Relevant bibliographies by topics / Electronic learning supports

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Electronic learning supports'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Electronic learning supports"

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Klement, Milan, and Jiří Dostál. "Evaluating Electronic Learning Supports." Procedia - Social and Behavioral Sciences 69 (December 2012): 907–14. http://dx.doi.org/10.1016/j.sbspro.2012.12.015.

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Shamir, Adina, Ora Segal-Drori, and Ilana Goren. "Educational electronic book activity supports language retention among children at risk for learning disabilities." Education and Information Technologies 23, no. 3 (November 4, 2017): 1231–52. http://dx.doi.org/10.1007/s10639-017-9653-7.

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Kumbár, Vojtěch, and Josef Filípek. "Students’ Preference of E-learning in Physical Subjects at Mendel University in Brno." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 63, no. 3 (2015): 775–80. http://dx.doi.org/10.11118/actaun201563030775.

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In this article there is observed e-learing study support in subjects focused on physics, mainly in praktikum of these subjects. Teaching e-learning software made by collective of physics teachers at Mendel university in Brno is possible to use as a electronic exercise book, homework aid for solving of laboratory homework, dataprojector presentation in teaching and also as a examination of students by means of didactic tests. It is necessary to be mindful that programme is valid, simplify studying and also to raise deeper interest in physics. The goal of teaching aid is to simplify studying process and create possibility for teachers to devote all students to a higher extent. Important fact is of course contribution such a support for students themselves. E-learning support can be very valuable, highly developed and contributive but if it is not accepted by all students, all devoted lessons for its creation would be useless. That is why it is very important to monitor regular feedback of students who have a chance to use these supports, afterwords to adapt them according to actual both teachers requests and mainly students requests. It is also very suitable if students have a chance to make a choice among several study supports because not all students are same.
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Sukma, Trisya Afidah, Mundilarto Mundilarto, and Nadia Darma Putri. "Local wisdom-Based Electronic Book on Newton's Law." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 8, no. 2 (October 30, 2019): 197–206. http://dx.doi.org/10.24042/jipfalbiruni.v0i0.4368.

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This study aims to develop a physics e-book based on local wisdom in Newton's law. This research is research and development (R&D) using the 4D model. The stages are: define, design, development, and disseminate. The sampling technique used is the purposive sampling of 36 respondents. At the define, the stage is done with the preliminary analysis, analysis of learners, task analysis, concept analysis, and formulate learning objectives. In the design stage, the arrangement of the instrument, media and format selection, and design of the initial product. The developing stage includes the review by the supervisor, expert assessment, and product trial. The technique of collecting data uses a questionnaire. The questionnaire used in this study was divided into (1) questionnaire on teacher and student needs, (2) product feasibility questionnaire based on material experts and media experts, (3) student response questionnaires. The results of this study show that physics e-book based on local wisdom is very feasible to use in learning physics in Newton's law material. Based on the research result, learning using e-book based on local wisdom is learning media innovation that supports education in the industrial revolution 4.0 without forgetting local culture.
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Pan, Yongping, Chenguang Yang, Mahardhika Pratama, and Haoyong Yu. "Composite learning adaptive backstepping control using neural networks with compact supports." International Journal of Adaptive Control and Signal Processing 33, no. 12 (May 17, 2019): 1726–38. http://dx.doi.org/10.1002/acs.3002.

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Alsoud, Anas Ratib, and Ahmad Ali Harasis. "The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 5 (April 28, 2021): 1404–14. http://dx.doi.org/10.3390/jtaer16050079.

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Since the beginning of the COVID-19 pandemic Universities around the world are taking rapid actions to ensure students learning continuity and secure the well-being of their students. This study aims at exploring the student’s e-learning experience in Jordanian Universities as well as e-learning readiness during the pandemic. While each university is unique, we hope our assessment can provide some insights into how well the student’s e-learning experience was during the pandemic. A structural online questionnaire was distributed, followed by descriptive analysis. Students from remote and disadvantaged areas primarily faced enormous challenges such as technological accessibility, poor internet connectivity, and harsh study environments. This study also highlights the role of electronic commerce in transforming distance learning. Further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning throughout Jordan.
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Hamzah, Imron, and Sriyani Mentari. "Development of Accounting E-Module to Support the Scientific Approach of Students Grade X Vocational High School." Journal of Accounting and Business Education 1, no. 1 (September 19, 2017): 78. http://dx.doi.org/10.26675/jabe.v1i1.9751.

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<p>Learning material development in form of electronic module with scientific is solution to optimize student’s scientific thinking process in students. This electronic module development model uses ADDIE (Analysis, Design, Development and Implementation, Evaluation). Scientific approach to suports accounting e-module development is tested to students of grade X Accounting of SMK PGRI 2 Malang. Data type used is qualitative and quantitative. Test design used in scientific approach to suports e-module development is experimental. Data collection technique in this development uses polling. Research data analysis technique uses percentage descriptive technique, while qualitative data in form of critics and suggestion can directly make conclusion. Suports on scientific approach to suports accounting e-module development, from the result, it can be concluded that scientific approach to supports accounting e-module is appropriate and able to improve students learning motivation and result.</p><p> </p><p><strong>Keywords:</strong><strong> </strong>E-Module, Scientific Approach, Learning motivation, Learning result.</p>
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Ishizu, Kenichi, Hiroshi Takemura, Kuniaki Kawabata, Hajime Asama, Taketoshi Mishima, and Hiroshi Mizoguchi. "Automatic Counting Robot Development Supporting Qualitative Asbestos Analysis -Asbestos, Air Bubbles, and Particles Classification Using Machine Learning-." Journal of Robotics and Mechatronics 22, no. 4 (August 20, 2010): 506–13. http://dx.doi.org/10.20965/jrm.2010.p0506.

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Asbestos, particle, and air bubble counting generally supports qualitative asbestos analysis, using such procedures as dispersion staining. Operators conventionally check and count asbestos fibers visually using a microscope - a difficult, time-consuming process. The microscopic observation robot we are automating to support qualitative asbestos analysis images fibers and saves them automatically to a database. In this paper, we introduce image processing method using machine learning to count asbestos, particles, and air bubbles automatically.
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Kurniawan, Rano, Henderi Henderi, and Fitria Nursetianingsih. "Penggunaan iPad Mendukung Pembelajaran pada Mahasiswa iLearning." CCIT Journal 6, no. 1 (September 10, 2012): 76–91. http://dx.doi.org/10.33050/ccit.v6i1.380.

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Development of science and technology has a fast movement. Development of technology is characterized by an increase in capacity of new innovations in science and technology, and providing a broad impact on a whole life. So, many things didn't escape the using of technology. Various innovation related to technological development are constantly emerging. Various parties trying to take control and develop the technology by conducting research and development activities. In the world of education, teaching methods is growing. Not only seen from the performance index, but it needed a good implementation in the field. Ability, means of support and ideas is a package that can not be separated in the development of science and technology. The term e-learning (electronic learning) in education. E-learning is a basic and logical consequence of the development of information and communication technology. E-learning can be defined as a distance learning based internet. E-learning has to do with i-learning but the two words have different senses. iLearning (integrated learning) can be interpreted as a method of learning who balance among the brain, movement, and intelligence. iLearning has related with 4B (Learn, Work, Play, and Pray). iLearning with the supports can be carried out effectively and efficiently
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Sorostinean, Radu, Arpad Gellert, and Bogdan-Constantin Pirvu. "Assembly Assistance System with Decision Trees and Ensemble Learning." Sensors 21, no. 11 (May 21, 2021): 3580. http://dx.doi.org/10.3390/s21113580.

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This paper presents different prediction methods based on decision tree and ensemble learning to suggest possible next assembly steps. The predictor is designed to be a component of a sensor-based assembly assistance system whose goal is to provide support via adaptive instructions, considering the assembly progress and, in the future, the estimation of user emotions during training. The assembly assistance station supports inexperienced manufacturing workers, but it can be useful in assisting experienced workers, too. The proposed predictors are evaluated on the data collected in experiments involving both trainees and manufacturing workers, as well as on a mixed dataset, and are compared with other existing predictors. The novelty of the paper is the decision tree-based prediction of the assembly states, in contrast with the previous algorithms which are stochastic-based or neural. The results show that ensemble learning with decision tree components is best suited for adaptive assembly support systems.
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Dissertations / Theses on the topic "Electronic learning supports"

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Jury, Thomas W. "Electronic Performance Support for E-Learning Analysis and Design." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/621.

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Corporate instructional designers often follow an instructional systems design (ISD) process to plan, create, and implement training programs. Increased demand for elearning as a replacement or addition to classroom training means that, in the current corporate environment, instructional designers are called upon to produce a wide variety of instructional formats and have to make more decisions during the ISD process. E-learning is evolving into a total performance improvement solution rather than simply as a means to delivering distance training and consequently, in an effort to achieve business goals, many corporations are turning to it as a cost effective way to deliver training and support to employees and customers. Corporate e-learning applications can incorporate knowledge management and electronic performance support as well as support for multiple formats of online learning, adding to the complexity of the instructional designer's job and the ISD process. While the ISD process is well documented and numerous operational models exist, instructional designers often have difficulty in its application given the complexity of an e-learning application. The study analyzed the impact of an experimental electronic performance support system (EPSS) on the performance of e-learning instructional designers. An EPSS intended to provide assistance during the analysis and design stages of an e-learning project was created to aid corporate instructional designers make tradeoffs among time, cost, and quality of various analysis and design procedures and techniques. Formative reviews by instructional designers experienced in e-learning added to the validity of the contents of the EPSS. Summative evaluator’s pilot tested the EPSS by using it in conjunction with the analysis and design activities of three corporate e-learning projects. Evaluation results indicated that an instructional design EPSS can help designers sequence and prioritize tasks, allocate time and resources to task execution, and focus tasks on user performance and client goals.
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Harris, Lisa, and Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.

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The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.
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Nielsen, Niels Bech. "Using electronic voting systems data outside lectures to support learning." Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/46/.

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Thesis (MSc. (R)) - University of Glasgow, 2007.
MSc. (R) thesis submitted to the Department of Computing Science, Faculty of Information and Mathematical Sciences, University of Glasgow, 2007. Includes bibliographical references.
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Sisarica, Anja. "Creativity support in games for motivated learning." Thesis, City University London, 2015. http://openaccess.city.ac.uk/14543/.

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A natural extension of play for creative thinking can innovatively drive technology-led changes to the facilitation of creative problem solving, and generate a new genre in serious gaming. Whilst the use of serious games has grown considerably in recent years, support for players to think creatively is often implicit in the game, and does not exploit the wide range of creativity techniques and software tools available. The work reported in this thesis is the first to explicitly integrate creativity support into serious games. The results show that creative serious games can systematically support acquisition of creativity skills, generation of creative learning outcomes, and induction of motivational and learning benefits amongst the players. Therefore, this thesis introduces the concept of explicit creativity support in serious games, with a focus on games for motivated learning in adult professional setting, and reports formative and summative evaluations of new prototype games for this setting, in order to instantiate, refine and validate the concept. The creative learning objective of the prototype games was to train carers in creativity techniques to deliver more person-centred care to people with dementia. The findings are delivered in the form of a new framework, which proposes recommendations for the design and understanding of creative serious games. Four formative evaluations of three prototypes of creative serious games with carers provided results that led to refinements of the framework and the design of more usable and effective games. A subsequent summative evaluation partially validated the framework, delivering both a framework and prototype creative serious game that demonstrated the potential to improve person-centred dementia care training. The thesis provides a proof-of-concept of the value of creative serious games, and shows the potential for the framework to be applied and have impact on other application domains.
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Nurjanah, Dade. "Awareness support for learning designers in collaborative authoring for adaptive learning." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/349328/.

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Adaptive learning systems offer students a range of appropriate learning options based on the learners’ characteristics. It is, therefore, necessary for such systems to maintain a hyperspace and knowledge space that consists of a large volume of domain and pedagogical knowledge, learner information, and adaptation rules. As a consequence, for a solitary teacher, developing learning resources would be time consuming and requires the teacher to be an expert of many topics. In this research, the problems of authoring adaptive learning resources are classified into issues concerning interoperability, efficiency, and collaboration. This research particularly addresses the question of how teachers can collaborate in authoring adaptive learning resources and be aware of what has happened in the authoring process. In order to experiment with collaboration, it was necessary to design a collaborative authoring environment for adaptive learning. This was achieved by extending an open sourced authoring tool of IMS Learning Design (IMS LD), ReCourse, to be a prototype of Collaborative ReCourse that includes the workspace awareness information features: Notes and History. It is designed as a tool for asynchronous collaboration for small groups of learning designers. IMS LD supports interoperability and adaptation. Two experiments were conducted. The first experiment was a workspace awareness study in which participants took part in an artificial collaborative scenario. They were divided into 2 groups; one group worked with ReCourse, the other with Collaborative ReCourse. The results provide evidence regarding the advantages of Notes and History for enhancing workspace awareness in collaborative authoring of learning designs.The second study tested the system more thoroughly as the participants had to work toward real goals over a much longer time frame. They were divided into four groups; two groups worked with ReCourse, while the others worked with Collaborative ReCourse. The experiment result showed that authoring of learning designs can be approached with a Process Structure method with implicit coordination and without role assignment. It also provides evidence that collaboration is possible for authoring IMS LD Level A for non-adapting and Level B for adapting materials. Notes and History assist in producing good quality output. This research has several contributions. From the literature study, it presents a comparison analysis of existing authoring tools, as well as learning standards. Furthermore, it presents a collaborative authoring approach for creating learning designs and describes the granularity level on which collaborative authoring for learning designs can be carried out. Finally, experiments using this approach show the advantages of having Notes and History for enhancing workspace awareness that and how they benefit the quality of learning designs.
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Halpern, Yonatan. "Semi-Supervised Learning for Electronic Phenotyping in Support of Precision Medicine." Thesis, New York University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10192124.

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Medical informatics plays an important role in precision medicine, delivering the right information to the right person, at the right time. With the introduction and widespread adoption of electronic medical records, in the United States and world-wide, there is now a tremendous amount of health data available for analysis.

Electronic record phenotyping refers to the task of determining, from an electronic medical record entry, a concise descriptor of the patient, comprising of their medical history, current problems, presentation, etc. In inferring such a phenotype descriptor from the record, a computer, in a sense, "understands'' the relevant parts of the record. These phenotypes can then be used in downstream applications such as cohort selection for retrospective studies, real-time clinical decision support, contextual displays, intelligent search, and precise alerting mechanisms.

We are faced with three main challenges:

First, the unstructured and incomplete nature of the data recorded in the electronic medical records requires special attention. Relevant information can be missing or written in an obscure way that the computer does not understand.

Second, the scale of the data makes it important to develop efficient methods at all steps of the machine learning pipeline, including data collection and labeling, model learning and inference.

Third, large parts of medicine are well understood by health professionals. How do we combine the expert knowledge of specialists with the statistical insights from the electronic medical record?

Probabilistic graphical models such as Bayesian networks provide a useful abstraction for quantifying uncertainty and describing complex dependencies in data. Although significant progress has been made over the last decade on approximate inference algorithms and structure learning from complete data, learning models with incomplete data remains one of machine learning’s most challenging problems. How can we model the effects of latent variables that are not directly observed?

The first part of the thesis presents two different structural conditions under which learning with latent variables is computationally tractable. The first is the "anchored'' condition, where every latent variable has at least one child that is not shared by any other parent. The second is the "singly-coupled'' condition, where every latent variable is connected to at least three children that satisfy conditional independence (possibly after transforming the data).

Variables that satisfy these conditions can be specified by an expert without requiring that the entire structure or its parameters be specified, allowing for effective use of human expertise and making room for statistical learning to do some of the heavy lifting. For both the anchored and singly-coupled conditions, practical algorithms are presented.

The second part of the thesis describes real-life applications using the anchored condition for electronic phenotyping. A human-in-the-loop learning system and a functioning emergency informatics system for real-time extraction of important clinical variables are described and evaluated.

The algorithms and discussion presented here were developed for the purpose of improving healthcare, but are much more widely applicable, dealing with the very basic questions of identifiability and learning models with latent variables - a problem that lies at the very heart of the natural and social sciences.

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Latombe, Guillaume. "Fast incremental learning of stochastic context-free grammars in radar electronic support." Thèse, Montréal : École de technologie supérieure, 2006. http://proquest.umi.com/pqdweb?did=1251872141&sid=5&Fmt=2&clientId=46962&RQT=309&VName=PQD.

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Thèse (M. Ing.)-- École de technologie supérieure, Montréal, 2006.
"A thesis presented to the École de technologie supérieure in partial fulfillment of the thesis requirement for the degree of masters in automated manufacturing engineering". CaQMUQET Bibliogr.: f. [193]-199. Également disponible en version électronique. CaQMUQET
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Liu, Shuangyan. "Intelligent support for group work in collaborative learning environments." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/46815/.

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The delivery of intelligent support for group work is a complex issue in collaborative learning environments. This particularly pertains to the construction of effective groups and assessment of collaboration problems. This is because the composition of groups can be affected by several variables, and various methods are desirable for ascertaining the existence of different collaboration problems. Literature has shown that current collaborative learning environments provide limited or no support for teachers to cope with these tasks. Considering this and the increasing use of online collaboration, this research aims to explore solutions for improving the delivery of support for group work in collaborative learning environments, and thus to simplify how teachers manage collaborative group work. In this thesis, three aspects were investigated to achieve this goal. The first aspect emphasises on proposing a novel approach for group formation based on students‘ learning styles. The novelty and importance of this approach is the provision of an automatic grouping method that can tailor to individual students‘ characteristics and fit well into the existing collaborative learning environments. The evaluation activities comprise the development of an add-on tool and an undergraduate student experiment, which indicate the feasibility and strength of the proposed approach — being capable of forming diverse groups that tend to perform more effectively and efficiently than similar groups for conducting group discussion tasks. The second focus of this research relates to the identification of major group collaboration problems and their causes. A nationwide survey was conducted that reveals a student perspective on the issue, which current literature fails to adequately address. Based on the findings from the survey, an XML-based representation was created that provides a unique perspective on the linkages between the problems and causes identified. Finally, the focus was then shifted to the proposal of a novel approach for diagnosing the major collaboration problems identified. The originality and significance of this approach lies in the provision of various methods for ascertaining the existence of different collaboration problems identified, based on student interaction data that result from the group work examined. The evaluation procedure focused on the development of a supporting tool and several experiments with a test dataset. The results of the evaluation show that the feasibility and effectiveness are sustained, to a great extent, for the diagnostic methods addressed. Besides these main proposals, this research has explored a multi-agent architecture to unify all the components derived for intelligently managing online collaborative learning, which suggests an overarching framework providing context for other parts of this thesis.
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Harrichunder, Rajen. "A learning support system for the Visual Simulation Environment." Master's thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02022010-020139/.

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Gouveia, Luis Manuel Borges. "A visualisation design for sharing knowledge : a virtual environment for collaborative learning support." Thesis, Lancaster University, 2001. http://eprints.lancs.ac.uk/11950/.

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Books on the topic "Electronic learning supports"

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Martinez-Ramon, Manuel. Support vector machines for antenna array processing and electromagnetics. [San Rafael, Calif.]: Morgan & Claypool Publishers, 2006.

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Applied Machine Learning for Smart Data Analysis. Taylor & Francis Group, 2019.

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British Library. Research and Development Department. and Library Information Technology Centre, eds. Copyright & course books: A study of policies, practices and attitudes regarding course readers and electronic publishing of learning support materials in higher education. (London): British Library Research and Development Department, 1995.

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Centre, Library Information Technology, and British Library. Research and Development Department., eds. Copyright & course books: A study of policies, practices and attitudes regarding course readers and electronic publishing of learning support materials in higher education. London: British Library Research and Development Department, 1994.

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Digital Knowledge Maps In Education Technologyenhanced Support For Teachers And Learners. Springer-Verlag New York Inc., 2013.

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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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(Editor), Constantine Balanis, ed. Support Vector Machines for Antenna Array Processing and Electromagnetics (Synthesis Lectures on Computational Electromagnetics Lecture). Morgan & Claypool Publishers, 2007.

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Book chapters on the topic "Electronic learning supports"

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Celino, Adele, and Grazia Concilio. "Developing a Collaborative Learning Support System for a Natural Protected Area." In Knowledge Management in Electronic Government, 257–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24683-1_26.

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Schott, Franz. "Some Instructional Theory Driven Aspects of Electronic Technology Supported Distance/Distributed Learning." In Learning without Boundaries, 37–48. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-1199-5_4.

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Ojuroye, Olivia, and Adriana Wilde. "On the Feasibility of Using Electronic Textiles to Support Embodied Learning." In Perspectives on Wearable Enhanced Learning (WELL), 169–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-64301-4_8.

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Boonbrahm, Poonpong, Charlee Kaewrat, and Salin Boonbrahm. "Using Augmented Reality Interactive System to Support Digital Electronics Learning." In Learning and Collaboration Technologies. Technology in Education, 3–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58515-4_1.

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Klein, James D., and Frank Nguyen. "Comparing the Impact of Electronic Performance Support and Web-Based Training." In Multiple Perspectives on Problem Solving and Learning in the Digital Age, 229–41. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7612-3_15.

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Tang, Yucheng, Riqiang Gao, Ho Hin Lee, Quinn Stanton Wells, Ashley Spann, James G. Terry, John J. Carr, Yuankai Huo, Shunxing Bao, and Bennett A. Landman. "Prediction of Type II Diabetes Onset with Computed Tomography and Electronic Medical Records." In Multimodal Learning for Clinical Decision Support and Clinical Image-Based Procedures, 13–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60946-7_2.

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Yoo, Inwan, David G. C. Hildebrand, Willie F. Tobin, Wei-Chung Allen Lee, and Won-Ki Jeong. "ssEMnet: Serial-Section Electron Microscopy Image Registration Using a Spatial Transformer Network with Learned Features." In Deep Learning in Medical Image Analysis and Multimodal Learning for Clinical Decision Support, 249–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67558-9_29.

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van Sonsbeek, Tom, and Marcel Worring. "Towards Automated Diagnosis with Attentive Multi-modal Learning Using Electronic Health Records and Chest X-Rays." In Multimodal Learning for Clinical Decision Support and Clinical Image-Based Procedures, 106–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60946-7_11.

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Zhang, Rui, and Guozhen Liu. "Least Square Support Vector Machine for the Simultaneous Learning of a Function and Its Derivative." In Advanced Research on Electronic Commerce, Web Application, and Communication, 427–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20367-1_69.

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Gil, Richard J., and Maria J. Martín-Bautista. "An Ontology-Learning Knowledge Support System to Keep e-Organization’s Knowledge Up-to-Date: A University Case Study." In Electronic Government and the Information Systems Perspective, 249–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22961-9_20.

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Conference papers on the topic "Electronic learning supports"

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Udoyen, Nsikan, and David W. Rosen. "Description Logic Representation of Finite Element Analysis Models for Automated Retrieval." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99451.

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Adaptive reuse of archived parametric finite element analysis (FEA) models to model similar, new problems is an important part of the process of learning to apply the finite element method to specific domains. Retrieval of relevant archived models and supporting documents from electronic repositories is difficult when a modeler is unable to describe information needs precisely in a query using keywords. The use of description logic concepts to describe archived models and build expandable classification hierarchies to facilitate retrieval is proposed and illustrated. A domain-independent retrieval algorithm based on the traversal of description logic concept hierarchies is introduced. Its usefulness is asserted by: • showing that intent behind FEA models can be represented precisely using a fairly inexpressive description logic; • showing that standard description logic inference supports retrieval of FEA models based on a modelers’ intent.
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Tokuro Matsuo and Takayuki Fujimoto. "Electronic learning support system based on analogy reuse." In 2008 IEEE International Conference on Information Reuse and Integration. IEEE, 2008. http://dx.doi.org/10.1109/iri.2008.4583054.

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Xiao-Dong Wang, Hao-Ran Zhang, and Chang-Jiang Zhang. "Signals recognition of electronic nose based on support vector machines." In Proceedings of 2005 International Conference on Machine Learning and Cybernetics. IEEE, 2005. http://dx.doi.org/10.1109/icmlc.2005.1527528.

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Lavrushina, Elena, Ruslan Bazhenov, Dmitry Luchanonov, Iuiiia Shtepa, Natalya Chalkina, and Natella Vashakidze. "MOODLE-BASED ELECTRONIC LEARNING AND TEACHING SUPPORT PACKS APPLICABLE IN BLENDED LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1331.

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Gül, İsmail, and Isin Erer. "Scanning strategy learning for electronic support receivers by robust principal component analysis." In Artificial Intelligence and Machine Learning in Defense Applications III, edited by Judith Dijk. SPIE, 2021. http://dx.doi.org/10.1117/12.2601109.

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Sergeenkova, V., and E. Вalykina. "Experience in electronic support of academic subjects at the Department of Russian history of the Belarusian state University." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1849.978-5-317-06529-4/462-468.

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"ELECTRONIC DOCUMENT CLASSIFICATION USING SUPPORT VECTOR MACHINE-AN APPLICATION FOR E-LEARNING." In The 1st International Workshop on Efficacy of E-Learning Systems. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002568401910198.

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Claude, Hadrien, Cyrille Enderli, Jean-Francois Grandin, and Olivier Pietquin. "Learning of scanning strategies for electronic support using predictive state representations." In 2015 IEEE 25th International Workshop on Machine Learning for Signal Processing (MLSP). IEEE, 2015. http://dx.doi.org/10.1109/mlsp.2015.7324365.

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Qureshi, S. "Learning in the network form: implications for electronic group support." In Proceedings of HICSS-29: 29th Hawaii International Conference on System Sciences. IEEE, 1996. http://dx.doi.org/10.1109/hicss.1996.493198.

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Harrer, Andreas, Sam Zeini, and Niels Pinkwart. "The effects of electronic communication support on presence learning scenarios." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149317.

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Reports on the topic "Electronic learning supports"

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Turanova, Larisa, and Andrey Styugin. Electronic course "PEDAGOGICAL SUPPORT OF PUPILS IN A DISTRIBUTED PROFORIENTATION CLASS IN THE CONDITIONS OF ELECTRONIC LEARNING". Science and Innovation Center Publishing House, November 2020. http://dx.doi.org/10.12731/pedagogical_support.

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Электронный курс является электронным образовательным курсом для реализации дополнительной профессиональной программы повышения квалификации. Дополнительная профессиональная программа повышения квалификации «Педагогическое сопровождение школьников в распределенном профориентационном классе в условиях электронного обучения» направлена на развитие у обучающихся в системе повышения квалификации компетенций, установленных ФГОС ВО / СПО, умений и знаний, установленных соответствующим профессиональным стандартом, необходимых для выполнения заявленных трудовых функций (ТФ): общепедагогическая функция (обучение), воспитательная деятельность, развивающая деятельность, педагогическая деятельность по реализации программ основного и среднего общего образования. Электронный курс работает на базе платформы LMS Moodle, содержит мультимедийные и интерактивные ресурсы. Доступен через браузер со встроенным FleshPlayer, не требует установки дополнительного ПО. Электронный курс включает материалы по темам: − Особенности организации профориентационной работы со школьниками в условиях цифровизации.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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