Relevant bibliographies by topics / Interactive learning guide

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

Academic literature on the topic 'Interactive learning guide'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Interactive learning guide"

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Wood, Karen D. "Promoting Cooperative Learning through the Interactive Reading Guide." Middle School Journal 20, no. 4 (1989): 38–39. http://dx.doi.org/10.1080/00940771.1989.11495031.

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Tanaka, Masaaki, Tokuro Matsuo, Takayuki Ito, Tadachika Ozono, and Toramatsu Shintani. "Intelligent Work-Study Support Based on Interactive Web Guide." Journal of Advanced Computational Intelligence and Intelligent Informatics 11, no. 1 (2007): 118–25. http://dx.doi.org/10.20965/jaciii.2007.p0118.

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Advances in the Internet have enabled the dissemination of many types of e-learning in assisted education. We propose a collaborative learning support system (CLSS) for studying in the classroom and off-campus. Users study cultural and historical sites through a field trip using our system and cellphones. We report the results of learning based on experience and study using online Web-based authoring support overcoming the limitations of conventional Web page authoring support making it difficult for learners to make web pages. We propose a Web-pamphlet making support system (WPASS) as a CLSS subsystem in which users easily construct and edit their study notes. The WPASS provide services to edit Web pages via a browser and enables teachers to advise learners thorough these pages. We discuss the advantages and effectiveness of our proposal, which supports making a Web guide for users in experienced learning, making and editing Web pages in real time and write about their experiences using cellphones. CLSS has the advantages of enabling (1) beginners to become experienced in PC use, (2) users to make Web guides for their activities, (3) mentors to give appropriate Web guidance, (4) users to learn and discuss the ethics of using cellphones in public, (5) users to keep long-term records of activities.
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Shi, Hao. "AN INTERACTIVE ZOO GUIDE: A CASE STUDY OF COLLABORATIVE LEARNING." International journal of Multimedia & Its Applications 2, no. 2 (2010): 57–67. http://dx.doi.org/10.5121/ijma.2010.2205.

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Lee, Young-Jin. "Utilizing Formative Assessments to Guide Student Learning in an Interactive Physics Learning Environment." Journal of Educational Technology Systems 39, no. 3 (2011): 245–60. http://dx.doi.org/10.2190/et.39.3.c.

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Crossley, Jenni, and Claire Tylee. "Developing an Online Interactive Guide for Law Students." Legal Information Management 5, no. 4 (2005): 232–35. http://dx.doi.org/10.1017/s1472669605000964.

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This article by Jenni Crossley and Claire Tylee examines the process of developing an online interactive guide for law students by librarians at the University of the West of England. The guide was based on material contained in the professional studies printed resource book and various multimedia applications were included to enhance the learning experience for students.
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Vinken, J., and S. Upadhye. "P011: A learning module for better medical record review research." CJEM 22, S1 (2020): S68. http://dx.doi.org/10.1017/cem.2020.219.

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Innovation Concept: The objective of this research study was to create a flipped classroom, interactive, experiential learning module on how to do a medical record review study. It is designed for medical students, residents, physicians, and researchers to have a remote, online, but interactive experience that expands on textbook concepts. The “flipped classroom” means that learners will guide their own education. This learning module will include a pre-test, interactive video module, and a post-test. These components will ensure each learner reaches previously set learning goals and not only solidify the learning of learners but validate the educational method, proving its value. Methods: A review of the literature indicates that medical record review is a valuable method of research in emergency medicine however researchers may encounter methodological difficulties, and sometimes medical record reviews are performed in a suboptimal manner due to these difficulties. We are creating a learning module that builds off of the chapter in the Royal College Research Guide and elaborates on various elements, including sample size calculation. Previous work indicates that a flipped classroom approach in medicine to learning has been well developed and is backed by evidence as well as learner preference to guide their own learning. Curriculum, Tool, or Material: The learning module was initiated from the Royal College Research Guide chapter on how to conduct medical record review research. The module is a white board drawing style video that combines elements of explanation and elaboration of the chapter information and a step by step, learner-interactive example of a medical record research project creation. Conclusion: Medical record review research is accessible to many researchers due to the availability of data. This innovation would help ensure that with this availability, good research is being conducted. Future steps will involve testing and validating this learning module using the pre and post-tests, and expanding to create other, similar modules for other Royal College Research Guide chapters.
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GREENFIELD, GARY. "GENETIC LEARNING FOR BIOLOGICALLY INSPIRED AESTHETIC PROCESSES." International Journal on Artificial Intelligence Tools 15, no. 04 (2006): 577–98. http://dx.doi.org/10.1142/s0218213006002825.

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We investigate the use of the non-interactive genetic algorithm as a tool in evolutionary art for evolving aesthetic images. We consider two problem domains. Our first uses a modification of a model for differential gene expression in order to simulate cell morphology and evolve images consisting of matrices of cells meeting our subjective aesthetic criteria. Our second uses a modification of a model for simulating ants that can deposit and follow scent (in the guise of color trails) in order to evolve ant paintings meeting out subjective aesthetic criteria. In both cases, we focus upon the design of fitness functions that are particularly well suited for ensuring that genetic learning can effectively guide the evolution of cellular or behavioral processes to yield aesthetic results.
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Cobbold, Christian, Francesca Fernandez, and Isabelle Lys. "ECHO360 Active Learning Platform in Health Sciences education." International Journal for Innovation Education and Research 9, no. 2 (2021): 387–95. http://dx.doi.org/10.31686/ijier.vol9.iss2.2958.

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The ECHO360 Active Learning Platform (ALP) is an online active learning platform allowing the creation of interactive multimedia content for anytime student learning, with the potential for comprehensive analytics. This ALP has previously been shown to enhance student participation and engagement during in-class activities however it can be challenging to use at first. To enhance the uptake of ECHO360 ALP in and out of the classroom a simplified guide with clear instructions on the most useful aspects of the platform was developed and shared with staff, successfully creating a community of instructors. A student guide was also prepared which showcased the methods for gaining the most from its use in and out of lectures. These resources are available in the appendix.
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Yusoff, Siti Rosni Mohamad, and Nor Azan Mat Zin. "Activity Theory to Guide Online Collaborative Learning Instructional Design." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (2012): 15–29. http://dx.doi.org/10.4018/jssoe.2012040102.

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Learning Management Systems (LMS) are facing challenges to improve its traditional focus on individual learning towards social learning. Despite the great success in distributing learning materials and managing students, the availability of the read and write features of social networking applications had encouraged educators to move their learning spaces toward a more interactive applications. Collaborative learning builds its character from social learning, had been established as an activity that enhances students’ knowledge building, team learning and sharing of knowledge among peers. Developing online collaborative learning activity poses many challenges as this involves developing many components to support the learning environment. Therefore it is important to understand each component’s contribution to help guide students learning by themselves socially. Activity theory provides a descriptive framework to elaborate the process of the six components involved in an online collaborative knowledge building activity. This study combines quantitative and qualitative method to collect data from survey, system log and collaborative messages posted in the customised Learning Management System (LMS) called e-Kolaborasi System. Findings suggest that online collaborative learning instructions based on the LMS system were able to assist students in their online collaborative learning activities. Nevertheless the students could only abide the rules to conduct collaborative activities during two periods of time which are during their free time and after practical sessions. This response indicates the reasons as to why the students were not able to give quick feedbacks to their community members.
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Babu, Sabarish V., Evan Suma, Larry F. Hodges, and Tiffany Barnes. "Learning Cultural Conversational Protocols with Immersive Interactive Virtual Humans." International Journal of Virtual Reality 10, no. 4 (2011): 25–35. http://dx.doi.org/10.20870/ijvr.2011.10.4.2826.

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This paper reports on a study conducted to investi-gate the effects of using immersive virtual humans in natural multi-modal interaction to teach users cultural conversational verbal and non-verbal protocols in south Indian culture. The study was conducted using a between-subjects experimental design. We compared instruction and interactive feedback from immersive virtual humans against instruction based on a written study guide with illustrations of the cultural protocols. Partici-pants were then tested on how well they learned the cultural conversational protocols by exercising the cultural conventions in front of videos of real people. Subjective evaluations of participants' performance was conducted by three south Indian reviewers who were blind to the condition the participants were assigned. Objective evaluations of participants' performance were conducted on the motion tracking log data recorded during the testing session. We also measured the participants' pre and post positive and negative affect of training in both conditions, as well as the effect of co-presence with the life-size virtual south Indians. The results of our subjective evaluation suggest that participants who trained with the virtual humans performed significantly better than the participants who studied from literature. The results also revealed that there were no significant differences in positive or negative affect between conditions. However, overall for all participants in both conditions, positive affect increased and negative affect decreased from before to after instruction.
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Dissertations / Theses on the topic "Interactive learning guide"

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Templeton, Cheryl A. "Museum Visitor Engagement Through Resonant, Rich and Interactive Experiences." Research Showcase @ CMU, 2011. http://repository.cmu.edu/theses/16.

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Museums are vast resources, but much of their information is inaccessible to visitors. Typical labels for artifacts provide few details, making it difficult for non-expert visitors to learn about an artifact, and to find its relevance to other artifacts or to themselves. Although museums have developed interpretive aids such as brochures and audio guides, these are limited and do not offer visitors the possibility to explore artifacts both broadly and deeply as they go through an exhibition. Visitors often have questions that go unanswered or pass through an exhibition without being engaged. As visitors all have their own personal interests and preferences, it would be difficult to offer a usable version of any current interpretive aid that includes all of the information, stories, and related content that each visitor would like. Personal mobile devices provide a platform for interactivity and access to an unlimited amount of information, presentation of rich media, and flexibility for customized experiences both inside the museum and beyond. To bridge the gap between museum collection information and visitor engagement, I propose a framework for increasing engagement through resonant, rich, and interactive experiences mediated by a personal mobile guide, and present a case study and functional prototype mobile guide for the Hall of Architecture at the Carnegie Museum of Art.
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Pace, Aaron J. "Guided Interactive Machine Learning." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1355.pdf.

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Ahmad, Suzan. "Impact of Free vs. Guided Exploratory Learning via Interactive Computer Simulation on Students' Learning." Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1681%5F1%5Fm.pdf&type=application/pdf.

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Cakmak, Maya. "Guided teaching interactions with robots: embodied queries and teaching heuristics." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44734.

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The vision of personal robot assistants continues to become more realistic with technological advances in robotics. The increase in the capabilities of robots, presents boundless opportunities for them to perform useful tasks for humans. However, it is not feasible for engineers to program robots for all possible uses. Instead, we envision general-purpose robots that can be programmed by their end-users. Learning from Demonstration (LfD), is an approach that allows users to program new capabilities on a robot by demonstrating what is required from the robot. Although LfD has become an established area of Robotics, many challenges remain in making it effective and intuitive for naive users. This thesis contributes to addressing these challenges in several ways. First, the problems that occur in teaching-learning interactions between humans and robots are characterized through human-subject experiments in three different domains. To address these problems, two mechanisms for guiding human teachers in their interactions are developed: embodied queries and teaching heuristics. Embodied queries, inspired from Active Learning queries, are questions asked by the robot so as to steer the teacher towards providing more informative demonstrations. They leverage the robot's embodiment to physically manipulate the environment and to communicate the question. Two technical contributions are made in developing embodied queries. The first is Active Keyframe-based LfD -- a framework for learning human-segmented skills in continuous action spaces and producing four different types of embodied queries to improve learned skills. The second is Intermittently-Active Learning in which a learner makes queries selectively, so as to create balanced interactions with the benefits of fully-active learning. Empirical findings from five experiments with human subjects are presented. These identify interaction-related issues in generating embodied queries, characterize human question asking, and evaluate implementations of Intermittently-Active Learning and Active Keyframe-based LfD on the humanoid robot Simon. The second mechanism, teaching heuristics, is a set of instructions given to human teachers in order to elicit more informative demonstrations from them. Such instructions are devised based on an understanding of what constitutes an optimal teacher for a given learner, with techniques grounded in Algorithmic Teaching. The utility of teaching heuristics is empirically demonstrated through six human-subject experiments, that involve teaching different concepts or tasks to a virtual agent, or teaching skills to Simon. With a diverse set of human subject experiments, this thesis demonstrates the necessity for guiding humans in teaching interactions with robots, and verifies the utility of two proposed mechanisms in improving sample efficiency and final performance, while enhancing the user interaction.
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Mewhinney, Christina Mason Diana Sue. "Interaction of learning approach with concept integration and achievement in a large guided inquiry organic class." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12163.

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Mewhinney, Christina. "Interaction of learning approach with concept integration and achievement in a large guided inquiry organic class." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12163/.

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A study was conducted to investigate the relationship of students' concept integration and achievement with time spent within a topic and across related topics in a large first semester guided inquiry organic chemistry class. Achievement was based on evidence of algorithmic problem solving; and concept integration was based on demonstrated performance explaining, applying, and relating concepts to each other. Twelve individual assessments were made of both variables over three related topics - acid/base, nucleophilic substitution and electrophilic addition reactions. Measurements included written, free response and ordered multiple answer questions using a classroom response system. Results demonstrated that students can solve problems without conceptual understanding. A second study was conducted to compare the students' learning approach at the beginning and end of the course. Students were scored on their preferences for a deep, strategic, or surface approach to learning based on their responses to a pre and post survey. Results suggest that students significantly decreased their preference for a surface approach during the semester. Analysis of the data collected was performed to determine the relationship between students' learning approach and their concept integration and achievement in this class. Results show a correlation between a deep approach and concept integration and a strong negative correlation between a surface approach and concept integration.
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Kotze, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1699.

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Teaching through specifically designed and produced learning materials is a widely used and accepted way of teaching in higher education both nationally and internationally. Although this kind of teaching is used mainly in the field of distance education, it has become increasingly popular at traditional universities in face-to-face methods of education. Developing language-learning materials that meets the needs of English for Specific Purposes learners is a process that requires meticulous planning as English for Specific Purposes courses are aimed at meeting the career needs of the learners. An empirical study was conducted to determine the perceptions and concerns of learners using the ENGL 122 study guide at the North-West University (Potchefstroom Campus). The results of the study indicated that the learners were positive that the study guide enhanced their learning process, but various concerns were also raised by the learners. This study also aimed to create a framework for the writing of English for Specific Purposes (ESP) study guides. In order to achieve this, a literature study was done to provide information about the relevant theories and principles that apply to ESP study guide development. The literature study also included aspects that need to be taken into consideration when designing or planning the development of an ESP study guide.<br>Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.
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Åkerstedt, Zandra. "Guided reflection in Simulator-Based Crisis Management Training : Examining the possibility to implement After Action Reviews in the CCRAAAFFFTING project." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157632.

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Reflection is an important team learning activity, allowing team members to process feedback and to learn from experiences. Debriefing methods such as the After Action Review (AAR), proved to increase learning, can be used to guide teams through the process of reflection. This thesis, commissioned by the Creating Collaborative Resilience Awareness, Analysis and Action for Finance, Food and Fuel Systems in INteractive Games (CCRAAAFFFTING) project, aims to investigating how current post-exercise discussions within the CCRAAAFFFTING project support reflection and whether or not AAR could be implemented. This study used an explorative, semi-experimental research design, containing two conditions - the current post-exercise discussions (condition 1) and AAR’s (condition 2). Data was collected through observations and questionnaires. Due to issues regarding validity, data from questionnaires given to participants, as well as comparisons of participants' subjective experiences between the two conditions, could not be used to provide any support for choosing one post-exercise discussion over the other. However, observations showed that the current post-exercise discussion did not support reflection, thus, making it beneficial to implement AAR. Proper implementation of AAR could not only support team learning, but also organizational learning by facilitating the transference of knowledge back to participants home organizations. This transferred knowledge, if used right by the organizations, could help increased resilience. However, AAR cannot simply be implemented, and this thesis concludes with a list of identified recommendations.
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Duruş, Natalia-Maria. "Analyse conversationnelle des interactions, dramatisation et didactique du FLE en contexte non-institutionnel." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCF009.

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Cette thèse prend pour objet des situations d’apprentissage guidé du français, en face à face et en dehors de cadres institutionnels, se déroulant dans le contexte multilingue du Luxembourg. Elle décrit et analyse des interactions entre des locuteurs plurilingues adultes dont la première langue est le chinois ou le coréen et des locuteurs plurilingues agissant en tant qu’experts pour la langue française. Plus particulièrement, dans l’optique d’une analyse qualitative des données, ce travail s’efforce d’appliquer les outils de l’analyse conversationnelle d’inspiration plutôt anglo-américaine à une vision didactique de tradition de langue française. Pour ce faire, il est fait appel aux notions de compétence communicative (Hymes 1972), de dramatisation (Goffman 1991) et de rôle social (Cicurel 1988). L’analyse montre que dans des situations d’apprentissage-en-interaction, les apprenants et les experts ont recours à une diversité de ressources interactionnelles liées à des activités de dramatisation : le dialogue-en-situation, la voix, la séquence préfabriquée, la séquentialité discursive, la réparation, la séquence explicative, le récit préenregistré, l’évaluation, le récit enchâssé, l’identité, le récit conversationnel de l’expert, l’interview, le récit conversationnel de l’apprenant et le mode éditeur. Pour conclure, un rapprochement est opéré entre ces activités de dramatisation et la didactique du FLE, à plusieurs niveaux, sous la forme de recommandations suggestions<br>The current thesis focuses on guided language learning exchanges in French, in a face-to-face non-institutional setting in the multilingual context of Luxembourg. It describes and analyzes interactions between adult plurilingual speakers whose first language is Chinese or Korean and multilingual speakers acting as experts for the French language. Taking a qualitative analysis approach, our work strives to apply the tools of conversation analysis of a rather Anglo-American origin to a vision of “didactique” corresponding to the French language tradition. To this end, we rely in particular on the notions of communicative competence(Hymes 1972), dramatization (Goffman 1991) and social role (Cicurel 1988). The analysis of learning-in-interaction data shows the enactment of a variety of dramatization-related interactional resources by both learners and experts: the situated dialogue, the voice, the formulaic language, the discursive sequentiality, the repair, the explanatory sequence, the pre-recorded conversational narrative, the evaluation, the embedded narrative, the identity, the conversational narrative of the expert, the interview, the conversational narrative of the learner and the editor mode. A few recommendations-suggestions are proposed in the conclusion, focusing on how these dramatization activities could inform, at different levels, the development of French teaching and learning
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Babalola, Karolyn Olatubosun. "Brain-computer interfaces for inducing brain plasticity and motor learning: implications for brain-injury rehabilitation." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41164.

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The goal of this investigation was to explore the efficacy of implementing a rehabilitation robot controlled by a noninvasive brain-computer interface (BCI) to influence brain plasticity and facilitate motor learning. The motivation of this project stemmed from the need to address the population of stroke survivors who have few or no options for therapy. A stroke occurs every 40 seconds in the United States and it is the leading cause of long-term disability [1-3]. In a country where the elderly population is growing at an astounding rate, one in six persons above the age of 55 is at risk of having a stroke. Internationally, the rates of strokes and stroke-induced disabilities are comparable to those of the United States [1, 4-6]. Approximately half of all stroke survivors suffer from immediate unilateral paralysis or weakness, 30-60% of which never regain function [1, 6-9]. Many individuals who survive stroke will be forced to seek institutional care or long-term assistance. Clinicians have typically implemented stroke rehabilitative treatment using active training techniques such as constraint induced movement therapy (CIMT) and robotic therapy [10-12]. Such techniques restore motor activity by forcing the movement of weakened limbs. That active engagement of the weakened limb movement stimulates neural pathways and activates the motor cortex, thus inducing brain plasticity and motor learning. Several studies have demonstrated that active training does in fact have an effect on the way the brain restores itself and leads to faster rehabilitation [10, 13-15]. In addition, studies involving mental practice, another form of rehabilitation, have shown that mental imagery directly stimulates the brain, but is not effective unless implemented as a supplemental to active training [16, 17]. Only stroke survivors retaining residual motor ability are able to undergo active rehabilitative training; the current selection of therapies has overlooked the significant population of stroke survivors suffering from severe control loss or complete paralysis [6, 10]. A BCI is a system or device that detects minute changes in brain signals to facilitate communication or control. In this investigation, the BCI was implemented through an electroencephalograph (EEG) device. EEG devices detect electrical brain signals transmitted through the scalp that corresponded with imagined motor activity. Within the BCI, a linear transformation algorithm converted EEG spectral features into control commands for an upper-limb rehabilitative robot, thus implementing a closed-looped feedback-control training system. The concept of the BCI-robot system implemented in this investigation may provide an alternative to current therapies by demonstrating the results of bypassing motor activity using brain signals to facilitate robotic therapy. In this study, 24 able-bodied volunteers were divided into two study groups; one group trained to use sensorimotor rhythms (SMRs) (produced by imagining motor activity) to control the movement of a robot and the other group performed the 'guided-imagery' task of watching the robot move without control. This investigation looked for contrasts between the two groups that showed that the training involved with controlling the BCI-robot system had an effect on brain plasticity and motor learning. To analyze brain plasticity and motor learning, EEG data corresponding to imagined arm movement and motor learning were acquired before, during, and after training. Features extracted from the EEG data consisted of frequencies in the 5-35Hz range, which produced amplitude fluctuations that were measurably significant during reaching. Motor learning data consisted of arm displacement measures (error) produced during an motor adaptation task performed daily by all subjects. The results of the brain plasticity analysis showed persistent reductions in beta activity for subjects in the BCI group. The analysis also showed that subjects in the Non-BCI group had significant reductions in mu activity; however, these results were likely due to the fact that different EEG caps were used in each stage of the study. These results were promising but require further investigation. The motor learning data showed that the BCI group out-performed non-BCI group in all measures of motor learning. These findings were significant because this was the first time a BCI had been applied to a motor learning protocol and the findings suggested that BCI had an influence on the speed at which subjects adapted to a motor learning task. Additional findings suggested that BCI subjects who were in the 40 and over age group had greater decreases in error after the learning phase of motor assessment. These finding suggests that BCI could have positive long term effects on individuals who are more likely to suffer from a stroke and possibly could be beneficial for chronic stroke patients. In addition to exploring the effects of BCI training on brain plasticity and motor learning this investigation sought to detect whether the EEG features produced during guided-imagery could differentiate between reaching direction. While the analysis presented in this project produced classification accuracies no greater than ~77%, it formed the basis of future studies that would incorporate different pattern recognition techniques. The results of this study show the potential for developing new rehabilitation therapies and motor learning protocols that incorporate BCI.
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Books on the topic "Interactive learning guide"

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Interactive learning events: A guide for facilitators. Kogan Page, 1988.

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Shiffman, Daniel. Learning Processing: A beginner's guide to programming images, animation, and interaction. Morgan Kaufmann/Elsevier, 2008.

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Michael Allen's guide to e-learning: Building interactive, fun, and effective learning programs for any company. John Wiley, 2003.

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The effective teacher's guide: 50 ways to engage students and promote interactive learning. 2nd ed. Guilford Press, 2011.

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Vames, John. The Native American flute: Understanding the gift : an interactive guide for learning to play. J. Vames, 2003.

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Watkins, Ryan. E-learning companion: A student's guide to online success. 3rd ed. Wadsworth Cengage Learning, 2011.

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The educational technology handbook: A comprehensive guide : process and products for learning. Educational Technology Publications, 1996.

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Helen, Carlson, ed. Multimedia in higher education: A practical guide to new tools for interactive teaching and learning. Learned Information, Inc., 1995.

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Watkins, Ryan. E-learning companion: A student's guide to online success. 3rd ed. Wadsworth Cengage Learning, 2011.

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Watkins, Ryan. E-learning companion: A student's guide to online success. Houghton Mifflin Co., 2005.

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Book chapters on the topic "Interactive learning guide"

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Morocho, Villie, Paola Cárdenas, Lourdes Illescas, Jorge Maza-Cordova, and Rosario Achig. "Implementation of a Basic Risk Guide for Interactive Digital Terrestrial Television Using Learning Objects." In Artificial Intelligence, Computer and Software Engineering Advances. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68080-0_15.

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Parra-Luzuriaga, Karina, Yaroslava Robles-Bykbaev, Vladimir Robles-Bykbaev, and Paúl León-Goméz. "An Interactive Guide Based on Learning Objects to Train Teachers on the Detection and Support of Children with Attention Deficit Hyperactivity Disorder." In Advances in Human Factors in Training, Education, and Learning Sciences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_10.

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Kaibel, Andreas, Andreas Auwärter, and Miloš Kravčík. "Guided and Interactive Factory Tours for Schools." In Innovative Approaches for Learning and Knowledge Sharing. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11876663_17.

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Bosanquet, Paula, Julie Radford, and Rob Webster. "Assessment for learning." In The Teaching Assistant’s Guide to Effective Interaction, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003020639-6.

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Mourière, Amandine. "Intensive Interaction as a teaching and learning approach." In The Intensive Interaction Classroom Guide. Routledge, 2021. http://dx.doi.org/10.4324/9781003170839-4.

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Islam, Kaliym. "Improving the Customer Learning Experience with Web-Interactive Guides." In The Encyclopedia of Human Resource Management. Pfeiffer: A Wiley Imprint, 2012. http://dx.doi.org/10.1002/9781118364710.ch3.

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Smith, Pam. "What do students with autism and learning disabilities need to learn?" In The Intensive Interaction Classroom Guide. Routledge, 2021. http://dx.doi.org/10.4324/9781003170839-3.

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Watson, Edward, and Bradley Busch. "The One about Interacting with Nature." In A Parent's Guide to the Science of Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003125709-52.

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Dornig, Jan, Yunjing Zhao, and Xiaohua Sun. "User Interaction for Guided Learning Supporting Object Recognition in Service Robots." In Design, User Experience, and Usability: Designing Interactions. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91803-7_32.

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Wagner, Elvis, and Paul D. Toth. "5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.34.08ch5.

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Conference papers on the topic "Interactive learning guide"

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Yasumuro, Yoshihiro, Masataka Imura, Yoshitsugu Manabe, and Kunihiro Chihara. "Interactive Visual Guide System for Learning Manual Work." In 9th Biennial Conference of the Australian Pattern Recognition Society on Digital Image Computing Techniques and Applications (DICTA 2007). IEEE, 2007. http://dx.doi.org/10.1109/dicta.2007.4426773.

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Marculescu, Bogdan, Robert Feldt, and Richard Torkar. "Objective Re-weighting to Guide an Interactive Search Based Software Testing System." In 2013 12th International Conference on Machine Learning and Applications (ICMLA). IEEE, 2013. http://dx.doi.org/10.1109/icmla.2013.113.

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Chen, Yifan, Basavaraj Tonshal, Pramita Mitra, Craig Simonds, and Paul Aldighieri. "A Novel Approach to the Design and Development of an Interactive Learning App for Automotive IVI Systems." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47906.

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Since its launch Ford SYNC™ with MyFord Touch™ in-vehicle infotainment (IVI) system has migrated to many vehicle programs and had multiple software updates, which presented Ford dealers with the ever-increasing challenge of training new owners effectively and efficiently. This paper presents the design, architecture and implementation of “MyFord Touch Guide”, a novel, cross-platform mobile app that delivers a unique MyFord Touch learning and familiarization experience for dealers and consumers alike. This app incorporates the production MyFord Touch graphical user interface for an interactive learning experience. Additionally, it integrates a host of video tutorials featuring a computer-animated character, which offers an insightful, personalized and self-guided tour experience of the essential features and functions of the system. MyFord Touch Guide is a cross-platform app and based on a “hybrid” app architecture that uses both native mobile and web technologies. Feedback gathered from multiple nation-wide surveys indicates that the proposed approach provides a highly effective and scalable solution towards developing a diverse range of cross-platform, interactive, mobile learning apps.
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Politze, Marius, and Simon Consoir. "A GENERAL ARCHITECTURE FOR CONTENT DRIVEN MOBILE APPLICATIONS: BUILDING AN INTERACTIVE TOUR GUIDE FOR HISTORICAL SITES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1021.

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Liu, Qianlong, Baoliang Cui, Zhongyu Wei, et al. "Building Personalized Simulator for Interactive Search." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/710.

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Interactive search, where a set of tags is recommended to users together with search results at each turn, is an effective way to guide users to identify their information need. It is a classical sequential decision problem and the reinforcement learning based agent can be introduced as a solution. The training of the agent can be divided into two stages, i.e., offline and online. Existing reinforcement learning based systems tend to perform the offline training in a supervised way based on historical labeled data while the online training is performed via reinforcement learning algorithms based on interactions with real users. The mis-match between online and offline training leads to a cold-start problem for the online usage of the agent. To address this issue, we propose to employ a simulator to mimic the environment for the offline training of the agent. Users' profiles are considered to build a personalized simulator, besides, model-based approach is used to train the simulator and is able to use the data efficiently. Experimental results based on real-world dataset demonstrate the effectiveness of our agent and personalized simulator.
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Noor, Nurtihah Mohamed, Abdul Nasir Zulkifli, and Fadzilah Siraj. "The motivational design and development of interactive multimedia learning courseware for Islamic Sex Education (ISE) — A parental guide." In 2011 IEEE Conference on Open Systems (ICOS). IEEE, 2011. http://dx.doi.org/10.1109/icos.2011.6079281.

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Liu, Ang, Stephen C. Y. Lu, James Morrison, Wei Wei, and Chu-Yi Wang. "Leverage Innovative Design Thinking to Design a Technology-Enhanced Interactive Learning Environment." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52672.

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Through the dedicated efforts of design researchers, practitioners, and educators, the importance of design thinking has been increasingly recognized by the society in general, and by the engineering community in particular. On one hand, innovative design is commonly recognized to be a highly globalized activity that requires the effective collaboration between global stakeholders to deliver. Nevertheless, to date, there remains far from enough global design and/or innovation courses available in the current engineering education system, upon which, the global students can jointly develop, sharpen their collaborative design knowledge, skill and attitude. On the other hand, although technology is widely acknowledged to be a driven force of globalization, relatively few efforts have been devoted to leveraging the power of modern eLearning technologies in order to provide the global design learning experience right on participating student’s home campus with no more expensive international travels. Against such a background, this paper presents some of our best practices of employing innovative design thinking to systemically develop a technology-enabled global design innovation course. Not only we presented a set of domain-independent design thinking principles to guide the course design, but also we elaborated the chosen technologies and the functional requirement that each technology is meant to satisfy. The course in question has been consecutively offered for 6 years so far. An evaluation is conducted upon on the 2014 spring class in order to solicit students’ satisfaction with the course.
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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will describe the active teaching techniques that I, a tenure track faculty, has been practicing to teach mechanical engineering courses; the main discussion will focus on the Fuel Cell Science and Technology course. I have devised my current deep learning and teaching strategies through a yearlong Myrtilla Miner Faculty Fellowship cohort under Dr. Ken Bain and a number of workshops on the group based active teaching and peer interaction based teaching. This paper describes the strategies for developing a teaching and assessment plan for the courses I teach by emphasizing on (i) designing significant learning outcomes before starting a class, (ii) the long term retention of key concepts of a course by fostering student centered deep learning course activities, and (iii) far transfer of the skills students gain from a course. The first topic of this paper is about various strategies to understand students’ motivations and inhibitions that may govern their learning curve in a course. The second topic of this paper discusses the crucial aspect of designing a promising syllabus to give students a bigger purpose for learning the course material; a promising syllabus attempt to connect students’ long held curiosities and career ambitions with the course to be offered. The third topic delves into the strategies to engage students in self-preparation to assimilate the key concepts to be discussed in a class. This paper will also highlight the approach to design conceptual quizzes to guide student preparation before they come to the class and then use the same conceptual quizzes to conduct peer discussion and define the flow of a class; this strategy is derived from Dr. Eric Mazur’s work on peer interaction based teaching. The fourth topic is about the utility of one pager feedback form to be filled by the students after every class. This paper will discuss structure and effectiveness of the feedback form in improving student attention and participation in the class discussions. I have offered two workshops on effective teaching at the University of the District of Columbia to promote active student learning in a wide range of courses. I plan to conduct workshops for the middle and high school teachers to share the effective teaching skills.
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Zhang, Junzhe, and Elias Bareinboim. "Transfer Learning in Multi-Armed Bandits: A Causal Approach." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/186.

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Reinforcement learning (RL) agents have been deployed in complex environments where interactions are costly, and learning is usually slow. One prominent task in these settings is to reuse interactions performed by other agents to accelerate the learning process. Causal inference provides a family of methods to infer the effects of actions from a combination of data and qualitative assumptions about the underlying environment. Despite its success of transferring invariant knowledge across domains in the empirical sciences, causal inference has not been fully realized in the context of transfer learning in interactive domains. In this paper, we use causal inference as a basis to support a principled and more robust transfer of knowledge in RL settings. In particular, we tackle the problem of transferring knowledge across bandit agents in settings where causal effects cannot be identified by do-calculus [Pearl, 2000] and standard learning techniques. Our new identification strategy combines two steps -- first, deriving bounds over the arm’s distribution based on structural knowledge; second, incorporating these bounds in a dynamic allocation procedure so as to guide the search towards more promising actions. We formally prove that our strategy dominates previously known algorithms and achieves orders of magnitude faster convergence rates than these algorithms. Finally, we perform simulations and empirically demonstrate that our strategy is consistently more efficient than the current (non-causal) state-of-the-art methods
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Mu, Xiangming. "Decoupling the Information Application from the Information Creation: Video as Learning Objects in Three-Tier Architecture." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2899.

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In this paper a new three-tier video application infrastructure is proposed. Video learning object is introduced as the intermedia tier and it connects the video metadata and video application tier. In addition to the traditional text metadata such as title and description, a wide range of visual metadata including key frames, video storyboards, and fast-forward video are integrated into the video learning object. The visual metadata is organized in hierarchical structure. Video timestamps are used to “mark” different video channels (i.e., visual channel, audio channel, text channel) for the purpose of synchronization. A MPEG-7 compatible XML metadata schema was developed to encode the video learning objects to achieve the reusability and interoperability—different video applications can use the same video learning object without having to reinvent the wheel. A semi-automatic video metadata authorization system called Video Annotation and Summary Tool (VAST) was developed to facilitate the creation of video metadata. The automatic process generates a series of key frame “candidates” (primitive frames) but human beings have to manually select the key frames. The number and the image size of the primitive frames are reconfigureable. The fast-forward version of the original video can also be created from the primitive frames. Finally, we demonstrate how the new three-tier infrastructure is used to guide the development of two independent video application projects: the Open-video digital library project and distance learning using the Interactive Shared Educational Environment (ISEE) project. Both projects utilize the same set of video learning objects.
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