfei, Tianyi Zhu, Lina Liu, et al. "Dual-branch Graph Feature Learning for NLOS Imaging." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 7 (2025): 7051–59. https://doi.org/10.1609/aaai.v39i7.32757.
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The domain of non-line-of-sight (NLOS) imaging is advancing rapidly, offering the capability to reveal occluded scenes that are not directly visible. However, contemporary NLOS systems face several significant challenges: (1) The computational and storage requirements are profound due to the inherent three-dimensional grid data structure, which restricts practical application. (2) The simultaneous reconstruction of albedo and depth information requires a delicate balance using hyperparameters in the loss function, rendering the concurrent reconstruction of texture and depth information difficult. This paper introduces the innovative methodology, DG-NLOS, which integrates an albedo-focused reconstruction branch dedicated to albedo information recovery and a depth-focused reconstruction branch that extracts geometrical structure, to overcome these obstacles. The dual-branch framework segregates content delivery to the respective reconstructions, thereby enhancing the quality of the retrieved data. To our knowledge, we are the first to employ the GNN as a fundamental component to transform dense NLOS grid data into sparse structural features for efficient reconstruction. Comprehensive experiments demonstrate that our method attains the highest level of performance among existing methods across synthetic and real data.
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Lee, Adrienne Y., and Alexia N. Bowers. "The Effect of Multimedia Components on Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 1 (1997): 340–44. http://dx.doi.org/10.1177/107118139704100176.
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Multimedia is composed of various components: text, graphics/animation, and audio. These components can contribute differentially to the learning of material. The Dual Coding Theory, where the learning of material is enhanced by the simultaneous development and activation of modality specific structures (verbal and non-verbal), can be applied to multimedia learning (Mayer & Gallini, 1990). However most empirical work to examine this theory has focused on graphics and text. In addition research in multimedia has assumed that audio components would enhance learning. Therefore, the studies described in this paper focus on all three components of multimedia with the goal of determining the contribution that these components have on learning. Results did not uniformly support the Dual Coding Theory. In addition, the audio component for this multimedia training did not play as large a role in improving learning as the graphics and animations.
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Wei, Rining, and Jieyun Feng. "Implementing CLIL for young learners in an EFL context beyond Europe." English Today 31, no. 1 (2015): 55–60. http://dx.doi.org/10.1017/s0266078414000558.
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Content and Language Integrated Learning (CLIL) is ‘a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language’ (Coyle, Hood & Marsh, 2010: 1). It represents a model of bilingual education which, broadly speaking, involves some use of two (or more) languages of instruction in connection with teaching courses other than language per se.
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Rusko, Rauno. "Interactive Online Learning." International Journal of Online Pedagogy and Course Design 7, no. 3 (2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.
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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.
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Ярошенко, Ольга. "Умови здобуття вищої освіти із застосуванням дуальної форми навчання". Scientific notes of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University Section Theory and methods of teaching natural sciences, № 6 (20 березня 2024): 158–65. http://dx.doi.org/10.31652/2786-5754-2024-6-158-165.
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The article emphasises the relevance of introduction and didactic potential of the dual form of higher education.The purpose of the article is to identify and substantiate the main conditions that will ensure the productive use of the dual form of higher education in domestic higher education institutions. The study uses the methods of comparison, analysis, synthesis, generalisation, formalisation, induction, and deduction.In substantiating the conditions for introducing dual learning, the tasks of the dual form of professional undergraduate and graduate education, formulated in the Regulation on the dual form of professional undergraduate and graduate education, served as a guide.The study describes the main conditions for the application of the dual form of higher education: publicity of training in the dual form of higher education, availability of modern material and technical base and qualified human resources of the employer, modernisation of the content and methods of teaching higher education students, organisational and managerial regulation of the subjects` activities of the dual educational process, constructive communication of the subjects of dual education. They relate to such components of the dual form of higher education as a two-component educational environment, training content, three-subjectivity of dual learning, teaching and learning with the use of the dual form of higher education.The multivectorality of the main conditions for the implementation of the dual form of higher education is focused on the content and organization of the educational process, on the functional responsibilities of each subject of the partnership triangle, and on the communication of the subjects of dual education.It is concluded that adherence to the set of conditions substantiated in the study modernizes the educational process and also meets the needs of the labor market for qualified specialists with higher education.
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Jalolova, Muqaddas, and Azizabonu Abdug'aniyeva. "CBL (CONTENT-BASED LEARNING) IS THE LANGUAGE LEARNING TASK." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 192–96. https://doi.org/10.5281/zenodo.15421094.
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<em>This study examines Content-Based Learning (CBL) as a strategic approach to language acquisition, exploring its theoretical foundations and practical applications in educational settings. The research analyzes how integrating substantive academic content with language instruction enhances both linguistic competence and subject knowledge acquisition. </em>
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Latifatul Mahbubah та Moh Wakil. "Ta’lîm al-Qâidah al-Arabiyyah an al-Muẓakkar wa al-Mu’annaṡ bi Ṭarîqah al-Lughatain". Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 7, № 1 (2022): 51–65. http://dx.doi.org/10.15642/alfazuna.v7i1.2434.
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Purpose- This study aims to provide information about learning nahwu rules about mudzakkar and muannast in Arabic using the Dual Language Method which combines Arabic and English. Design/Metodology/Approach- This research is a descriptive qualitative research in which the respondents in this study were nahwu teachers and second grade students of TMI Putri Al-Amien Prenduan Sumenep Madura. Findings- The results of this study indicate that learning the nahwu rules about mudzakkar and muannast in Arabic is considered effective for students when taught using the Dual Language Method which combines Arabic and English because all students in this Islamic boarding school use both languages so that it will make it easier for students to learn language rules in both languages. The learning stages are as follows: 1. Introduction, 2. Presentation, connecting and concluding, 3. Practice. Research Limitation/Implications- The limitations of the problem in this research are focused on learning the rules of Mudzakkar and Muannast and have no discussed other nahwu rules. However, this research explains the learning of Musdzakkar and Muannast rules by using the Dual Language Method which involves Arabic and English and is implemented in other nahwu rules. With exercises to ensure students’ understanding so that the learning process can be implemented in other nahwu principles
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Feng, Songtao, Michael Dorothy, and Jie Fu. "Learning Nash Equilibrium of Markov Potential Games with a Shared Constraint via Primal-Dual Optimization." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 16 (2025): 16577–85. https://doi.org/10.1609/aaai.v39i16.33821.
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The problem of constrained Markov game has recently attracted interests in the study of multi-agent reinforcement learning (MARL). The existing literature has focused on safe MARL problems where safety constraints are imposed for each agent individually. In this work, we consider Markov potential game (MPG) with a shared constraint, where the cost function with respect to the constraint depends on states and joint actions of all agents. We adopt a primal-dual framework to tackle the problem and establish the Slater condition to ensure the strong duality. Moreover, we propose our primal-dual learning algorithm for learning approximate Nash equilibrium in MPG with shared constraint. Thanks to the novel design of the dual update, we provide asymptotic convergence on the weighted output policy. Specifically, we prove that both the value function gap and the constraint violation of the output policy converge at the rate O(epsilon+1/sqrt(T)), where epsilon is the accuracy level of the primal update, and T is the number of iterations. We further show that the weighted output policy outperforms the existing uniformly chosen policy.
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Kim, Jongseok, Youngjae Yu, Hoeseong Kim, and Gunhee Kim. "Dual Compositional Learning in Interactive Image Retrieval." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 2 (2021): 1771–79. http://dx.doi.org/10.1609/aaai.v35i2.16271.
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We present an approach named Dual Composition Network (DCNet) for interactive image retrieval that searches for the best target image for a natural language query and a reference image. To accomplish this task, existing methods have focused on learning a composite representation of the reference image and the text query to be as close to the embedding of the target image as possible. We refer this approach as Composition Network. In this work, we propose to close the loop with Correction Network that models the difference between the reference and target image in the embedding space and matches it with the embedding of the text query. That is, we consider two cyclic directional mappings for triplets of (reference image, text query, target image) by using both Composition Network and Correction Network. We also propose a joint training loss that can further improve the robustness of multimodal representation learning. We evaluate the proposed model on three benchmark datasets for multimodal retrieval: Fashion-IQ, Shoes, and Fashion200K. Our experiments show that our DCNet achieves new state-of-the-art performance on all three datasets, and the addition of Correction Network consistently improves multiple existing methods that are solely based on Composition Network. Moreover, an ensemble of our model won the first place in Fashion-IQ 2020 challenge held in a CVPR 2020 workshop.
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Sudarso, Hendra, Safitri Era Globalisasi, and Haris Dibdyaningsih. "Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning." Global International Journal of Innovative Research 2, no. 10 (2024): 2315–30. http://dx.doi.org/10.59613/global.v2i10.329.
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This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and the impact on student engagement and learning outcomes. The findings suggest that while CLIL offers significant benefits, such as increased student motivation and improved language skills, it also presents challenges, particularly related to teacher preparedness and resource development. Addressing these challenges through targeted professional development and appropriate resource allocation is essential for the successful implementation of CLIL. The study concludes that CLIL is a promising approach for enhancing English language learning, provided that its implementation is carefully managed and adequately supported.
Dissertations / Theses on the topic "Dual-focused learning"
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Li, Voyce. "Organisational learning and innovation: implication of dual-level leadership, trust, task interdependence on intention to share knowledge and innovation." Thesis, 2012. http://hdl.handle.net/1959.13/933126.
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Professional Doctorate - Doctor of Business Administration (DBA)<br>Three models have been developed based on the concepts from Bass and Avolio (1989), Pearce and Gregersen (1991), McAllister (1995), West and Anderson (1996), Bock et al. (2005) and Wang and Howell (2010). Hypotheses defined in the models were examined by using a sample of 143 team members from 41 work teams at a university in Hong Kong. Group- and individual-focused transformational leadership (TFL) behaviours were found to be positively related to intention to share knowledge and team innovation. Group-focused TFL behaviour was also found to be positively related to intention to share knowledge through the mediating influence of task interdependence and positively associated with team innovation through the mediating influence of affect-based trust.
Books on the topic "Dual-focused learning"
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Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.
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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.
Book chapters on the topic "Dual-focused learning"
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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.
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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.
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Rusko, Rauno. "Interactive Online Learning." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch088.
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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.
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Slapac, Alina, Kim H. Song, and Cynthia C. Chasteen. "Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners." In Intercultural Responsiveness in the Second Language Learning Classroom. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch011.
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This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.
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Salaberri Ramiro, Maria Sagrario, and Maria del Mar Sanchez Perez. "Job Shadowing as a Training Tool for Lecturers in Higher Education Bilingual Teaching." In Teacher Training for English-Medium Instruction in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch013.
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The current context of higher education institutions is guided by targets of internationalization and globalization which adopt different forms, one of them based on the essential role of language learning as an operational instrument that contributes to international activity. Different approaches have been devised to promote language learning—content and language integrated learning (CLIL) or English-medium instruction (EMI)—characterized by the use of a foreign language as a teaching device. In tertiary education, the implementation of bilingual programs demands the use of professional and academic language, communicative skills, and training in methodological abilities. The challenge for lecturers is considerable and they have reported the demanding overload of work, effort, and time, but training in dual-focused teaching is essential to achieve goals successfully. Job shadowing is suggested as a training tool focused on developing bilingual professional skills, knowledge, and competences through observation, action, and reflection while accompanying a professional.
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Salaberri Ramiro, Maria Sagrario, and Maria del Mar Sanchez Perez. "Job Shadowing as a Training Tool for Lecturers in Higher Education Bilingual Teaching." In Research Anthology on Bilingual and Multilingual Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch036.
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The current context of higher education institutions is guided by targets of internationalization and globalization which adopt different forms, one of them based on the essential role of language learning as an operational instrument that contributes to international activity. Different approaches have been devised to promote language learning—content and language integrated learning (CLIL) or English-medium instruction (EMI)—characterized by the use of a foreign language as a teaching device. In tertiary education, the implementation of bilingual programs demands the use of professional and academic language, communicative skills, and training in methodological abilities. The challenge for lecturers is considerable and they have reported the demanding overload of work, effort, and time, but training in dual-focused teaching is essential to achieve goals successfully. Job shadowing is suggested as a training tool focused on developing bilingual professional skills, knowledge, and competences through observation, action, and reflection while accompanying a professional.
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Ma, Leilei, Dengdi Sun, Lei Wang, Haifeng Zhao, and Bin Luo. "Semantic-Aware Dual Contrastive Learning for Multi-Label Image Classification." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230449.
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Extracting image semantics effectively and assigning corresponding labels to multiple objects or attributes for natural images is challenging due to the complex scene contents and confusing label dependencies. Recent works have focused on modeling label relationships with graph and understanding object regions using class activation maps (CAM). However, these methods ignore the complex intra- and inter-category relationships among specific semantic features, and CAM is prone to generate noisy information. To this end, we propose a novel semantic-aware dual contrastive learning framework that incorporates sample-to-sample contrastive learning (SSCL) as well as prototype-to-sample contrastive learning (PSCL). Specifically, we leverage semantic-aware representation learning to extract category-related local discriminative features and construct category prototypes. Then based on SSCL, label-level visual representations of the same category are aggregated together, and features belonging to distinct categories are separated. Meanwhile, we construct a novel PSCL module to narrow the distance between positive samples and category prototypes and push negative samples away from the corresponding category prototypes. Finally, the discriminative label-level features related to the image content are accurately captured by the joint training of the above three parts. Experiments on five challenging large-scale public datasets demonstrate that our proposed method is effective and outperforms the state-of-the-art methods. Code and supplementary materials are released on https://github.com/yu-gi-oh-leilei/SADCL.
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Huang, Chao, Justin Dachille, and Xin Liu. "Coopetition in Heterogeneous Cross-Silo Federated Learning." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2024. http://dx.doi.org/10.3233/faia240776.
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In cross-silo federated learning (FL), companies collaboratively train a shared global model without sharing heterogeneous data. Prior related work focused on algorithm development to tackle data heterogeneity. However, the dual problem of coopetition, i.e., FL collaboration and market competition, remains under-explored. This paper studies the FL coopetition using a dynamic two-period game model. In period 1, an incumbent company trains a local model and provides model-based services at a chosen price to users. In period 2, an entrant company enters, and both companies decide whether to engage in FL collaboration and then compete in selling model-based services at different prices to users. Analyzing the two-period game is challenging due to data heterogeneity, and that the incumbent’s period one pricing has a temporal impact on coopetition in period 2, resulting in a non-concave problem. To address this issue, we decompose the problem into several concave sub-problems and develop an algorithm that achieves a global optimum. Numerical results on three public datasets show two interesting insights. First, FL training brings model performance gain as well as competition loss, and collaboration occurs only when the performance gain outweighs the loss. Second, data heterogeneity can incentivize the incumbent to limit market penetration in period 1 and promote price competition in period 2.
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Mañoso-Pacheco, Lidia. "Teachers' Code-Switching in Bilingual Primary Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6179-2.ch002.
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Code-switching is a linguistic phenomenon that is widespread among the bilingual communities of primary school learners. Despite the school administrators' disapproval, teachers commonly resort to this practice as a pedagogical tool to facilitate the dual-focused aim pursued through the content and language integrated learning (CLIL) approach. The present chapter aims to explore the most significant theoretical contributions concerning code-switching in bilingual settings, with an emphasis on its pedagogical functionality in primary education. Data on code-switching were mainly gathered through the bibliographic databases Web of Science (WoS) and Scopus. This literary review categorizes the functions reported by scholars into two broad categories: code-switching as a conceptual-understanding facilitator, focused on mathematics attainment, and code-switching as an interpersonal facilitator, divided into classroom management and affective development. The results point to the need to regulate its use and acknowledge the practicality of code-switching among bilingual school populations.
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Garrett, Melissa Dockrill. "Reconceptualizing Response to Intervention (RtI)." In Cultivating Flourishing Practices and Environments by Embracing Positive Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-9466-3.ch006.
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New Brunswick's full inclusion model aims to ensure that all students receive the necessary supports to access their learning and participate fully in school life. While inclusive education is praised for its espoused principles, challenges persist that hinder its implementation. The prevailing support-oriented approach often focuses on students' challenges rather than their strengths. Recent perspectives have emphasized the need to move beyond a primarily support-oriented model to incorporate a more strengths-focused view of students' learning. Positive education, linking academic achievement to wellbeing, leverages such approaches. This chapter explores a dual-dimensional model for inclusive student learning through investigating existing support-oriented and strengths-based approaches within New Brunswick's school using an Appreciative Inquiry research design. It concludes by introducing the Strength and Support Response Model (SSRM), which reimagines the Response to Intervention (RtI) framework by integrating and leveraging students' strengths into support structures.
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Rubio, Antonio Daniel Juan, and Isabel Maria García Conesa. "Benefits of the Application of Task-Based Learning Within the Bilingual Field in Primary Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6179-2.ch013.
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Over the last two decades, the second language acquisition field has been influenced by new pedagogical approaches and innovative trends, which have reframed the principles of how foreign languages should be taught. The emergence of the task-based language teaching (TBLT) since the late nineties, and its increasing implementation, transformed it into one of the trendiest pedagogical approaches. Later, the dual-focused vision of the content and language integrated learning (CLIL) approach gained momentum in European countries, and it was included as an essential part of schools' curricula. Nowadays, although CLIL and task-based instruction are well established in educational contexts, the combined use of the two still produces doubts among teachers. In this chapter, a thorough exploration of the main pedagogical constituents of CLIL and TBLT is carried out to analyse their commonalities and set relationships between them. To sum up, this paper will convince bilingual teachers about implementing authentic and meaningful task-based experiences within their CLIL curricula.
Conference papers on the topic "Dual-focused learning"
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Roitman, Haggai, Guy Feigenblat, Doron Cohen, Odellia Boni, and David Konopnicki. "Unsupervised Dual-Cascade Learning with Pseudo-Feedback Distillation for Query-Focused Extractive Summarization." In WWW '20: The Web Conference 2020. ACM, 2020. http://dx.doi.org/10.1145/3366423.3380009.
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Beraza, José María. "La percepción de los y las tituladas del itinerario dual en el grado de administración y dirección de empresas en el desarrollo de las competencias transversales de la titulación." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13746.
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One of the objectives of the European Higher Education Area is a change in teaching methodologies, transforming a teaching-focused education into an education focused on the learning process. Dual training has a place in this model, since it allows young people to obtain a degree, through a learning process that is developed in a shared way in the training school and in the company. The main objective of this work is to know the perception of the graduates of the Dual Itinerary in the Degree in Business Administration and Management on the development of transversal competences, in order to contrast whether these students actually acquire the skills established in the Degree Report to the same extent as the rest of the graduates of the Degree in Business Administration and Management. To this end, a survey of students participating in this Itinerary has been carried out. The results show that the most developed competencies and those that has most contributed in the Degree in Business Administration and Management are self-learning and teamwork. On the other hand, the skills with the least perceived development and to which the Degree in Business Administration and Management has contributed the least are foreign language communication and creativity, innovation and entrepreneurship.
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Van den Broeck, Lynn, Sofie Craps, Una Beagon, Johanna Naukkarinen, and Greet Langie. "Lifelong learning as an explicit part of engineering programmes: what can we do as educators?" In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1327.
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Whilst engineering education has primarily focused on providing students with the required technical competencies, new visions emphasise the importance of lifelong learning (LLL). They point towards the need to acquire the necessary competencies for LLL during the study programme. This requires a shift in mindset for both lecturers and students. Other studies have provided some key recommendations on how HEIs should integrate the development of LLL competencies in study programmes such as using authentic discipline-specific learning contexts and explicit teaching of the LLL competencies. This scoping review will provide an overview of which LLL interventions have already been implemented in higher education and aims to answer the question: How can HEIs support the development of students’ LLL competencies? The included LLL interventions are categorised based on the type and content of the intervention, the duration, the target audience, the effectiveness, and the efficiency. The outcomes of this review serve a dual purpose: (1) to define research gaps and (2) to provide educators with some general advice regarding the integration of LLL in engineering study programmes.
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Ilie, Mariana mirela, and Beatrice hellen Almasan. "CASE STUDY ON CONSTRUCTIVIST LEARNING USING GOOGLE APPS AT UNIVERSITY OF BUCHAREST ODL DEPARTMENT CREDIS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-169.
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Over the last decade the technology of education has gained an important place in the educational process. To enhance this reality, international organizations have stated the need to use information technology and digital technology in the process of teaching, learning, assessment and evaluation. The most important international organizations which make recommendations and elaborate guidelines are UNESCO and European Commission. Considering these recommendations to use digital technology in education corroborated with the need of students to use it in their educational process, to collaborate, to work in teams, to contribute to their learning, the Faculty of Psychology and Sciences of Education of University of Bucharest within master programme ICT in Education and the Distance Learning department of University of Bucharest within its master programmes have courses designed mostly to enhance the use of digital technology in educational process. Therefore, the aim of the present research is to present a case of good practices in which the constructivist approach of learning is supported by technology using Google Apps like Google Drive, Google Docs, and Google Slides. The case study is focused on the idea that learning is possible through dual factors: social interaction and simultaneous exposure to cognitive experiences in which peer and collaborative learning is central and the teacher is also mediator, moderator and facilitator of learning supporting students to develop digital competencies, positive attitudes of self esteem and empathy and cognitive abilities. The overarching outcome will be a coherent image of a master course designed to enhance ideas with technology based on a constructivist approach.
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Zhai, Yuyao, Liang Chen, and Minghua Deng. "Distribution-Independent Cell Type Identification for Single-Cell RNA-seq Data." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/679.
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Automatic cell type annotation aims to transfer the label knowledge from label-abundant reference data to label-scarce target data, which makes encouraging progress in single-cell RNA-seq data analysis. While previous works have focused on classifying close-set cells and detecting open-set cells during testing, it is still essential to be able to classify unknown cell types as human beings. Additionally, few efforts have been devoted to addressing the challenge of common long-tail dilemma in cell type annotation data. Therefore, in this paper, we propose an innovative distribution-independent universal cell type identification framework called scDET from the perspective of autonomously equilibrated dual-consultative contrastive learning. Our model can generate fine-grained predictions for both close-set and open-set cell types in a long-tailed open-world environment. scDET consists of a contrastive-learning branch and a pseudo-labeling branch, which work collaboratively to provide interactive supervision. Specifically, the contrastive-learning branch provides reliable distribution estimation to regularize the predictions of the pseudo-labeling branch, which in turn guides itself through self-balanced knowledge transfer and a designed novel soft contrastive loss. Extensive experimental results on various evaluation datasets demonstrate the superior performance of scDET over other state-of-the-art single-cell clustering and annotation methods.
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Enab, Khaled. "Artificial Neural Network Model to Evaluate Carbon Storage During Enhanced Oil Recovery in Naturally Fractured Oil Reservoirs." In SPE Advances in Integrated Reservoir Modelling and Field Development Conference and Exhibition. SPE, 2025. https://doi.org/10.2118/225331-ms.
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Abstract This study introduces an innovative physics-informed machine learning approach to predict the cumulative oil production, CO2 stored, and CO2 adsorbed during CO2 injection. The developed model can be utilized to maximize both oil recovery and CO2 storage in naturally fractured reservoirs (NDR). While existing research has largely focused on maximizing oil recovery and net present value (NPV) through CO2 injection, our methodology integrates comprehensive physics data to fine-tune gas injection processes. We consider a wide span of reservoir characteristics in five-spot injection pattern. We developed dual-permeability, naturally fractured numerical compositional models incorporating sorption to simulate flow mechanisms during injection accurately. Using Langmuir's adsorption dynamics in our simulation integrates well designs and injection strategies. Data from these simulations were trained using Artificial Neural Networks (ANN) to create a robust production prediction proxy model for different gas injection designs. The ANN model demonstrates high accuracy, reflecting its potential for optimizing oil production and carbon storage. The developed model facilitated the screening and optimization process for the considered system as it provides the optimized design in a few seconds compared to days. This study not only highlights the cost-efficiency of using machine learning algorithms in optimization processes but also deepens our understanding of their potential applications in enhanced oil recovery (EOR) and carbon capture and storage (CCUS). The developed models can be used to provide new insights into the interactions between fluid compositions and the complex physical phenomena of sorption, underscoring the transformative potential of integrating advanced machine learning with traditional petroleum engineering techniques.
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Yang, Chaoqi, Cao Xiao, Fenglong Ma, Lucas Glass, and Jimeng Sun. "SafeDrug: Dual Molecular Graph Encoders for Recommending Effective and Safe Drug Combinations." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/514.
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Medication recommendation is an essential task of AI for healthcare. Existing works focused on recommending drug combinations for patients with complex health conditions solely based on their electronic health records. Thus, they have the following limitations: (1) some important data such as drug molecule structures have not been utilized in the recommendation process. (2) drug-drug interactions (DDI) are modeled implicitly, which can lead to sub-optimal results. To address these limitations, we propose a DDI-controllable drug recommendation model named SafeDrug to leverage drugs’ molecule structures and model DDIs explicitly. SafeDrug is equipped with a global message passing neural network (MPNN) module and a local bipartite learning module to fully encode the connectivity and functionality of drug molecules. SafeDrug also has a controllable loss function to control DDI level in the recommended drug combinations effectively. On a benchmark dataset, our SafeDrug is relatively shown to reduce DDI by 19.43% and improves 2.88% on Jaccard similarity between recommended and actually prescribed drug combinations over previous approaches. Moreover, SafeDrug also requires much fewer parameters than previous deep learning based approaches, leading to faster training by about 14% and around 2× speed-up in inference.
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Melchert, Elena Subia, and Roy Clayton Long. "Technologies for Advancing Offshore Enhanced Oil Recovery Capabilities." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/31227-ms.
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Abstract Last year the Department of Energy (DOE) presented a description of the expansion of its research portfolio from one focused on research primarily for onshore applications to one that includes projects specifically for offshore application. That paper (OTC - 30469-MS) also included key research results for the portfolio beginning with projects initiated in 2007. This paper follows on that theme and presents an overview of the Department's current research portfolio focusing on recent-past learnings, current learnings, and research gaps identified from the projects in the current research portfolio 2017-2023. Discussion includes projects that are sponsored by the Department as part of its public-private partnerships with principal investigators from industry and academia, and those projects sponsored by the Department at its National Laboratories. The discussion also includes an overview of activities and projects jointly pursued by DOE and the Department of the Interior's Bureau of Safety and Environmental Enforcement (BSEE) pursuant to the July 2020 Memorandum of Collaboration signed by both agencies. Major insights presented in this paper focus on innovative mid-Technology Readiness Level (mid-TRL) technologies that will enable cost-effective enhanced oil recovery in deepwater and ultra-deepwater including insights for cement and wellbore integrity, flow assurance, life extension of offshore platforms and risers, sensors and telecommunications, early kick detection, chemical delivery, data analytics involving big data sets and modeling, and advanced sensors for EOR operations. Many of the projects reviewed in this paper are part of the portfolio of projects that are sponsored by the Department at the National Laboratories while at the same time includes projects that are cost-shared with private sector and research partners in academia. The breadth of the portfolio illustrates the overall approach of the offshore research portfolio especially for enhanced oil recovery. Recently the National Petroleum Council completed a study for the Secretary of Energy titled Meeting the Dual Challenge: A roadmap to at-scale deployment of carbon capture, use, and storage in which the potential for the use and potential long-term storage of CO2 used in enhanced oil recovery is considered for both onshore and offshore settings (NPC 2019).
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Panga, Mohan, David Pace, Abdulla Abdo Mohamed, et al. "Lessons Learned in Drilling and Completing World Record Length Wells in a Giant Middle Eastern Carbonate Reservoir." In ADIPEC. SPE, 2024. http://dx.doi.org/10.2118/222862-ms.
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Abstract This paper presents the challenges and lessons learnt in drilling and completing record length wells exceeding 50,000 ft total measured depth. Several new methods and technologies were required to successfully drill and complete these wells in a giant carbonate reservoir. The wells were drilled from an offshore island and the ability to reach reservoir targets far away from the island defers the cost of building a new island for reservoir development and results in significant cost savings. The wells are completed with limited entry liner in the reservoir section for optimized stimulation and production. An ultra-extended reach drilling program was created to deep dive into challenges faced in drilling and completing these 50,000+ ft wells. The program focused on managing drilling torque, equivalent circulating density (ECD), hole friction factors and telemetry in these ERD wells. The long lateral lengths (35,000 ft+) coupled with reservoir pressure variations exacerbate differential sticking and buckling risks making it difficult to deploy the 6-5/8" liner in a single run. To combat these challenges, mud density was optimized based on formation pressure measurements to reduce overbalance across the liner. Further, a tapered liner design was implemented to reduce the buckling risk. An extensive torque and drag study was conducted to optimize the liner and running string design. A downhole high frequency measurement memory tool was included in the liner running string to understand tension/compression loads while running and the data was used to update the liner design and operational procedures. These wells were successfully drilled to 50,000ft+ where heightened focus on well surveillance practices allowed for real-time optimizations. The team leveraged downhole sensors to maximize weight on bit (WOB) transfer in efforts to reduce buckling of the string and utilized previous well learnings to minimize the drag forces in the well. Ultra-ERD hole cleaning practices were applied in preparation for lower completion liner running operations. A dual tapered 6-5/8"x5-1/2" liner design was implemented and was successfully run to TD. The length of each size of liner was optimized based on the torque and drag study. The liner running string was upgraded from regular drill pipe to a full string of heavy weight drill pipe to reduce buckling risk and to maintain sufficient weight to run the liner. To reduce surge pressure while running the liner, an open-ended shoe was used in the liner. In addition to the above changes, operational practices were changed based on surveillance. For example, the circulation frequency to condition the aged mud, and removing the pipe stretch prior to running in hole on each double/stand, had to be implemented based on the hook load measurements and breakover loads observed during the run. The data recorded by the downhole memory tool validated the outcomes of the changes implemented and improved overall understanding of the string dynamics and hydraulic pressure impacts during the run.
Reports on the topic "Dual-focused learning"
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Tanai, Yertai, and Kamil Ciftci. A Comprehensive Study of Impacts of “Q” Bus Rapid Transit System on Blackstone Avenue. Mineta Transportation Institute, 2025. https://doi.org/10.31979/mti.2025.2450.
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This study examines the dual impact of the Fresno Area Express (FAX) Q Line, a 15.7-mile Bus Rapid Transit (BRT) system launched in 2018, on the Fresno housing market and passenger satisfaction. The Q Line, designed to modernize public transit,features eco-friendly compressed natural gas (CNG) vehicles, real-time passenger information, and improved service efficiency.Housing market analysis focused on residential properties sold between 2012 and 2024, utilizing Geographic Information System(GIS) mapping to segment properties into three regions: the Q Line corridor, an outer buffer zone, and the rest of Fresno. Results indicate no statistically significant increase in property values within the Q Line corridor, challenging assumptions that public transit improvements substantially influence housing prices. Passenger satisfaction was assessed using FAX survey data and advanced machine learning models to identify key predictors. Statistical independence tests revealed no significant differences in satisfaction based on age, gender, employment status, or education. However, larger households reported higher satisfaction, while lower-income passengers expressed dissatisfaction. Machine learning models highlighted eight key factors influencing satisfaction, including audio-visual quality, value, comfort, closeness to home, and driver helpfulness. The findings underscore the importance of inclusive, passenger-centered transit services to enhance satisfaction while addressing disparities among lower-income riders. Policy recommendations encourage continued investment in public transit improvements without expecting significant housing market impacts. By prioritizing the identified satisfaction drivers, FAX can further improve the Q Line’s service quality and better meet the community’s needs, ensuring its long-term success.