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Henzell-Thomas, J. "Learning from informative text : Prediction protocols as a means of accessing the interaction between top-down and bottom-up processes." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371079.
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Summet, Valerie Henderson. "Facilitating communication for deaf individuals with mobile technologies." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33878.
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Communication between deaf individuals and hearing individuals can be very difficult. For people who are born deaf, English is often a second language with the first language being American Sign Language (ASL). Very few hearing people in the United States sign or are aware of Deafness, Deaf culture, or how to appropriately communicate with people with hearing loss.
In this thesis, I concentrate on the role that mobile technologies can play in ameliorating some of these issues. In formative work with Deaf teenagers in the metro-Atlanta area, I investigate the role that communication technologies play in the lives of many Deaf individuals and examine how these devices have effected their communication patterns and social circles. Specifically, the teens identified problems communicating with hearing individuals such as close friends and family in face-to-face situations.
Having identified sign language use at home as one of the earliest interventions for Deaf children, I investigated the use of mobile phones for learning survival-level ASL. I created a prototype software application which presented short ASL lessons via either a mobile phone or desktop web-browser. The software presented the lessons via one of two different scheduling methods designed to take advantage of the spacing effect during learning. I designed and conducted a study of forty individuals with no prior ASL knowledge which compared the effects of both scheduling algorithm and platform. My results show that individuals who used a mobile phone platform and received a group of lessons at one time performed better on post-test receptive and generative ASL metrics than did participants in the three other conditions.
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Tarasova, H. S., and O. V. Shakhmatova. "Flipped learning as interactive learning environment." Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.
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The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education. Studies about the flipped classroom appear in different disciplines including information systems, engineering, sociology, and humanities, mathematics education, and English composition. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of the flipped classroom approach in education.
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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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Fonooni, Benjamin. "Cognitive Interactive Robot Learning." Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97422.
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Building general purpose autonomous robots that suit a wide range of user-specified applications, requires a leap from today's task-specific machines to more flexible and general ones. To achieve this goal, one should move from traditional preprogrammed robots to learning robots that easily can acquire new skills. Learning from Demonstration (LfD) and Imitation Learning (IL), in which the robot learns by observing a human or robot tutor, are among the most popular learning techniques. Showing the robot how to perform a task is often more natural and intuitive than figuring out how to modify a complex control program. However, teaching robots new skills such that they can reproduce the acquired skills under any circumstances, on the right time and in an appropriate way, require good understanding of all challenges in the field. Studies of imitation learning in humans and animals show that several cognitive abilities are engaged to learn new skills correctly. The most remarkable ones are the ability to direct attention to important aspects of demonstrations, and adapting observed actions to the agents own body. Moreover, a clear understanding of the demonstrator's intentions and an ability to generalize to new situations are essential. Once learning is accomplished, various stimuli may trigger the cognitive system to execute new skills that have become part of the robot's repertoire. The goal of this thesis is to develop methods for learning from demonstration that mainly focus on understanding the tutor's intentions, and recognizing which elements of a demonstration need the robot's attention. An architecture containing required cognitive functions for learning and reproduction of high-level aspects of demonstrations is proposed. Several learning methods for directing the robot's attention and identifying relevant information are introduced. The architecture integrates motor actions with concepts, objects and environmental states to ensure correct reproduction of skills. Another major contribution of this thesis is methods to resolve ambiguities in demonstrations where the tutor's intentions are not clearly expressed and several demonstrations are required to infer intentions correctly. The provided solution is inspired by human memory models and priming mechanisms that give the robot clues that increase the probability of inferring intentions correctly. In addition to robot learning, the developed techniques are applied to a shared control system based on visual servoing guided behaviors and priming mechanisms. The architecture and learning methods are applied and evaluated in several real world scenarios that require clear understanding of intentions in the demonstrations. Finally, the developed learning methods are compared, and conditions where each of them has better applicability are discussed.<br>Att bygga autonoma robotar som passar ett stort antal olika användardefinierade applikationer kräver ett språng från dagens specialiserade maskiner till mer flexibla lösningar. För att nå detta mål, bör man övergå från traditionella förprogrammerade robotar till robotar som själva kan lära sig nya färdigheter. Learning from Demonstration (LfD) och Imitation Learning (IL), där roboten lär sig genom att observera en människa eller en annan robot, är bland de mest populära inlärningsteknikerna. Att visa roboten hur den ska utföra en uppgift är ofta mer naturligt och intuitivt än att modifiera ett komplicerat styrprogram. Men att lära robotar nya färdigheter så att de kan reproducera dem under nya yttre förhållanden, på rätt tid och på ett lämpligt sätt, kräver god förståelse för alla utmaningar inom området. Studier av LfD och IL hos människor och djur visar att flera kognitiva förmågor är inblandade för att lära sig nya färdigheter på rätt sätt. De mest anmärkningsvärda är förmågan att rikta uppmärksamheten på de relevanta aspekterna i en demonstration, och förmågan att anpassa observerade rörelser till robotens egen kropp. Dessutom är det viktigt att ha en klar förståelse av lärarens avsikter, och att ha förmågan att kunna generalisera dem till nya situationer. När en inlärningsfas är slutförd kan stimuli trigga det kognitiva systemet att utföra de nya färdigheter som blivit en del av robotens repertoar. Målet med denna avhandling är att utveckla metoder för LfD som huvudsakligen fokuserar på att förstå lärarens intentioner, och vilka delar av en demonstration som ska ha robotens uppmärksamhet. Den föreslagna arkitekturen innehåller de kognitiva funktioner som behövs för lärande och återgivning av högnivåaspekter av demonstrationer. Flera inlärningsmetoder för att rikta robotens uppmärksamhet och identifiera relevant information föreslås. Arkitekturen integrerar motorkommandon med begrepp, föremål och omgivningens tillstånd för att säkerställa korrekt återgivning av beteenden. Ett annat huvudresultat i denna avhandling rör metoder för att lösa tvetydigheter i demonstrationer, där lärarens intentioner inte är klart uttryckta och flera demonstrationer är nödvändiga för att kunna förutsäga intentioner på ett korrekt sätt. De utvecklade lösningarna är inspirerade av modeller av människors minne, och en primingmekanism används för att ge roboten ledtrådar som kan öka sannolikheten för att intentioner förutsägs på ett korrekt sätt. De utvecklade teknikerna har, i tillägg till robotinlärning, använts i ett halvautomatiskt system (shared control) baserat på visuellt guidade beteenden och primingmekanismer. Arkitekturen och inlärningsteknikerna tillämpas och utvärderas i flera verkliga scenarion som kräver en tydlig förståelse av mänskliga intentioner i demonstrationerna. Slutligen jämförs de utvecklade inlärningsmetoderna, och deras applicerbarhet under olika förhållanden diskuteras.<br>INTRO
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Goffin, Peter. "Interactive tutorial for the understanding of the K-Means Algorithm /." Leeds : University of Leeds, School of Computer Studies, 2008. http://www.comp.leeds.ac.uk/fyproj/reports/0708/Goffin.pdf.
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Smith, Natalie T. (Natalie Tamika) 1978. "Interactive spectral analysis learning module." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8600.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2001.<br>Includes bibliographical references (leaf 103).<br>Due to increased demand for interactive learning opportunities for engineering students, an interactive spectral analysis learning module was developed for the course Biomedical Signal and Image Processing (HST582J/6.555J/16.456J). The design of this module is based on the Star Legacy model, a pedagogical framework that promotes the creation of guided learning environments that use applications as the context for focused learning activities. The module is implemented using a combination of traditional teaching methods and web-based components. The web-based components include tutorial questions, text summaries, tables, figures, a glossary, and an interactive demonstration. This module was used in HST582J/6.555J/16.456J during Spring Term 2001. A variety of assessment techniques were employed. Survey results show that students generally found the module useful. Student performance on lab reports showed improved understanding of key concepts relative to previous years. Future efforts should reanalyze other performance data and make suggested modifications to the overall module, the web-based tutorial, and the interactive demo.<br>by Natalie T. Smith.<br>M.Eng.
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Kolomiiets, M. "Interactive trainers for e-learning." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16989.
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Khatibi, Miandouab Ece, and Eva Cowie. "Language learning through interactive games." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29804.
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The purpose of this study was to investigate language learning through the use of interactive games. A research synthesis was considered to be the most effective method as it was our intention to explore the research available on language learning and gaming. Although various studies have investigated the employment of interactive games in language learning, this field of research is still in its infancy. We juxtaposed neural correlates of language learning with that of interactive gaming and the findings indicated that there are both similarities and differences in the brain structures activated by gaming and those that are activated by language learning. Furthermore, we set out to investigate the employment of interactive games in the language classroom. Our findings indicated that interactive games are highly underused tools in language learning. In addition, we were able to identify techniques which could be used to employ interactive games in language learning. The technological advancement in our society which has shown to have a great impact on the youth of today has given rise to an increasing need for incorporating technology such as interactive games in education and for this reason it is necessary for teachers to receive education in implementing interactive games in the language classroom.
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Arnold, Rudolf. "Interactive learning environments for mathematical topics." Zürich : ETH, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=17479.
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Trudel, Carol-Ina. "Exploratory learning of an interactive device." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287039.
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Bignold, Adam. "Rule-based interactive assisted reinforcement learning." Thesis, Federation University Australia, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/169240.
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Reinforcement Learning (RL) has seen increasing interest over the past few years, partially owing to breakthroughs in the digestion and application of external information. The use of external information results in improved learning speeds and solutions to more complex domains. This thesis, a collection of five key contributions, demonstrates that comparable performance gains to existing Interactive Reinforcement Learning methods can be achieved using less data, sourced during operation, and without prior verifcation and validation of the information's integrity. First, this thesis introduces Assisted Reinforcement Learning (ARL), a collective term referring to RL methods that utilise external information to leverage the learning process, and provides a non-exhaustive review of current ARL methods. Second, two advice delivery methods common in ARL, evaluative and informative, are compared through human trials. The comparison highlights how human engagement, accuracy of advice, agent performance, and advice utility differ between the two methods. Third, this thesis introduces simulated users as a methodology for testing and comparing ARL methods. Simulated users enable testing and comparing of ARL systems without costly and time-consuming human trials. While not a replacement for well-designed human trials, simulated users offer a cheap and robust approach to ARL design and comparison. Fourth, the concept of persistence is introduced to Interactive Reinforcement Learning. The retention and reuse of advice maximises utility and can lead to improved performance and reduced human demand. Finally, this thesis presents rule-based interactive RL, an iterative method for providing advice to an agent. Existing interactive RL methods rely on constant human supervision and evaluation, requiring a substantial commitment from the advice-giver. Rule-based advice can be provided proactively and be generalised over the state-space while remaining flexible enough to handle potentially inaccurate or irrelevant information. Ultimately, the thesis contributions are validated empirically and clearly show that rule-based advice signicantly reduces human guidance requirements while improving agent performance.<br>Doctor of Pholosophy
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Herrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.
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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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VOLTA, ERICA. "Multisensory learning in adaptive interactive systems." Doctoral thesis, Università degli studi di Genova, 2020. http://hdl.handle.net/11567/1001795.
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The main purpose of my work is to investigate multisensory perceptual learning and sensory integration in the design and development of adaptive user interfaces for educational purposes. To this aim, starting from renewed understanding from neuroscience and cognitive science on multisensory perceptual learning and sensory integration, I developed a theoretical computational model for designing multimodal learning technologies that take into account these results. Main theoretical foundations of my research are multisensory perceptual learning theories and the research on sensory processing and integration, embodied cognition theories, computational models of non-verbal and emotion communication in full-body movement, and human-computer interaction models. Finally, a computational model was applied in two case studies, based on two EU ICT-H2020 Projects, "weDRAW" and "TELMI", on which I worked during the PhD.
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Ji, Xiao Fang. "Interactive distance learning environment with multicast support." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1636975.
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Nguyen, Mai Lan. "A multimedia presentation system for interactive learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39990.pdf.
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Ross, Stephane. "Interactive Learning for Sequential Decisions and Predictions." Thesis, Carnegie Mellon University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575525.
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<p>Sequential prediction problems arise commonly in many areas of robotics and information processing: e.g., predicting a sequence of actions over time to achieve a goal in a control task, interpreting an image through a sequence of local image patch classifications, or translating speech to text through an iterative decoding procedure. </p><p> Learning predictors that can reliably perform such sequential tasks is challenging. Specifically, as predictions influence future inputs in the sequence, the data-generation process and executed predictor are inextricably intertwined. This can often lead to a significant mismatch between the distribution of examples observed during training (induced by the predictor used to generate training instances) and test executions (induced by the learned predictor). As a result, naively applying standard supervised learning methods—that assume independently and identically distributed training and test examples—often leads to poor test performance and compounding errors: inaccurate predictions lead to untrained situations where more errors are inevitable. </p><p> This thesis proposes general iterative learning procedures that leverage interactions between the learner and teacher to provably learn good predictors for sequential prediction tasks. Through repeated interactions, our approaches can efficiently learn predictors that are robust to their own errors and predict accurately during test executions. Our main approach uses existing no-regret online learning methods to provide strong generalization guarantees on test performance. </p><p> We demonstrate how to apply our main approach in various sequential prediction settings: imitation learning, model-free reinforcement learning, system identification, structured prediction and submodular list predictions. Its efficiency and wide applicability are exhibited over a large variety of challenging learning tasks, ranging from learning video game playing agents from human players and accurate dynamic models of a simulated helicopter for controller synthesis, to learning predictors for scene understanding in computer vision, news recommendation and document summarization. We also demonstrate the applicability of our technique on a real robot, using pilot demonstrations to train an autonomous quadrotor to avoid trees seen through its onboard camera (monocular vision) when flying at low-altitude in natural forest environments. </p><p> Our results throughout show that unlike typical supervised learning tasks where examples of good behavior are sufficient to learn good predictors, interaction is a fundamental part of learning in sequential tasks. We show formally that some level of interaction is necessary, as without interaction, no learning algorithm can guarantee good performance in general. </p>
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Gama, Claudia Amado. "Integrating metacognition instruction in interactive learning environments." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413355.
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Waraich, Atif. "Designing motivating narratives for interactive learning environments." Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436175.
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Van, Amerom W. P. C. "Active / interactive learning facilitation in large classes." Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/483.
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Published Article<br>Anyone who has taught a large class is aware of the physical and emotional constraints upon both lecturer and students. For students the dominant problems are anonymity, passivity and a frustration of not being able to say what is happening to them. For lecturers the dominant problems are not being able to relate to students as individuals, a feeling of being driven back to traditional teaching, being overwhelmed by assessment demands, and a sense of not being in control of the class. An increase in class size requires lecturers radically to reconsider how they deliver their courses. One such strategy proposed in this paper is that of active learning facilitation - getting students to work and think in the classroom about what and why they are doing what they are doing.
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Eser, Ercan. "Criminality-oriented terrorist learning : an interactive model." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38811/.
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This thesis, focusing on the reasons beyond immediate terrorist and criminal events, studies ‘how’ and ‘why’ terrorist organizations (TOs) and organized crime groups (OCGs) act, react and evolve. It adopts a ‘criminality oriented approach’ that puts discrete pieces of terrorism under a microscopic examination and explains terrorist learning of criminality: how tacit knowledge required for terror tactics and organized crime is processed and saved in the secret domains of TOs and OCGs and how the knowledge is accessed and learned by other illegal organizations. Using Akers’ social learning theory, it explains that TOs and OCGs influence each other through a hybrid network structure and they learn non-traditional activities that require knowledge, skills and techniques (organized crime for TOs and terrorism for OCGs) through associations. It also argues that the associations among them result in the appropriation of tactics and modus operandi, and that the closer association of the two groups may cause the mutation of both organizations. It develops a dynamic model that explains the relationship between terrorism and organized crime and the mutative behaviours of TOs and OCGs. Depicting the present and future capabilities of TOs and OCGs and possible future forms of both terrorism and organized crime threats, it offers pathways to prevent TOs from learning and to strengthen counterterrorism measures.
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Bussa, Naga Raju. "WVU - interactive web based distance learning tool." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1116.
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Thesis (M.S.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains v, 245 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 114-115).
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Cairncross, Sandra. "Interactive multimedia and learning : realising the benefits." Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4628.
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Interactive multimedia has the potential to create high quality learning environments that actively engage the learner. For example it can combine explanation with illustrative examples, on-line assessment with feedback and provide opportunities to practise and experiment. A range of media elements can be used to convey a given message and the learner can study at a time, place and pace convenient to them. However there is growing evidence that the potential of interactive multimedia is not being fulfilled. Early designs were often driven by technology rather than pedagogy, with a focus on the physical interface. This thesis argues that if we are to design effective interactive learning applications then a learner-centred approach to their design and implementation should be taken. Design and development should not focus solely on the application: integration into the curriculum must be planned, and designed for, carefully. Attention should be given to social, or contextual, factors; these strongly affect whether learners actually use applications and learn from them. A series of experimental trials and associated studies into learning with interactive multimedia were carried out in order to explore this further. The results indicate that whilst there is some evidence that the use of interactive multimedia can aid learning, its effect and benefits are not as clear-cut as its proponents suggest. This work demonstrates the importance of considering the wider context when designing for learning with interactive multimedia and informs the integration of multimedia into the curriculum. The result is a curriculum integration framework, which highlights the need to locate the application design in the context of use and advocates user involvement throughout the design and development process. Curriculum integration should be designed for at the outset and evaluated as ongoing activity. Advice is given on how to do this This thesis also explores problems associated with conducting research in real-world learning contexts. A rich description is provided through a reflective analysis of the difficulties encountered with the methodological approach taken here. Alternative approaches are reviewed. Guidance is provided, which practitioners wishing to engage in educational research can use in selecting which method, or methods, to use.
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Lazaridou, Angeliki. "From predictive to interactive multimodal language learning." Doctoral thesis, Università degli studi di Trento, 2016. https://hdl.handle.net/11572/368956.
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The way humans learn the meaning of words is a fundamental question in many different disciplines and, from a computational perspective, an answer to this question
could lead to important advances in artificial intelligence. While the details of the learning process are still an open question, what we do know is that humans make use of the very rich perceptual input present in the communicative setups in which learning takes place. In this work, we will present three models of human learning from naturalistic
multi-modal input. We will start by introducing a model that assumes a purely predictive learner existing in a non-communicative setup and show that such a computational learner when tested displays comparable learning behaviour to human learners on a novel word learning setup. We will then relax some of the learning assumptions and present a model that, instead of exposing the computational learner to a passive environment, such as the text corpora traditionally used in semantic learning experiments, it exposes the learner to communicative episodes, simulated in our experiments by corpora capturing multi-modal interactions between children and their caregivers, allowing the learner to make use of information beyond words and passive percept during learning. Finally, we will present on-going work towards interactive learning between two agents.
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Lazaridou, Angeliki. "From predictive to interactive multimodal language learning." Doctoral thesis, University of Trento, 2016. http://eprints-phd.biblio.unitn.it/1864/1/thesis_angeliki.pdf.
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The way humans learn the meaning of words is a fundamental question in many different disciplines and, from a computational perspective, an answer to this question
could lead to important advances in artificial intelligence. While the details of the learning process are still an open question, what we do know is that humans make use of the very rich perceptual input present in the communicative setups in which learning takes place. In this work, we will present three models of human learning from naturalistic
multi-modal input. We will start by introducing a model that assumes a purely predictive learner existing in a non-communicative setup and show that such a computational learner when tested displays comparable learning behaviour to human learners on a novel word learning setup. We will then relax some of the learning assumptions and present a model that, instead of exposing the computational learner to a passive environment, such as the text corpora traditionally used in semantic learning experiments, it exposes the learner to communicative episodes, simulated in our experiments by corpora capturing multi-modal interactions between children and their caregivers, allowing the learner to make use of information beyond words and passive percept during learning. Finally, we will present on-going work towards interactive learning between two agents.
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Anand, Beena. "The interactive dimension of teaching and learning." Nancy 2, 1996. http://www.theses.fr/1995NAN21026.
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Cette thèse porte principalement sur le discours oral en salle de classe et sur l'analyse de la dimension interactive du discours pédagogique. La nature personnelle et affective de l'apprentissage de la communication en langue étrangère est surtout mise en valeur. À cet effet, l'accent est mis sur certains aspects psycho-sociaux du comportement langagier des apprenants. Basés sur cette observation, les portraits interactifs, à la fin de la thèse, nous permettent d'esquisser des tendances qui existant dans le domaine de l'adoption des rôles interactifs. La thèse se divise en quatre parties. La première partie traite des diverses perspectives de l'acte de communication et définit les composantes des interactions intervenant dans les situations d'échange verbal, avant de les étendre à la situation d'enseignement. L’hypothèse émise est la suivante: la situation pédagogique traditionnelle de par sa nature formelle restreint le champ des rôles interactifs adoptés par les apprenants à ceux de l'interlocuteur et de l'auditeur. Afin de remédier à cette situation, il est suggéré que des activités pédagogiques en salle de classe doivent ressembler plus à la conversation courante pour que l'apprenant ait l'accès à tous les rôles interactifs. La deuxième partie présente des activités pédagogiques basées sur cette hypothèse. La troisième partie traite des données de l'expérience, ses avantages et ses inconvénients. La quatrième partie présente les résultats de l'expérience et de la recherche, et les conclusions émises en faveur de la micro-analyse du comportement verbal des apprenants<br>This thesis is essentially about the teaching-learning of a foreign language as communication. We strive to explore the interactive dimension of oral discourse in the teaching-learning situation. The personal and social nature of the teaching-learning of a foreign language is stressed. An attempt is made at comprehending this issue by means of the observation of certain psycho-social aspects of interactive role adoption behavior in the classroom setting. The thesis is divided into four sections. Fundamental theories concerning the speech situation and diverse types of interactions are exposed in the first half of section 1. After a description of the pedagogical speech situation and of traditional teacher-learner social and interactive roles, it is hypothesized that new pedagogical activities must be proposed to offer varying possibilities to the learner. The second section deals with communicative activities based on a progressive approach. The experiment is described in the section 3 - part 4 reveals the results obtained in the experiment and in the research. Interactive act and role tables based on learner behavior in significant extracts of the pedagogical activities enable us to give interactive profiles of learn. These profiles are enriched further by subjective information gleaned from personal questionnaires. To conclude, it is suggested that research is a process oriented field and a plea is made in favor of analyses of learner behavior, made on the unsaid aspects in oral
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Ihlström, Joakim, and Fredrik Westerlund. "Interactive learning environments : The effects of interactivity in online learning environments." Thesis, Umeå universitet, Institutionen för informatik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-73182.
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We live in an era where interactivity is gradually becoming more available, yet our schoolsare not catching up to this trend, instead we are faced with passive learning environmentswhere active construction of knowledge is limited. In this study we looked at theconstructivist approach to learning and compared it to the objectivist approach that iscommonly used in most schools of today. We looked at other successful interactive learningenvironment and how they may look like. We developed a passive educational video and aprototype of an interactive learning environment, where the interactive environmentworked as a supplement to the educational video. We further conducted a quantitative testthrough a questionnaire on these environments to see if the learning outcome of theinteractive learning environment outperformed the learners of the educational video. Thedata we collected did not show any significant difference between passive and interactivelearning, it did, however, show some interesting trends such as younger participants ingeneral performed better than older participants in our interactive learning environment.
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Sabry, Khaled A. "Interactive learning systems for higher education : learning styles and students' attitude." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/6281.
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This dissertation reports research concerning the adaptation of learning systems to students' different learning styles (LSs), particularly in relation to the analysis and planning of Interactive Learning Systems (ILSs). Given the primacy of Interactive Learning and its pedagogical implication on educational designs, the motivation for this research is better understanding of students' different learning preferences and perceptions of Computer Mediated Learning Interactions (CMLIs), as this may present some insights into what and how interactivity can be incorporated more purposefully and efficiently into learning systems designs. This research undertakes a review of the literature relating to LSs' theories, which have been used to explore how individual learners approach learning, as well as different Learning Interactions in relation to Interactive Learning Systems (ILSs). The work undertaken in this research makes its contribution to the field in that it represents one of the first explicit investigations of the relationship between students' LSs (Active-Reflective/Visual Verbal dimensions) and their attitude towards different CMLIs that constitute essential part of ILSs, in terms of use, perceptions and learning preferences, from the users' (learners) perspective rather than the teachers and/or designers of these systems. The research provides evidence to support the differing views of learners of different LSs as well as evidence of common attitudes towards certain CMLIs. However, it warns against and highlights some of the limitations of using the LSs in isolation and the importance of considering other factors and aspects of students' individual differences. A model is proposed to guide the planning and design of ILSs, and to raise the designers' and teachers' awareness of learners' differences and call upon them to take necessary steps to consider actual learners' LSs in the learning design. Implications of the findings in terms of interactivity design considerations are discussed; research limitations and recommendations for future work are made.
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Ng, Cheuk Wing Margaret. "Is action learning an effective means of implementing CPD in inquiry-based learning?" Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559072.
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This study investigated to what extent was Action Learning CPD (Continuous Professional Development) Implementation was an effective method to facilitate teachers in carrying out Inquiry-Based Learning. As a kind of experiential learning cycle, Action Learning CPD assists teachers in understanding the effectiveness of conducting Inquiry-Based Learning. This learning approach aims at encouraging students to make their own inquiries and developing their independent learning capabilities throughout the process of doing projects. In this study, Action Learning CPD is for teachers' professional development and Inquiry-Based Learning and Project-Based Learning are for student learning. The investigation was conducted in the three phases of ORIENTATION, PROBLEM-CENTRED, and WRITE-UP AND CONSOLIDATION over one academic year. It was guided by three research questions: (a) Why secondary school teachers need. CPD in conducting Inquiry-Based Learning? (b) Why Action learning might be a suitable CPD method for teachers to develop, implement and evaluate a student-oriented Inquiry-Based curriculum? (c) What are the implications for CPD found through investigating the implementation of Action Learning in conducting Inquiry-Based Learning? Since the main focus was to explore the extent to which teachers and students had changed in their perception and experience of Inquiry-Based Learning during and after Action Learning CPD Implementation, their perception and experience in developing, implementing and evaluating Inquiry-Based curricula were examined throughout the Action Learning Cycle of Experience-Understanding-Planning-Action, with reference to the pretest posttest comparisons of interviews and questionnaires evaluating both students and teachers' experiences during the Cycle. This study of school cases was also cyclical that observational data were collected throughout the one-year school-based support (09-10), with the researcher reflecting on it and making changes during the year. The data were classroom observations; year plans, records of meeting (agenda, minutes, and school visit reports) between her and individual teacher team; documents prepared by schools or co-developed with the officer (the said researcher) (e.g. curricula, teaching materials, assessment rubrics); samples of students' assignments; samples of documented teacher reflections in meetings and after workshops. A total number of 20 teachers and 317 students participated in this study. In the phase of ORIENTATION, there were three major pretest findings found in pre-CPD practice of conducting Inquiry-Based curricula: (a) - the segregation of Inquiry-Based Learning from the school-based curricula when developing the curricula; (b) in implementing the curricula - the lack of understanding of Inquiry-Based Learning as a learning process; and (c) in evaluating the curricula - the absence of educative purpose in using assessment rubrics for student learning process. Furthermore, there were significant discrepancies between teachers' and students' in their perceptions of Inquiry-Based Learning and discrepancies between teachers' ideology and practices of Inquiry-Based Learning. In the phase of PROBLEM-CENTRED where Inquiry Based learning took place, Action Learning CPD Implementation was therefore adopted: (a) to develop curricula with more focused study areas and conceptual frameworks; (b) to implement in class the learning objectives of concept formation, inquiry goal formulation, and textual inquiry; and (c) to evaluate curricula with educative assessment rubrics and students' self-assesment mechanism. In the WRITE-UP AND CONSOLIDATION phase where teachers and students and teachers finish and grade students' reports of their findings, the school teams and researcher concluded that: (a) curricula developed with more focused study areas and conceptual frameworks enabled students to construct knowledge and concepts; (b) curricula implemented in class with clear learning objectives enabled students to distinguish inquiry goals and collect and analyze information; and (c) curricula evaluated against prescribed learning outcomes enabled students to assess their own learning progress. It was evident that Action Learning Implementation would facilitate teachers in carrying out Inquiry-Based Learning but cautions were underscored in this study including cognitive overload, affective overload and time demands. The investigation shed light on how Action Learning could be implemented for future research in facilitating teacher teaching and student learning.
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Feng, Yu Hamerly Gregory James. "PG-means : learning the number of clusters in data /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/5021.
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Fernández, Beltrán Rubén. "Characterisation and adaptive learning in interactive video retrieval." Doctoral thesis, Universitat Jaume I, 2016. http://hdl.handle.net/10803/387220.
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El objetivo principal de esta tesis consiste en utilizar eficazmente los modelos de tópicos latentes para afrontar el problema de la recuperación automática de vídeo. Concretamente, se pretende mejorar tanto a nivel de eficiencia como a nivel de precisión el actual estado del arte en materia de los sitemas de recuperación automática de vídeo. En general, los modelos de tópicos latentes son un conjunto de herramientas estadísticas que permiten extraer los patrones generadores de una colección de datos. Tradicionalmente, este tipo de técnicas no han sido consideradas de gran utilidad para los sistemas de recuperación automática de vídeo debido a su alto coste computacional y a la propia complejidad del espacio de tópicos en el ámbito de la información visual.<br>In this work, we are interested in the use of latent topics to overcome the current limitations in CBVR. Despite the potential of topic models to uncover the hidden structure of a collection, they have traditionally been unable to provide a competitive advantage in CBVR because of the high computational cost of their algorithms and the complexity of the latent space in the visual domain. Throughout this thesis we focus on designing new models and tools based on topic models to take advantage of the latent space in CBVR. Specifically, we have worked in four different areas within the retrieval process: vocabulary reduction, encoding, modelling and ranking, being our most important contributions related to both modelling and ranking.
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Wanyonyi, David Wafula. "Mobile presentations with interactive chat for m-Learning." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5136_1319004472.
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Using presentations in an m-Learning environment enables delivery of rich content to a mobile phone learner. This study investigated how to prepare and stream presentations from a desktop computer to a mobile phone in near-realtime. It also addressed communication between users using interactive text chat in the same environment. Our analysis of text/podcast-based m-Learning applications revealed limited interactivity and lack of diversity in content streamed. To address this, we developed a mobile-based application that uses a task-timer model to synchronize with a server every n units of time to enable near-realtime streaming of presentation slides between mobile and desktop users. The application included text-based instant messenger. Laboratory experiments investigated the use OpenOffice and PowerPoint presentations and techniques used to convert these presentations into mobile phone compatible formats. Experiments were carried out with smart mobile phones running on a third generation cellular network. We employed transaction-logging techniques in addition to automated image analysis techniques to observe and record data. Analysis of the results revealed using presentations enabled more rich content than text-based models such as short message service-based frameworks and podcasts. Although m-Learning is not yet widely adopted, applications such as the one developed in the study offer high hopes for m-Learning because of the use of rich content and interactivity between users.
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Thummuri, Siddartha. "Interactive and dialogue based learning in engineering education." Diss., Rolla, Mo. : University of Missouri-Rolla, 2007. http://scholarsmine.umr.edu/thesis/pdf/Thummuri_09007dcc803cb5b8.pdf.
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Thesis (M.S.)--University of Missouri--Rolla, 2007.<br>Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed November 27, 2007) Includes bibliographical references.
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Yazghi, Najlae. "Interactive E-learning and Problem for Electrical Circuits." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1015.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Engineering and Computer Science<br>Electrical Engineering
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Gogia, Sumit. "Insight : interactive machine learning for complex graphics selection." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106021.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 89-91).<br>Modern vector graphics editors support the creation of a wonderful variety of complex designs and artwork. Users produce highly realistic illustrations, stylized representational art, even nuanced data visualizations. In light of these complex graphics, selections, representations of sets of objects that users want to manipulate, become more complex as well. Direct manipulation tools that artists and designers find accessible and useful for editing graphics such as logos and icons do not have the same applicability in these more complex cases. Given that selection is the first step for nearly all editing in graphics, it is important to enable artists and designers to express these complex selections. This thesis explores the use of interactive machine learning techniques to improve direct selection interfaces. To investigate this approach, I created Insight, an interactive machine learning selection tool for making a relevant class of complex selections: visually similar objects. To make a selection, users iteratively provide examples of selection objects by clicking on them in the graphic. Insight infers a selection from the examples at each step, allowing users to quickly understand results of actions and reactively shape the complex selection. The interaction resembles the direct manipulation interactions artists and designers have found accessible, while helping express complex selections by inferring many parameter changes from simple actions. I evaluated Insight in a user study of digital designers and artists, finding that Insight enabled users to effectively and easily make complex selections not supported by state-of-the-art vector graphics editors. My results contribute to existing work by both indicating a useful approach for providing complex representation access to artists and designers, and showing a new application for interactive machine learning.<br>by Sumit Gogia.<br>M. Eng.
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Lees, Brian. "Learning computer architecture concepts through interactive model building." Thesis, Glasgow Caledonian University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380991.
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Reddy, Prashanth R. "A Low Cost Interactive System for Distance Learning." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829.
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Rahman, Shamsul Abdul. "A web site for narrative interactive learning environments /." Leeds, 2001. http://www.leeds.ac.uk/library/counter2/compstmsc/20002001/rahman.ps.
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Scurto, Hugo. "Designing With Machine Learning for Interactive Music Dispositifs." Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS356.
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La musique est une pratique culturelle permettant aux êtres humains d'exprimer sensiblement leurs intentions à travers le son. L'apprentissage machine définit un ensemble de modèles permettant de nouvelles formes d'expression au sein desdits systèmes interactifs musicaux. Cependant, en tant que discipline informatique, l'apprentissage machine demeure essentiellement appliquée à la musique du point de vue des sciences de l'ingénieur, qui, très souvent, conçoit les modèles d'apprentissage sans tenir compte des interactions musicales prenant place entre humains et systèmes. Dans cette thèse, j'envisage la possibilité de mener des pratiques de design avec l'apprentissage machine pour les systèmes interactifs musicaux. Je soutiens que l'apprentissage machine doit avant tout être situé au sein d'un contexte humain afin d'être conçu et appliqué au design de systèmes interactifs musicaux. Pour défendre cette thèse, je présente quatre études interdisciplinaires, dans lesquelles j'introduis des modèles intermédiaires d'apprentissage, dits modèles-prototype, au sein de méthodes de conception centrées humain, afin d'appliquer l'apprentissage machine à quatre tâches musicales situées : le mapping mouvement-son, l'exploration sonore, l'exploration de la synthèse, et l'interaction musicale collective. À travers ces études, je montre que les modèles-prototype permettent de générer des idées de design pour l'apprentissage machine en amont de la phase d'ingénierie desdits modèles, ce en lien étroit avec les utilisateurs potentiels de ces systèmes. Je montre également que les systèmes d'apprentissage machine centrés humain résultant de ce processus de conception rendent possible des processus dynamiques d'expression entre les humains et les machines, allant au-delà de la création d'artefacts musicaux statiques. Je propose de nommer co-expression ces processus d'interaction musicale entre des êtres humains - faisant preuve d'un élan expressif et créatif quelque soit leur expertise musicale - et des machines - dont les capacités d'apprentissage peuvent être perçues comme expressives du point de vue de l'humain. En outre, je présente cinq systèmes interactifs musicaux conçus avec lesdits modèles-prototypes, et relate leurs restitutions publiques au sein d'ateliers, expositions, installations et performances. Par une approche réflexive, je montre que les contributions musicales apportées par des pratiques de design avec l'apprentissage machine peuvent, à terme, complémenter les contributions scientifiques apportées par les méthodes de conception centrées humain. Ainsi, je suggère que la recherche musicale peut être menée par le design de dispositifs interactifs musicaux, c'est-à-dire, par la réalisation technique d'artefacts esthétiquement fonctionnels remettant en cause les normes culturelles régissant l'informatique et la musique<br>Music is a cultural and creative practice that enables humans to express a variety of feelings and intentions through sound. Machine learning opens many prospects for designing human expression in interactive music systems. Yet, as a Computer Science discipline, machine learning remains mostly studied from an engineering sciences perspective, which often exclude humans and musical interaction from the loop of the created systems. In this dissertation, I argue in favour of designing with machine learning for interactive music systems. I claim that machine learning must be first and foremost situated in human contexts to be researched and applied to the design of interactive music systems. I present four interdisciplinary studies that support this claim, using human-centred methods and model prototypes to design and apply machine learning to four situated musical tasks: motion-sound mapping, sonic exploration, synthesis exploration, and collective musical interaction. Through these studies, I show that model prototyping helps envision designs of machine learning with human users before engaging in model engineering. I also show that the final human-centred machine learning systems not only helps humans create static musical artifacts, but supports dynamic processes of expression between humans and machines. I call co-expression these processes of musical interaction between humans - who may have an expressive and creative impetus regardless of their expertise - and machines - whose learning abilities may be perceived as expressive by humans. In addition to these studies, I present five applications of the created model prototypes to the design of interactive music systems, which I publicly demonstrated in workshops, exhibitions, installations, and performances. Using a reflexive approach, I argue that the musical contributions enabled by such design practice with machine learning may ultimately complement the scientific contributions of human-centred machine learning. I claim that music research can thus be led through dispositif design, that is, through the technical realization of aesthetically-functioning artifacts that challenge cultural norms on computer science and music
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Cao, Jinwei. "LEARNING WITH VIRTUAL MENTORS: HOW TO MAKE E-LEARNING INTERACTIVE AND EFFECTIVE?" Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1196%5F1%5Fm.pdf&type=application/pdf.
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Calma, Adrian [Verfasser]. "Active learning with uncertain annotators : towards dedicated collaborative interactive learning / Adrian Calma." Kassel : kassel university press c/o Universität Kassel - Universitätsbibliothek, 2020. http://d-nb.info/1230907955/34.
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McClafferty, Terence P. "Visitors' use and understanding of interactive exhibits and learning of scientific concepts." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1645.
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Visitors use and understanding of interactive exhibits and their learning of scientific concepts was investigated by three studies. The first study categorised visitors' use of a sound exhibit and found that 49% successfully used the exhibit. Understanding was described with a knowledge hierarchy and learning was measured using a pre-test and post-test. Findings indicated that many visitors had prior knowledge of the relevant concepts and 50% of visitors learnt a concept from the exhibit. The second study investigated young children's understanding and interaction with the Mitey Quarry, a cooperative exhibit of four elements, conveyor, elevator, auger and sorter, which were used to move balls around the exhibit. Findings indicated that children's activities and their level of understanding varied for each element, though higher levels were achieved with elements that were easily observable. The children's activities began with observation, and then vacillated between manipulation, operation and control of an element. The third study identified the educational objectives of a physical fitness exhibit, Let's Get Physical, and their achievement by high school students. Findings indicated that the instructional sequence integrated cognitive and affective objectives, and although 42% of students stated their intentions to begin new exercise activities in response to the exhibit message "to be active everyday", after two weeks, these intentions had not been enacted. The research has contributed to improved exhibit design by demonstrating the value of knowledge, activity and affective hierarchies in identifying exhibit objectives and providing a means for evaluation. Hierarchies are an effective way to describe and measure the visitors' use and understanding of interactive exhibits and learning from them.
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Espinosa, Duró Virginia. "Face recognition by means of advanced contributions in machine learning." Doctoral thesis, Universitat Politècnica de Catalunya, 2013. http://hdl.handle.net/10803/128872.
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Face recognition (FR) has been extensively studied, due to both scientific fundamental challenges and current and potential applications where human identification is needed. FR systems have the benefits of their non intrusiveness, low cost of equipments and no useragreement requirements when doing acquisition, among the most important ones.
Nevertheless, despite the progress made in last years and the different solutions proposed, FR performance is not yet satisfactory when more demanding conditions are required (different viewpoints, blocked effects, illumination changes, strong lighting states, etc). Particularly, the effect of such non-controlled lighting conditions on face images leads to one of the strongest distortions in facial appearance.
This dissertation addresses the problem of FR when dealing with less constrained illumination situations. In order to approach the problem, a new multi-session and multi-spectral face database has been acquired in visible, Near-infrared (NIR) and Thermal infrared (TIR) spectra,
under different lighting conditions.
A theoretical analysis using information theory to demonstrate the complementarities between different spectral bands have been firstly carried out. The optimal exploitation of the information provided by the set of multispectral images has been subsequently addressed by
using multimodal matching score fusion techniques that efficiently synthesize complementary meaningful information among different spectra.
Due to peculiarities in thermal images, a specific face segmentation algorithm has been required and developed. In the final proposed system, the Discrete Cosine Transform as dimensionality reduction tool and a fractional distance for matching were used, so that the cost in processing time and memory was significantly reduced. Prior to this classification task, a selection of the relevant frequency bands is proposed in order to optimize the overall system, based on identifying and maximizing independence relations by means of discriminability
criteria. The system has been extensively evaluated on the multispectral face database specifically performed for our purpose. On this regard, a new visualization procedure has been suggested in order to combine different bands for establishing valid comparisons and giving statistical information about the significance of the results. This experimental framework has more easily enabled the improvement of robustness against training and testing illumination mismatch. Additionally, focusing problem in thermal spectrum has been also addressed, firstly, for the more general case of the thermal images (or thermograms), and then for the case of facialthermograms from both theoretical and practical point of view. In order to analyze the quality of such facial thermograms degraded by blurring, an appropriate algorithm has been successfully developed.
Experimental results strongly support the proposed multispectral facial image fusion, achieving very high performance in several conditions. These results represent a new advance in providing a robust matching across changes in illumination, further inspiring highly accurate
FR approaches in practical scenarios.<br>El reconeixement facial (FR) ha estat àmpliament estudiat, degut tant als reptes fonamentals científics que suposa com a les aplicacions actuals i futures on requereix la identificació de les persones. Els sistemes de reconeixement facial tenen els avantatges de ser no intrusius,presentar un baix cost dels equips d’adquisició i no la no necessitat d’autorització per part de l’individu a l’hora de realitzar l'adquisició, entre les més importants. De totes maneres i malgrat els avenços aconseguits en els darrers anys i les diferents solucions proposades, el rendiment del FR encara no resulta satisfactori quan es requereixen condicions més exigents (diferents punts de vista,
efectes de bloqueig, canvis en la il·luminació, condicions de llum extremes, etc.). Concretament, l'efecte d'aquestes variacions no controlades en les condicions d'il·luminació sobre les imatges facials condueix a una de les distorsions més accentuades sobre l'aparença
facial.
Aquesta tesi aborda el problema del FR en condicions d'il·luminació menys restringides. Per tal d'abordar el problema, hem adquirit una nova base de dades de cara multisessió i multiespectral en l'espectre infraroig visible, infraroig proper (NIR) i tèrmic (TIR), sota diferents condicions d'il·luminació. En primer lloc s'ha dut a terme una anàlisi teòrica utilitzant la teoria de la informació per demostrar la complementarietat entre les diferents bandes espectrals objecte d’estudi. L'òptim aprofitament de la informació proporcionada pel conjunt d'imatges multiespectrals s'ha abordat posteriorment mitjançant l'ús de tècniques de fusió de puntuació multimodals, capaces de sintetitzar de manera eficient el conjunt d’informació significativa complementària entre els diferents espectres. A causa de les característiques particulars de les imatges tèrmiques, s’ha requerit del desenvolupament d’un algorisme específic per la segmentació de les mateixes. En el sistema proposat final, s’ha utilitzat com a eina de reducció de la dimensionalitat de les imatges, la Transformada del Cosinus Discreta i una distància fraccional per realitzar les tasques de classificació de manera que el cost en temps de processament i de memòria es va reduir de
forma significa. Prèviament a aquesta tasca de classificació, es proposa una selecció de les bandes de freqüències més rellevants, basat en la identificació i la maximització de les relacions d'independència per mitjà de criteris discriminabilitat, per tal d'optimitzar el conjunt del
sistema. El sistema ha estat àmpliament avaluat sobre la base de dades de cara multiespectral, desenvolupada pel nostre propòsit. En aquest sentit s'ha suggerit l’ús d’un nou procediment de visualització per combinar diferents bandes per poder establir comparacions vàlides i donar informació estadística sobre el significat dels resultats. Aquest marc experimental ha permès més fàcilment la millora de la robustesa quan les condicions d’il·luminació eren diferents entre els processos d’entrament i test.
De forma complementària, s’ha tractat la problemàtica de l’enfocament de les imatges en l'espectre tèrmic, en primer lloc, pel cas general de les imatges tèrmiques (o termogrames) i posteriorment pel cas concret dels termogrames facials, des dels punt de vista tant teòric com
pràctic. En aquest sentit i per tal d'analitzar la qualitat d’aquests termogrames facials degradats per efectes de desenfocament, s'ha desenvolupat un últim algorisme. Els resultats experimentals recolzen fermament que la fusió d'imatges facials multiespectrals proposada assoleix un rendiment molt alt en diverses condicions d’il·luminació. Aquests resultats representen un nou avenç en l’aportació de solucions robustes quan es contemplen canvis en la il·luminació, i esperen poder inspirar a futures implementacions de sistemes de reconeixement facial precisos en escenaris no controlats.
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Copeland, Peter. "Interactive video : Rationale, use and evaluation." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377380.
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(12862621), Alan Parr. "A study of instructional techniques used in the teaching of primary school students by means of interactive television: feedback, dialogue and interaction in a visual educational medium." Thesis, 1994. https://figshare.com/articles/thesis/A_study_of_instructional_techniques_used_in_the_teaching_of_primary_school_students_by_means_of_interactive_television_feedback_dialogue_and_interaction_in_a_visual_educational_medium/20921587.
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<p>The expansion of the teaching of Languages Other Than English to smaller primary schools in country areas of Queensland has been hampered by the lack of suitably qualified teachers. Efforts to teach these languages using distance education technologies such as the teleconference phone have resulted in limited success. The use of live interactive television has been mooted as one possible solution to this problem.</p>
<p>This study investigates the nature and quality of teaching using one-way interactive television with two-way audio to two classes of Japanese in a small primary school in Central Queensland. It pays specific attention to the visual and interactive properties of the media used. The formative research methodology used is based on case study, ethnographic techniques relying on the collection of data through observation, videotape and interview. The analysis provides identification and detailed descriptions of instructional techniques within a theoretical framework encompassing learning theory, instructional design and distance teaching of Languages Other Than English. This study concludes with recommendations for action designed to build on the effective pedagogy identified here.</p>
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Kerchhoff, Jennifer Anne. "An evaluation of oral feedback as a means of scaffolding for postgraduate student writing." Thesis, 2007. http://hdl.handle.net/10413/1444.
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Universities in South Africa as yet do not provide multilingual education. For many students this means they have to use their second or additional language for the Discourse of the academic world. This dissertation investigates one Honours / Masters module offered by a lecturer in the theology department. It describes, in the form of a case study, how the lecturer uses the oracy skills (listening and speaking) to scaffold the students into the appropriate use of Academic Discourse. This lecturer uses the practicality of fieldwork, the intensity of emotional work and the flexibility of the spoken discourse to guide students into the reflexivity and criticality of the Academic Discourse. The data is discussed in terms of discourse analysis, genre theory and academic literacy, together with current understanding of feedback during process writing. My focus is on oral feedback. The results of this study indicate that the lecturer, and the students who took his module, felt satisfied that a greater depth of theological and linguistic criticality and reflexivity had been reached. The focus of this dissertation was on the students' uptake of the oral feedback given by the lecturer. It was the process that was explored rather than the final written product. Further research could investigate how much the students' writing improves as a result of intervention such as this. The lecturer's pedagogy maximised the language skills used in the Preacher (hortatory) Discourse that have something in common with the skills required in Academic (expository) Discourse. This dissertation concludes that these skills should be maintained while also developing the other skills required for Academic Discourse. These skills include the ability to be detached and uninvolved. However, if this detachment is to be achieved, the student needs first to be fully involved in the process so that transformation and appropriation can take place. This comes about through critical reflection - the hallmark of Academic Discourse.<br>Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
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Маслова, Інна Ігорівна, та Inna Ihorivna Maslova. "Логіко-математичний розвиток дітей молодшого дошкільного віку засобами візуалізаційної методики інтерактивного навчання". Master's thesis, 2020. http://repository.sspu.edu.ua/handle/123456789/10121.
Full textAbstract:
Дослідження присвячене проблемі логіко-математичного розвитку дітей молодшого дошкільного віку засобами візуалізаційної методики інтерактивного навчання. Виявлено сучасний стан логіко-математичного розвитку дітей молодшого дошкільного віку. Схарактеризовано дефініції понять «логіка», «логіко-математичний розвиток дітей молодшого дошкільного віку», «логічне мислення». Виокремлено основні наукові напрями теорії та методики логіко-математичного розвитку дітей молодшого дошкільного віку. Встановлено зміст логіко-математичного розвитку дітей молодшого дошкільного віку та напрями діяльності з дітьми молодшого дошкільного віку щодо означеного розвитку.
Сформульовано сутність інтерактивного навчання та з’ясовано етапи організації освітнього процесу в закладі дошкільної освіти відповідно до інтерактивного навчання. Розкрито сутність візуалізаційної методики інтерактивного навчання як засобу логіко-математичного розвитку дітей молодшого дошкільного віку. Розроблено та теоретично обґрунтовано модель логіко-математичного розвитку дітей молодшого дошкільного віку засобами візуалізаційної методики інтерактивного навчання, яка складається з чотирьох етапів (теоретичний, практичний, контролюючий, результативний). Експериментально перевірено ефективність впровадження означеної моделі в освітній процес закладу дошкільної освіти.<br>The study focuses on the mathematical development of early pre-school children through visualization method of interactive learning. A modern level of mathematical development of pre-school children has been identified. The definitions of concepts «logic», «logic-mathematical development EARLY pre-school children» and «logical thinking» are characterized. The main scientific directions of the theory and methodology of mathematical development of early pre-school children are highlighted. The content of the mathematical development of early pre-school children and the direction of activities with early pre-school children for this development are determined.
The content of interactive education has been formulated and the stages of the organization of the educational process in pre-school education in accordance with the requirements of interactive education have been clarified. The essence of the visualization method of interactive learning as a means of mathematical development of early pre-school children is disclosed. The model of mathematical development of early pre-school children through the visualization method of interactive learning, which consisting of four stages (theoretical, practical, controlling, results-oriented), has been developed and theoretically substantiated. The effectiveness of the introduction of this model into the educational process of pre-school institutions has been tested.
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Tu, Pei-Yi, and 涂佩儀. "Establishing Theoretical Interactive Learning Model for e-Learning System." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/9fmr55.
Full textAbstract:
碩士<br>朝陽科技大學<br>企業管理系碩士班<br>94<br>Due to rapid knowledge creation and information technology innovation, governments and enterprises pay more attention to e-learning behaviors for society and organizations. Thus, e-learning systems become the important way of learning. The effectiveness of e-learning systems influences by learner’s characteristics, the goal of learning, as well as organization''s management style. Conflicts on productivity and cost-benefit for e-learning systems are often found. Various theories about e-learning system and learning behaviors, namely the technology diffusion theory, the social capital theory, the motivation theory, the learning theory and so on. They are unable fully explain the behavior of e-learning. Therefore has need to establish theoretical interactive learning model for e-learning system. Case study is conducted data are collected from on financial enterprise. Theoretical interactive learning model for e-learning system is established by grounded theory. By the model, the behavior of e-learning can be clearly explained and predicted. The effective suggestions for developing and promoting e-learning systems are also provided.
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Jian, Zi-Yao, and 簡子堯. "An Interactive Video learning System With Learning Process Record." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/546sv7.
Full textAbstract:
碩士<br>靜宜大學<br>資訊工程學系<br>105<br>The rapid expansion of modern information network has prompted the development of learning practice to become more diversified. Amid an increasingly focus on digital learning perspective, online video learning is one of the important development trends. In this study, a video learning platform was developed to allow users to annotate the key clips and make them into an online notebook through the text or diagrams while performing video learning. The users’ behaviors were recorded by the system during their learning process in hope to master the video learning course of the learners. An unequal grouping experiment design was adopted. The research findings show that the learning outcome of the experiment group of 39 participants was significantly more effective than the control group of 80 participants who used the general video learning system. The learning process was analyzed and the results are shown as follows: Students involved in producing the notebook have a positive impact on learning performance during the process of picture annotation and video watching. The experimental effect was further explored based on the concluded analytical results of the paper.
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Lee, Yen Chiu, and 李燕秋. "Architecture Research Flipped Learning Concept-Based Interactive Learning Platform." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19485037885986521361.
Full textAbstract:
碩士<br>輔仁大學<br>圖書資訊學系碩士班<br>102<br>Education is the foundation of a country. Education reform is an issue that everyone cares about. The government, parents, teachers and students care about the next generation’s learning status. Since 1968, compulsory education has been extended from six years to nine years. In 1990, there was a series of education reform activities. However, it was found that students have gradually disliked learning, and their abilities have deteriorated. Japan's Sato Professor 90 years found low students’ learning willingness and therefore advocated ‘learning revolution’, and promoted the concepts of ‘collaborative learning’ and ‘learning community’. It was hoped that radical changes could be achieved through schools, teachers, parents and students’ viewpoints towards education, students could retrieve their passion and motivations, students could study hard due to knowledge acquisition, instead of examination marks. As a result, in 2010, Salman. Khan founded the Khan Academy used the concept of flip learning to reverse the traditional concept of classroom learning, which handed over the control of learning back to students. Students, through the Internet video, learnt independently prior to lectures, took questions to classes for further discussion with teachers. Teachers could also gather students’ learning status through the survey on the Internet and offer appropriate assistance.
In accordance with the concept of flip learning, a digital teaching platform could have potential opportunities for keeping up with the change, conducting the structural adaption, bringing about the convenience of ICT integration into teaching, and therefore enabling reform in learning.
This study is hoped that through literature review and interviews with experts gather to learn based on the model of an interactive teaching platform of flip learning, and then confirm via questionnaires for teachers in general education platform meets the need for a modular architecture to construct a teaching platform, expect this under the framework of teaching and learning sides to achieve full real-time interaction and feedback, teachers but also by students feedback on learning, adapt teaching contents and promote students’ learning effectiveness. It will also provide program staff to develop recommendations flipped learning platform for interactive teaching modules .