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Dissertations / Theses on the topic 'Learning programs'
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Cropper, Andrew. "Efficiently learning efficient programs." Thesis, Imperial College London, 2017. http://hdl.handle.net/10044/1/58488.
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Discovering efficient algorithms is central to computer science. In this thesis, we aim to discover efficient programs (algorithms) using machine learning. Specifically, we claim we can efficiently learn programs (Claim 1), and learn efficient programs (Claim 2). In contrast to universal induction methods, which learn programs using only examples, we introduce program induction techniques which additionally use background knowledge to improve learning efficiency. We focus on inductive logic programming (ILP), a form of program induction which uses logic programming to represent examples, background knowledge, and learned programs. In the first part of this thesis, we support Claim 1 by using appropriate background knowledge to efficiently learn programs. Specifically, we use logical minimisation techniques to reduce the inductive bias of an ILP learner. In addition, we use higher-order background knowledge to extend ILP from learning first-order programs to learning higher-order programs, including the support for higher-order predicate invention. Both contributions reduce learning times and improve predictive accuracies. In the second part of this thesis, we support Claim 2 by introducing techniques to learn minimal cost logic programs. Specifically, we introduce Metaopt, an ILP system which, given sufficient training examples, is guaranteed to find minimal cost programs. We show that Metaopt can learn minimal cost robot strategies, such as quicksort, and minimal time complexity logic programs, including non-deterministic programs. Overall, the techniques introduced in this thesis open new avenues of research in computer science and raise the potential for algorithm designers to discover novel efficient algorithms, for software engineers to automate the building of efficient software, and for AI researchers to machine learn efficient robot strategies.
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Alsanie, Waleed. "Learning failure-free PRISM programs." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/3388/.
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First-order logic can be used to represent relations amongst objects. Probabilistic graphical models encode uncertainty over propositional data. Following the demand of combining the advantages of both representations, probabilistic logic programs provide the ability to encode uncertainty over relational data. PRISM is a probabilistic logic programming formalism based on the distribution semantics. PRISM allows learning the parameters when the programs are known. This thesis proposes algorithms to learn failure-free PRISM programs. It combines ideas from both areas of inductive logic programming and learning Bayesian networks. The learned PRISM programs generalise dynamic Bayesian networks by defining a halting distribution over the sampling process. Each dynamic Bayesian network models either an infinite sequential generative process or a sequential generative process of a fixed length. In both cases, only a fixed length of sequences can be sampled. On the other hand, the PRISM programs considered in this thesis represent self-terminating functions from which sequences of different lengths can be obtained. The effectiveness of the proposed algorithms on learning five programs is shown.
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Bone, Nicholas. "Models of programs and machine learning." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244565.
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Law, Mark. "Inductive learning of answer set programs." Thesis, Imperial College London, 2018. http://hdl.handle.net/10044/1/64824.
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The goal of Inductive Logic Programming (ILP) is to find a hypothesis that explains a set of examples in the context of some pre-existing background knowledge. Until recently, most research on ILP targeted learning definite logic programs. This thesis constitutes the first comprehensive work on learning answer set programs, introducing new learning frameworks, theoretical results on the complexity and generality of these frameworks, algorithms for learning ASP programs, and an extensive evaluation of these algorithms. Although there is previous work on learning ASP programs, existing learning frameworks are either brave -- where examples should be explained by at least one answer set -- or cautious where examples should be explained by all answer sets. There are cases where brave induction is too weak and cautious induction is too strong. Our proposed frameworks combine brave and cautious learning and can learn ASP programs containing choice rules and constraints. Many applications of ASP use weak constraints to express a preference ordering over the answer sets of a program. Learning weak constraints corresponds to preference learning, which we achieve by introducing ordering examples. We then explore the generality of our frameworks, investigating what it means for a framework to be general enough to distinguish one hypothesis from another. We show that our frameworks are more general than both brave and cautious induction. We also present a new family of algorithms, called ILASP (Inductive Learning of Answer Set Programs), which we prove to be sound and complete. This work concerns learning from both non-noisy and noisy examples. In the latter case, ILASP returns a hypothesis that maximises the coverage of examples while minimising the length of the hypothesis. In our evaluation, we show that ILASP scales to tasks with large numbers of examples finding accurate hypotheses even in the presence of high proportions of noisy examples.
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Ellis, Kevin Ph D. (Kevin M. )Massachusetts Institute of Technology. "Algorithms for learning to induce programs." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/130184.
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Thesis: Ph. D. in Cognitive Science, Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, September, 2020<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 213-224).<br>The future of machine learning should have a knowledge representation that supports, at a minimum, several features: Expressivity, interpretability, the potential for reuse by both humans and machines, while also enabling sample-efficient generalization. Here we argue that programs-i.e., source code-are a knowledge representation which can contribute to the project of capturing these elements of intelligence. This research direction however requires new program synthesis algorithms which can induce programs solving a range of AI tasks. This program induction challenge confronts two primary obstacles: the space of all programs is infinite, so we need a strong inductive bias or prior to steer us toward the correct programs; and even if we have that prior, effectively searching through the vast combinatorial space of all programs is generally intractable. We introduce algorithms that learn to induce programs, with the goal of addressing these two primary obstacles. Focusing on case studies in vision, computational linguistics, and learning-to-learn, we develop an algorithmic toolkit for learning inductive biases over programs as well as learning to search for programs, drawing on probabilistic, neural, and symbolic methods. Together this toolkit suggests ways in which program induction can contribute to AI, and how we can use learning to improve program synthesis technologies.<br>by Kevin Ellis.<br>Ph. D. in Cognitive Science<br>Ph.D.inCognitiveScience Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences
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Lubbe, H. G., and B. J. Kotze. "Machine learning through self generating programs." Interim : Interdisciplinary Journal, Vol 6, Issue 2: Central University of Technology Free State Bloemfontein, 2007. http://hdl.handle.net/11462/407.
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Published Article<br>People have tried different ways to make machines intelligent. One option is to use a simulated neural net as a platform for Genetic Algorithms. Neural nets are a combination of neurons in a certain pattern. Neurons in a neural net system are a simulation of neurons in an organism's brain. Genetic Algorithms represent an emulation of evolution in nature. The question arose as to why write a program to simulate neurons if a program can execute the functions a combination of neurons would generate. For this reason a virtual robot indicated in Figure 1 was made "intelligent" by developing a process where the robot creates a program for itself. Although Genetic Algorithms might have been used in the past to generate a program, a new method called Single-Chromosome-Evolution-Algorithms (SCEA) was introduced and compared to Genetic Algorithms operation. Instructions in the program were changed by using either Genetic Algorithms or alternatively with SCEA where only one simulation was needed per generation to be tested by the fitness of the system.
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Balachandra, Lakshmi 1974. "Experimental learning programs : an analysis and review." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28687.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.<br>"June 2004 -- revised October 2004."<br>Includes bibliographical references (leaves 47-48).<br>Experiential Learning programs have increasingly been included in corporate training programs. Today there is a wide range of experiential learning programs using a variety of methodologies. However, there is a surprising dearth of research on the effectiveness of such programs for learning in business. This thesis reviews and analyzes one form of experiential learning--a program that utilizes outdoor activities for leadership and teamwork training--to understand the value proposition of such education for corporate clients. From this, a framework for implementing a successful experiential learning program was suggested and then analyzed by the design and delivery of a new, original experiential training program utilizing improvisational theater techniques. Finally, a method to evaluate experiential learning programs both before and after purchase is suggested.<br>by Lakshmi Balachandra.<br>M.B.A.
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Faria, Francisco Henrique Otte Vieira de. "Learning acyclic probabilistic logic programs from data." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-27022018-090821/.
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To learn a probabilistic logic program is to find a set of probabilistic rules that best fits some data, in order to explain how attributes relate to one another and to predict the occurrence of new instantiations of these attributes. In this work, we focus on acyclic programs, because in this case the meaning of the program is quite transparent and easy to grasp. We propose that the learning process for a probabilistic acyclic logic program should be guided by a scoring function imported from the literature on Bayesian network learning. We suggest novel techniques that lead to orders of magnitude improvements in the current state-of-art represented by the ProbLog package. In addition, we present novel techniques for learning the structure of acyclic probabilistic logic programs.<br>O aprendizado de um programa lógico probabilístico consiste em encontrar um conjunto de regras lógico-probabilísticas que melhor se adequem aos dados, a fim de explicar de que forma estão relacionados os atributos observados e predizer a ocorrência de novas instanciações destes atributos. Neste trabalho focamos em programas acíclicos, cujo significado é bastante claro e fácil de interpretar. Propõe-se que o processo de aprendizado de programas lógicos probabilísticos acíclicos deve ser guiado por funções de avaliação importadas da literatura de aprendizado de redes Bayesianas. Neste trabalho s~ao sugeridas novas técnicas para aprendizado de parâmetros que contribuem para uma melhora significativa na eficiência computacional do estado da arte representado pelo pacote ProbLog. Além disto, apresentamos novas técnicas para aprendizado da estrutura de programas lógicos probabilísticos acíclicos.
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Hagerf, Alexander. "Complexity in Statistical Relational Learning : A Study on Learning Bayesian Logic Programs." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-170160.
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Most work that is done within machine learning today uses statistical methods which assume that the data is identically and independently distributed. However, the problem domains that we face in the real world are often much more complicated and present both complex relational/logical parts as well as parts with uncertainty. Statistical relational learning (SRL) is a sub-field of machine learning and A.I. that tries to solve these limitations by combining both relational and statistical learning and has become a big research sector in recent years. This thesis will present SRL further and specifically introduce, test and review one of the implementations, namely Bayesian logic programs.<br>Idag används inom maskininlärning nästan alltid statistiska metoder som antar att datat för lärande är identiskt och oberoende distribuerat. Men de problemområden som vi står inför i den verkliga världen är ofta mycket mer komplicerade och har både komplexa relationella/logiska delar samt osäkerhet. Statistiskt relationslärande (SRL) är en del av maskininlärning och A.I. som försöker lösa dessa begränsningar genom att kombinera både relationer och statistiskt lärande och har på senare år blivit ett stort forskningsområde. Denna avhandling presenterar SRL mer i detalj och utreder och testar en specifik implementation, Bayesianska logikprogram.
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Chen, Mei 1962. "The characterization of learning environments and program structures of instructional programs produced using Logo /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56930.
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A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo.<br>The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.
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侯江濤 and Kong-to William Hau. "Artificial neural networks, motor programs and motor learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31240227.
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Hau, Kong-to William. "Artificial neural networks, motor programs and motor learning /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2177920X.
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Stanwood, William Edward. "Evaluating subject matter learning in producing television programs." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32836.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study examined the process of television production as a cognitive tool. Specifically, the study focused on two major areas of investigation: what students learn about program content from planning, preparing, and producing television productions and the factors that influence such learning. The participants were students in a television production class offered by a large university in the northeastern United States of America. Qualitative, supplemented by quantitative methodologies were used to collect data. Data sources included program proposals and scripts, journal entries, class discussion, evaluations, interviews, and concept maps. The findings indicated that the process of producing a television program can act as a cognitive tool. Several factors were found to support learning: interest and motivation, collaboration, engrossment, and pride of authorship.<br>2031-01-01
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Woods, Mary F. "Exploring Collaborative Learning Methods in Leadership Development Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5046.
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Collaborative learning as it pertained to leadership development was an obscured method of learning. There was little research addressing the attributes contributing to collaborative learning for leadership development in leadership development programs. By completing this manuscript, scholarly learners may have additional information on knowledge-based practicing organizations. The purpose of this qualitative study was to understand how collaborative learning influenced leadership development within leadership development programs within high performing organizations. Data collection included semistructured interview questions and a review of training documentation with a combination of dramaturgical coding and purposive sampling from 20 participants that attended leadership development programs within a high performing organization. The 7-step data analysis process, methodology triangulation, and member checking consisted of structure and credibility of the findings. There were primary and secondary themes that aligned with Hanson's leadership development interface model. The 2 primary themes were categorized as collaborative learning and shared knowledge, while the secondary themes included role models, communication: listening and feedback, problem-solving, knowledgeable: subject matter expert, transparency, and training and teaching. The findings of this study suggest that collaborative learning influenced leadership development programs by practicing group work and by sharing different ideas. These findings have potential implications for positive social change, as the information may add to the body of knowledge for future scholars and valuable information for stakeholders to build a knowledge-based practicing organization.
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Tudevdagva, Uranchimeg, and Wolfram Hardt. "A new evaluation model for e-learning programs." Universitätsbibliothek Chemnitz, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-79228.
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This paper deals with a measure theoretical model for evaluation of e-learning programs. Based on methods of general measure theory an evaluation model is developed which can be used for assessment of complex target structures in context of e-learning programs. With the presented rating function target structures can be evaluated by a scoring value which indicates how the targets in sense of a given logical target structure has been reached. A procedure is developed for the estimation of scoring values for target structures based on adapted assessment checklists.
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Shahzad, Raja Muhammad Khurram. "Classification of Potentially Unwanted Programs Using Supervised Learning." Licentiate thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00548.
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Malicious software authors have shifted their focus from illegal and clearly malicious software to potentially unwanted programs (PUPs) to earn revenue. PUPs blur the border between legitimate and illegitimate programs and thus fall into a grey zone. Existing anti-virus and anti-spyware software are in many instances unable to detect previously unseen or zero-day attacks and separate PUPs from legitimate software. Many tools also require frequent updates to be effective. By predicting the class of particular piece of software, users can get support before taking the decision to install the software. This Licentiate thesis introduces approaches to distinguish PUP from legitimate software based on the supervised learning of file features represented as n-grams. The overall research method applied in this thesis is experiments. For these experiments, malicious software applications were obtained from anti-malware industrial partners. The legitimate software applications were collected from various online repositories. The general steps of supervised learning, from data preparation (n-gram generation) to evaluation were, followed. Different data representations, such as byte codes and operation codes, with different configurations, such as fixed-size, variable-length, and overlap, were investigated to generate different n-gram sizes. The experimental variables were controlled to measure the correlation between n-gram size, the number of features required for optimal training, and classifier performance. The thesis results suggest that, despite the subtle difference between legitimate software and PUP, this type of software can be classified accurately with a low false positive and false negative rate. The thesis results further suggest an optimal size of operation code-based n-grams for data representation. Finally, the results indicate that classification accuracy can be increased by using a customized ensemble learner that makes use of multiple representations of the data set. The investigated approaches can be implemented as a software tool with a less frequently required update in comparison to existing commercial tools.
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Azuma, Chieko, Elvio Coletinha, and Pablo Villoch. "An Exploratory Journey into Sustainability Changemakers Learning Programs." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-11618.
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Humanity is facing highly complex challenges at a global scale. A new sort of conscious sustainability changemakers is needed to face the sustainability challenge. However the mainstream entrepreneurship education tends to focus on business as usual skills, with a significant lack of comprehensive understanding of the whole system and the inner work needed to face the mental barriers to become sustainability changemakers. While the Framework for Strategic Sustainable Development was used as a structured approach to the topic, the research design was based on a dynamic research interactive model. Theory U guided the data gathering process that included participatory observation, dialogues with the organizers and participants through the seven progressive schools in Europe. The research aims to identify the common assumptions that guide the design of leading edge learning programs for sustainability changemakers. Building on the findings, the authors present a prototype of a learning tool in a form of self-reflection card game with the intention of helping the next generation of changemakers in their learning journey towards sustainability. Conclusions detail specific guidelines to design a learning program of changemakers towards sustainability.
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Withers, Denissia Elizabeth. "Engaging Community Food Systems through Learning Garden Programs: Oregon Food Bank's Seed to Supper Program." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/609.
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The purpose of this study was to discover whether learning garden programs increase access to locally grown foods and successfully empower and include food insecure populations. This study examined the Oregon Food Bank's Seed to Supper program which situates garden-based learning in food insecure communities. Through a mixed-methods community-based research process, this study found that community building, learner empowerment and sustainability leadership in place-based learning garden programs increased access to locally grown foods for food insecure populations. When food insecure populations participated in these learning garden programs they often engaged in practices described in the literature as the "web of inclusion" (Helgesen, 1995). When food insecure populations were engaged in these practices, participation in food democracy and food justice increased. Additionally, participation in learning gardens led to sustainability leadership and increased access to food literacy, which led to greater community health and engaged, local community food systems.
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Hoagland, Maybeth A. "Fostering transformative learning in group programs for abused women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ53632.pdf.
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Jutrakul, Rada, Erin Ring, and Lennart Reymann. "Value Sustainability: Developing Affective Learning in Sustainability Leadership Programs." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19888.
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As sustainability challenges increase in both frequency and magnitude, there is a growing need for leaders who can deal with such complexity. Education for Sustainable Development (ESD) develops knowledge,skills, and attitudes to enable the development of such leaders. This thesis focuses on the elusive “attitude” piece, more widely referred to as the affective domain. The research team interviewed experts on affective learning in either higher education or ESD contexts. Additionally, staff members from the case study organisation, Teach for Austria (TFA) were interviewed to determine how affective learning can be further developed within their fellow program. The five-level model (5LM) was employed to frame the findings of each interview set to provide recommendations for TFA. A feature of the Framework for Strategic Sustainable Development, the 5LM provides a strategic planning approach that allows for easier adaptation and implementation of the findings for other programs that wish to learn from this research. Therefore, this thesis serves to provide recommendations for developing affective learning in sustainability leadership programs. Making affective learning explicit and empowering one to reflect their own affective domain and their perspective on the world can have a positive impact on their life, as well as on their environment.
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Khumalo, Four-ten Enock. "Methods of assessing learning needs for community education programs." Thesis, University of Pretoria, 1999. http://hdl.handle.net/2263/29818.
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Khan, Gul Muhammad. "Evolution of neuro-inspired Developmental Programs Capable of Learning." Thesis, University of York, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490693.
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ABSTRACT. In this work, a type of developmental brain-inspired computational network is presented and evaluated. It is based on the idea of evolving programs that build a computational neural structure. This thesis describes an artificial model of the brain based on evolutionary computation and neurodevelopmental techniques. This model is more biologically plausible than earlier techniques and demonstrates that adding more biological plausibility can enhance the computational power of the neural systems. The thesis demonstrates the capabilities of this brain inspired system on two different learning problems.
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Helseth, Sarah A. "Peer-Assisted Social Learning In Urban After-School Programs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2633.
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This study launches a program of research that targets the unmet mental health needs of children living in urban poverty by infusing evidence-based practices and mental health promotion into peer-mediated recreational activities delivered in community-based after-school programs (ASP). We examined the feasibility and promise of a Peer-Assisted Social Learning (PASL) model to promote social competence among low-income, minority youth. In collaboration with our community partner, we developed and implemented a series of 21 recreational activities designed to generate natural opportunities for peer-facilitated problem solving. Socially skilled children were identified by ASP staff and paired with less-skilled peers to maximize opportunities for social learning and minimize the demands placed on staff. Thirty children at an Experimental site participated in PASL activities, while 31 children at a Comparison ASP participated in recreation-as-usual activities. Five Experimental staff received training and participated in 10 weekly supervision meetings to support PASL implementation. Feasibility was assessed using measures of child and staff attendance, participation, and engagement in PASL, as well as staff adherence to and competence with implementation. Promise was assessed pre- and post-PASL, using measures including staff-reported social skills, children’s problem-solving strategies, and peer reported social standing (i.e., likability ratings, peer nominations, and social network mapping). Strong evidence emerged for fidelity of implementation (adherence, competence) and broader feasibility (attendance, participation, enthusiasm). Promise effects were mixed; children who participated in PASL demonstrated improvements in problem behavior and social skills, but also exhibited increased reliance on aggressive strategies to solve problems and some declines in peer-reported social standing. Implications related to the capacity of ASPs to incorporate evidence-based practices for mental health promotion into natural routines are discussed.
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Huang, Zongyan. "Machine learning and computer algebra." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709397.
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Prentice, Mary Kathryn. "Learning beyond the classroom : the institutionalization of service learning programs in United States community colleges /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008422.
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Pytel, Dennis Eric. "The efficacy of machine learning programs for Navy manpower analysis /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA267162.
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Kamin, Melissa. "Academic self-efficacy for sophomore students in living-learning programs." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9480.
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Thesis (M.A.) -- University of Maryland, College Park, 2009.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Leibowitz, Seth L. "DETERMINING CURRICULAR COMPONENTS OF LIVING-LEARNING PROGRAMS: A DELPHI STUDY." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020321-135629.
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<p> <p> From the evolution of the first colleges, residence halls have been viewed as more than a place to eat and sleep. The Oxford and Cambridge models offered residential settings where students and faculty lived, ate, and studied together (Rowe, 1981). The living-learning residential model emerged from the present day American university?s desire to practice learning as a part of living. <p> The Educational Resources Information Center defines living-learning programs as "Residential facilities of higher education institutions designed to enhance students ' educational experiences by enabling them to integrate their academic activities with their ordinary living activities "(ERIC, 1982, p. 143). Riker (1965) and Rowe (1981) created eight components that give living-learning program administrators a broad based foundation on which to build living-learning program curricula.<p> Twenty living-learning program administrators listed how their programs incorporate Riker (1965) and Rowe's (1981) components and then prioritized the curricula on these lists. A three round Delphi surveying technique was used to structure this process. In the first round of the process administrators generated lists of program curricula that exist at established programs across the country. Rounds two and three of the process were a tool for building consensus on the most heavily valued living-learning program curricula. <p> Results indicate that curricula providing opportunities for students to pursue an academic life style were most valued by the group of twenty administrators. Specific curricula that were valued include active learning experiences, student involvement and participation in programs, student accessibility to faculty, and spaces that facilitate discussion and study. <p> <P>
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Miller, Susan. "Facilitating the learning of older adults in nonformal educational programs /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10692381.
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Pytel, Dennis Eric Jr. "The efficacy of machine learning programs for Navy manpower analysis." Thesis, Monterey, California. Naval Postgraduate School, 1993. http://hdl.handle.net/10945/39886.
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Approved for public release; distribution is unlimited.<br>This thesis investigated the efficacy of two machine learning programs for Navy manpower analysis. Two machine learning programs, AIM and IXL, were compared to conventional statistical techniques. A large manpower data set and a logistic regression equation were obtained. The same data set was used to generate models from the two commercial machine learning programs. Using a held out sub-set of the data the capabilities of the three models were evaluated. AIM generated results comparable to those of the logistic regression equation; both in number of correct predictions and computed partial effects of the independent variables. IXL had significantly fewer correct predictions than the other two models and does not support evaluation of partial effects. The author recommended further investigation of AIM's capabilities, and testing in an operational environment.
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Bielfeldt, Regina Alexis. "EVALUATING THE EFFECTIVENESS OF OBSERVATIONAL LEARNING UTILIZING PEAK EQUIVALENCE PROGRAMS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2432.
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The present investigation examined observational learning during equivalence-based instruction using the PEAK Equivalence curriculum, across five children with disabilities. A multiple baseline across skills was used to evaluate observational learning across the participants, including directly observed relations, as well as derived symmetrical and transitive relations. Each skill contained 5 stimulus classes, where a subset of relations for a single class was trained for each participant. The remaining 4 class subsets were observed by each of the participants. For the derived relations, participants never observed peers contact reinforcement for correct responding nor did they themselves contact reinforcement for correct responding. After multiple sessions, results indicated increases in both observed directly trained relations, as well as emergent derived relations. Over the course of the sessions, the participants average correct answers increased from an average of 12% during baseline to100% at the end of the training phase and during a follow-up test probe. The results have implications for equivalence-based ABA instruction in schools and other settings where group-based instruction is common in application with individuals with disabilities.
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Tussing, Jessica Lynn. "The Critical Need for Experiential Learning Programs in Animal Agriculture." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/49017.
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Though experiential learning is a popular topic in higher education, a great deal of research in the field neglects to make ties between program outcomes and educational theory, creating a gap in knowledge regarding how participant students truly experience educational programs. Consequently, this study proposes an updated perspective of experiential education that considers the experiential and social aspects of these learning environments. While it is important to determine programmatic impacts, it is equally important to assess how learning has occurred, so programs can be modified accordingly.
The Equine Studies Program at the Middleburg Agricultural Research and Extension Center began in 2010, with seven cohorts having completed the program since its inception. At this time, however, no study has been conducted to gain a thorough understanding of the program's purpose, nor assess if programmatic impacts align with its objectives.
This study utilized qualitative interview methods to determine the program's objectives and impacts on participants. The findings provide insight on how experiential learning programs can be enhanced to better prepare students for the challenges of modern industry. Recommendations are made for continued research in this area to determine how the implementation of experiential learning programs may impact overall undergraduate curricula. Additional research should also be conducted to compare the impacts of varying types of experiential programs.<br>Master of Science in Life Sciences
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Lowe, Nicole Marie. "Creating Professional Learning Programs that Recognize Teachers as Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/416.
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According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to experience. Fourteen high school teachers participated in individual interviews and 2 focus groups, which were analyzed inductively for themes. Participants revealed that voice, choice, effective professional development, time, collaboration, school climate, and the district's professional development program were instrumental in creating a supportive environment. These results suggest that creating professional learning programs that incorporate the attributes of effective professional learning and encourage teacher participation are important at all points of the process. A professional learning plan project was designed in response to the study findings and recommendations. This study may lead to social change by providing the target school district and its building level administrators with a plan for professional learning based on teacher input, effective practices, and adult learning theory to use as a viable method to retain effective educators that, in turn, may result in improved student performance.
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Svedberg, Mary Kathryn. "Self-Directed Learning and Persistence in Online Asynchronous Undergraduate Programs." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26666.
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The retention literature concerning online education suggests a dropout crisis among most institutions offering online courses and programs. Despite the fact that online courses and programs are making it easier than ever before for students to have access to college education, students are dropping out of online classes at a much faster pace than the traditional brick and mortar or on-ground classes. It would benefit these institutions to understand why students are not finishing their courses in an effort to improve persistence and therefore retention in online education. Furthermore, to increase program retention in online education, it is important to determine what factors are related to course completion and non-completion so that at-risk students can be identified and offered support services.
The characteristic of self-direction is an important concept in understanding student readiness for online education. The purpose of this study was to analyze the difference in self-direction, as measured by the Oddi Continuing Learning Inventory (OCLI), between students who persist and those who donâ t persist in an undergraduate online asynchronous program. The data were gathered from undergraduate students at a four-year baccalaureate degree-granting college that has both an online campus and on-ground campuses across the United States.
Although self-directed learning as measured by the total score on the OCLI was not statistically significant, the foundation was laid in this study for important future research. GPA and how the student connects to the internet from home were statistically significant. Further research is needed to ascertain (1) whether self-direction is in fact related to persistence in online programs and (2) what other variables are related to student persistence. Institutions may be able to implement some mechanisms within the online course with the intention of increasing student persistence and therefore retention in asynchronous online programs.<br>Ph. D.
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Young, Dallin George. "Student Affairs Preparation Programs: Reported Learning Outcomes by Recent Graduates." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31486.
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Professional preparation is important for individuals in any profession, as well as the profession itself. It is one of the hallmarks of any profession. Many sets of standards for the curriculum of student affairs preparation programs have been promoted throughout the years. Most recently the Council for the Advancement of Standards in Higher Education (CAS) published a set of standards that outline areas of competency for student affairs professionals.<p>
The purpose of this study was to measure the degree to which recent graduates of student affairs preparation programs reported learning about the important foundational elements of the profession. I examined learning based on standards for student affairs preparation programs defined by CAS and compared amounts of reported learning from alumni based on the programsâ adherence to the CAS standards (compliant v. non-compliant). To that end, I administered a 67 item questionnaire to recent graduates from student affairs preparation programs. <p>
The findings of the present study reveal that a majority of alumni from student affairs preparation programs report having a clear understanding of 57 of 60 identified foundational learning outcomes. Additionally, there was no statistically significant difference between reported learning of alumni from CAS compliant and non-compliant programs based on these foundational learning outcomes on 58 of the 60 items. Data suggest that alumni from CAS compliant programs are more likely to feel confidence in their preparation in 48 of the 60 outcomes presented in the survey. Additionally, the results indicated that alumni from non-compliant programs were more likely to report higher levels of learning based on involvement theory and understanding the level of data a variable in quantitative analysis.<br>Master of Arts
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Barnes, Rachel J. "The Use of Personalized Learning Environments in Corporate Training Programs." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1302192806.
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Flynn, Lauren. "The Role of School Psychologists in Social-Emotional Learning Programs." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.
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Kimber, Timothy. "Learning definite and normal logic programs by induction on failure." Thesis, Imperial College London, 2012. http://hdl.handle.net/10044/1/9961.
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This thesis presents two novel inductive logic programming (ILP) approaches, based on the notion of a connected theory. A connected theory contains clauses that depend on one another, either directly or via clauses in the background knowledge. Generalisation of such a theory is proved to be a sound and complete method for learning definite ILP hypotheses. The Induction on Failure (IOF) proof procedure, based on the connected theory generalisation method, adds secondary examples into the hypothesis, and generates auxiliary clauses to explain them. These concepts, novel to IOF, address the issues of incompleteness present in previous definite ILP methods. The concept of the connected theory is also applied to the non-monotonic, normal program setting. Thus, the method of generalisation of a normal connected theory is presented. Fundamental to this is the assertion that a partial non-monotonic hypothesis must include both positive and negative information, which the general hypothesis should preserve. This has resulted in, as far as the author is aware, the most complete semantic characterisation available of non-monotonic ILP using a bridge formula. It is proved that generalisation of such a formula to a set of completed definitions is a sound method of generating normal program hypotheses. In the course of establishing a completeness result for this latter approach, the semantics of the supported consequences of a normal program are defined, and the support tree method is presented and shown to be a sound and complete proof procedure for supported consequences. Using these results, it is shown that, for function-free programs, any correct hypothesis for which the examples are supported consequences of the learned program can be derived via a normal connected theory.
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Blandon, Alondra Marcela. "Incorporating multicultural education criteria into Project Learning Tree curricula." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3285.
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Many environmental educators have realized that in order to effectively teach environmental sensitivity and literacy, they must approach their audience through a cultural context. Thus, environmental education lessons need to incorporate strategies used in multicultural education in order to be more culturally inclusive. This project includes the identification of multicultural education criteria and the application of these to three lessons from Project Learning Tree: PreK-8 Environmental Education Activity Guide.
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Almazedi, A. K. R. "A study of learner control programs for teaching problem solving." Thesis, University of Leeds, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354432.
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Bartosh, Oksana. "Learning through environmental education : exploring the influences of environmental education programs on student learning and achievement." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/11874.
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The purpose of this study is to examine student learning experiences and outcomes in an environmental education high school program and investigate how these experiences and outcomes differ from those in “traditional” programs. Specifically, I explore how involvement in environmental education influences high school students’ learning and performance across subject areas, their attitude to school and the environment, and their social competency skills.
To address these questions I conducted a comparative study of grade 10 students enrolled in two different high school programs in one public school in Washington State, USA: an integrated environmental education program and a traditional science program. The study was undertaken between fall of 2005 and June of 2006. To investigate and compare student experiences in the two programs I adopted a mixed methods research design, collecting both quantitative and qualitative data. The quantitative data included standardized achievement test scores in mathematics, language arts and science, Science Inquiry tasks, GPAs and surveys regarding attitudes, practices and demographics. The qualitative data were gathered through open-ended survey items, student, teacher and staff interviews and observations. The data were analyzed using statistical analysis and qualitative procedures and triangulated to obtain more reliable results and inferences.
This study indicates that students who participate in a yearlong integrated environmental education program demonstrate higher achievement on state standardized tests and Science Inquiry Tasks, higher GPA, and better attitudes towards school and the environment than students in a non-EE program. They also experience more diverse learning and report gaining social skills, better understanding of themselves and others, and developing a sense of community and respect for the environment all of which led to active participation in environmental actions and projects.
This dissertation contributes empirical information on the impact of environmental education programs on student learning and achievement, thereby filling a gap in the literature. The study suggests that through environmental education programs we can provide learners with a richer, more comprehensive experience that ties learning to the real world, advances thinking abilities and helps students to perform at high levels.
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Rothgeb, Ray D. "An exploratory study of community college Assessment-of-Learning Programs in the higher learning commission region." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/679.
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Worker, Steven Michael. "Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs." Thesis, University of California, Davis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10165795.
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<p> The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators’ roles and pedagogical strategies implementing the <i> 4-H Junk Drawer Robotics</i> curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges.</p><p> This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth.</p><p> Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as <i>participation structures</i> that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design practices, STEM content learning, strengthening of tool competencies, learning dispositions, and psychological ownership - however, their expression, manifestation, and opportunities were afforded and/or constrained by the various participation structures. Furthermore, conflicts were evidenced in the use of participation structures; emphasis of educators on formal reasoning and planning versus youth preference for hands-on tinkering; and tensions amongst youth peers while engaging in design teams. Two themes emerged regarding the educators’ pedagogy: adaptations in response to structural and curricular constraints and pedagogical approach influenced by self-identification with a professional field of engineering.</p><p> This study contributes to our understanding of STEM learning through design in out-of-school time. This research helps clarify the tensions among major co-actors, youth, educator, and curriculum, as the learning environment was co-constructed and how that, in turn, afforded opportunities for youth to learn and develop. This study illuminated the complex negotiations between these co-actors and explored questions about who can and does decide the nature of the activity structures. These co-actors were not without conflict, thus suggesting that these spaces and pedagogies do not exemplify STEM teaching on their own, but neither do they preclude practices that deepen young people's interest and motivation for STEM learning.</p>
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Siscoe, Denita S. "Service-learning in 4-year Public Colleges and Universities : Programs, Profiles, Problems, and Prospects." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278283/.
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This study investigated the levels of involvement in service-learning programs and activities in 4-year public colleges and university that held membership in the Southern Association of Colleges and Schools (SACS).
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Linsell, Chris, and n/a. "Learning algebra in an activity-based mathematics programme." University of Otago. Department of Mathematics & Statistics, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061016.161725.
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This thesis presents the findings of a research project which explored students� learning during an activity-based mathematics programme. The research investigated what students learnt about solving linear equations and examined the role of activities in this learning.
The investigation of learning in the classroom was guided by the principles of naturalistic enquiry. A longitudinal study was used to investigate students� learning during a unit of work that that made extensive use of activities and contexts. The longitudinal design of the study allowed the development of algebraic thinking to be investigated. The ideas of both Piaget and Vygotsky suggest that it is necessary to study the process of change in order to understand the thinking of students. A group of four students, two girls and two boys, were studied for twenty-seven lessons with each student interviewed individually within six days of each lesson, using the technique of stimulated recall. All lessons and interviews were recorded for subsequent transcription and analysis.
Learning to solve equations formally, using inverse operations, proved to be difficult for all the students. For two of them, their poor understandings of arithmetic structure and inverse operations were impediments that prevented them from doing more than attempt to follow procedures. Two of the students did succeed in using inverse operations to solve equations, but were still reasoning arithmetically. There was little evidence in the data that any of the students got to the point of regarding equations as objects to act on. They consistently focussed on the arithmetic procedures required for inverse operations. Even by the end of the topic the most able student, like the others, was still struggling to write algebraic statements. One of the most striking features of the results was the slow progress of the students. For at least two of the students, lack of prerequisite numeracy skills provided a good explanation of why this was so. However for the other two, poor numeracy did not appear to be a reason. The findings are, however, perhaps not too surprising. For children learning about arithmetic, the change from a process to an object view, from counting strategies to part/whole strategies, seems a particularly difficult transition to make. To move from a process to an object view of equations appears to be a similarly difficult transition.
The way in which the students made use of the contexts showed that the activities did not directly facilitate the students to develop an understanding of formal solution processes. The students did not usually make use of the contexts when solving equations, working at the abstract symbolic level instead. Although it was hoped that, by engaging students in meaningful activities, the students would construct understandings of formal solution processes, this did not occur. None of the activities used in the study provided a metaphor for the formal method of solving equations. It is suggested that, for a context to be of great value for teaching a mathematical concept, the physical activity should act as a metaphor for the intended mathematical activity.
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Stotz, Melissa Rae. "Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP): Effective Tool for Biology?" Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/31715.
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The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) method incorporates active learning pedagogies into space designed to facilitate effective active learning. Methods predominately used to demonstrate the effectiveness of active learning in STEM fields do not generally account for differences in student characteristics; furthermore, there is a lack of data sources that measure student-centered educational practices. This study examined the impact of SCALE-UP on student achievement in introductory biology, as evidenced by course grades. A regression framework was used to account for student characteristics. Course syllabi, classroom observation data, and an instructor interview were examined to gain deeper understanding of teaching practices across classes being compared. Findings indicate the SCALE-UP classroom did not directly impact biology course grades; however, it did impact the nature of active learning techniques used during the course. Implications for practice and future research were discussed.
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Sillito, G. Nathan, and University of Lethbridge Faculty of Education. "Instruction in assessment-for-learning practices in Alberta teacher preparation programs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013. http://hdl.handle.net/10133/3429.
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This study is an examination of what teacher preparation institutions in the Canadian province of Alberta are teaching student teachers about ‘assessment-for-learning’ practices. A large body of research exists to show that assessment-for-learning practices are among the best tools educators have for improving student learning; therefore, it is important that assessment-for-learning practices be taught to prospective teachers. As a school administrator, I had encountered many first-year teachers who seemed to be lacking knowledge and skills in assessment-for-learning practices and I sought to determine whether or not the deficiencies could be traced to inadequate preparation during their undergraduate training. Interviews were conducted with instructors at seven Alberta education faculties on whether and how assessment-for-learning practices were integrated into their teacher education programs. There is some variance in the way courses are organized to teach assessment-for-learning practices to student teachers; some schools having a designated course on assessment, others embedding assessment into other teacher preparation courses. Overall, the findings in this study suggest that Alberta education faculties are providing future teachers with training in assessment-for-learning practices. Further research into other areas of teacher preparation and/or induction would be necessary to determine the reasons for deficiencies in new teacher knowledge of assessment-for-learning practices. This study also includes some recommendations for improving instruction in assessment for learning at Alberta teacher preparation institutions, as well as some suggestions for further study.<br>vii, 73 leaves ; 29 cm
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Morales, Lucas Eduardo. "On the representation and learning of concepts : programs, types, and bayes." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/121632.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 133-145).<br>This thesis develops computational models of cognition with a focus on concept representation and learning. We start with brief philosophical discourse accompanied by empirical findings and theories from developmental science. We review many formal foundations of computation as well as modern approaches to the problem of program induction - the learning of structure within those representations. We show our own research on program induction focused on its application for language bootstrapping. We then demonstrate our approach for augmenting a class of machine learning algorithms to enable domain-general learning by applying it to a program induction algorithm. Finally, we present our own computational account of concepts and cognition.<br>by Lucas Eduardo Morales.<br>M. Eng.<br>M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Davis, Kirk Alan. "Organizational learning to implementation: Development of post-secondary online degree programs." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/91.
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The purpose of this study was to analyze organizational learning and the facilitating factors and critical elements for development of post-secondary distance education and online degree programs at three universities in Hawaii: University of Hawaii at Hilo (public), Hawaii Pacific University and Chaminade University (both private). The researcher interviewed campus officials, key staff and tenured professors who had been instrumental in development of these programs. The data revealed that the growth of these programs was organic, with no formal edict, with only one institution having formalized grant monies to help develop their program. Support for distance programs was not widespread throughout the campus, but rather focused in compartmentalized areas, and in some cases, began with one person venturing out of 'the norm.' This organic growth led to a gradual, but minimal increase in faculty involvement, and administrative support, albeit without any significant investment in course architecture and software support, initially. Institutional support has continued, but does not encourage in a broad sense, continued distance education growth, nor faculty involvement. Marketplace considerations proved a heavy influence on development of these programs. Many students continue to be geographically isolated and there is a heavy concentration of military being transferred from their existing base, and university, unable to transfer credits to a new university at their new duty station. Further development of distance education and online degree programs is a means of assisting institutions of higher learning in reaching more students, geographically isolated from main campus operations. This applies to those existing and potential students in Hawaii, as well as abroad and in the continental United States. Although distance education and online degree programs do not totally replace campus-based courses at these institutions, they do provide an augmentation of existing classroom architecture and allow the student more freedom in the pathway to degree completion.
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He, Xiaohui. "Natural Resources Distance Learning Programs in The United States and China." Virginia Tech, 2004. http://hdl.handle.net/10919/37153.
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This paper reviews the status of natural resources distance learning program in the United States and China and discusses the feasibility of educational cooperation between the two countries. By identifying and comparing computer-based learning programs offered at 300 American and 7 Chinese institutions of higher education, I found that only a small number of schools in both countries currently provide natural resources courses via distance learning. Although great opportunities exist for cooperation between the two countries, challenges must be overcome. Some of these challenges include expanding the existing distance learning curriculum to offer more natural resources courses, providing greater flexibility for faculty members who must adjust to a new teaching role, and improving the English proficiency of Chinese students for more effective international distance learning.<br>Master of Natural Resources