Relevant bibliographies by topics / Learning Societies

Contents

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

Academic literature on the topic 'Learning Societies'

Author: Grafiati
Published: 29 September 2021
Last updated: 18 July 2025

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Journal articles on the topic "Learning Societies"

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Borrás, Susana. "The `Learning' Economy in Contemporary Societies." Minerva 42, no. 1 (2004): 97–100. http://dx.doi.org/10.1023/b:mine.0000017836.97412.45.

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Callo, Tatiana. "Modern societies and socialy "challenged" learning configuration." Univers Pedagogic 2 (June 15, 2020): 3–13. https://doi.org/10.5281/zenodo.4090425.

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The notion of socially challenged learning refers to a very sensitive ϔield and appears in the context of current educational constructions, based on a causal ethos. Socially challenged learning is a phenomenon, as an object of sensitive intuition, to which the categories of the intellect are added. And, since we already exist in an interpreted world, in which phenomena are already marked by notions, we ϔind that there is no opposition between sensitivity and reason to perceive socially challenged learning as an existential phenomenon. The use of this notion is made, by virtue of a certain way of „offering” education, which exists on the a priori horizon of learning. Learning, as a phenomenon, does not reveal itself to the vision as such, but is subject to different perceptions, to a hidden game of derivatives. The pedagogical vision, in order to „rip off” the phenomenon of socially induced learning from its „concealment”, must „conquer” it through a sustained effort of thought, which is to be achieved in the given article.
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Gea, Miguel, Rosana Montes, and Miguel Gonzalez Laredo. "Towards Learning Strategies on Digital Nomadic Societies." International Journal for Digital Society 2, no. 1 (2011): 381–86. http://dx.doi.org/10.20533/ijds.2040.2570.2011.0046.

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Altinay, Fahriye, Ebba Ossiannilsson, Zehra Altinay, and Gokmen Dagli. "Accessible services for smart societies in learning." International Journal of Information and Learning Technology 38, no. 1 (2020): 75–89. http://dx.doi.org/10.1108/ijilt-03-2020-0031.

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PurposeThis research study aims to evaluate the capacity and sustainability of an accessible society as a smart society and services with the help of MOOCs and assistive technologies within the learning analytics framework.Design/methodology/approachQualitative research was employed in this research that interview forms were conducted to get data from 60 participants. Thematic analysis was used to analyze data.FindingsResearch results revealed that MOOCs and assertive technologies are crucial for smart society and opens a map for open pedagogy. Accessible media, services and applications in smart societies are key elements for disabled people lives.Research limitations/implicationsResearch is limited to numbers of research participants in northern part of Cyprus.Practical implicationsEstablishing strategies and policies for the smart and accessible society and services are intensified need for the disabled people within the framework of learning analytics.Social implicationsAssistive technologies become medium of facilitating accessible and smart society and services for everyone.Originality/valueEducation plays a great role to enrich services of societies in order to create inclusive efforts to the life of disabled people. United Nations Educational Scientific and Cultural Organizations (UNESCO) underline the main theme of making inclusive and equitable quality education and promoting lifelong learning opportunities for all. In this respect, accessibility, inclusiveness, equity, equality, quality for lifelong learning are main components to foster accessible and smart society for everyone. Integrating the importance of learning analytics creates a value for understanding of being smart society.
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Deneubourg, J. L., S. Aron, S. Goss, and J. M. Pasteels. "Error, communication and learning in ant societies." European Journal of Operational Research 30, no. 2 (1987): 168–72. http://dx.doi.org/10.1016/0377-2217(87)90093-2.

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Asheim, Björn T. "Learning regions as development coalitions." Concepts and Transformation 6, no. 1 (2001): 73–101. http://dx.doi.org/10.1075/cat.6.1.05ash.

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The understanding of post-Fordist societies as learning economies, in which learning organizations such as learning firms and learning regions play a strategic role, has lately received some criticism. The critique has partly pointed at the structural limits to learning in a capitalist global economy, and partly argued that firms in capitalist societies have always been learning, referring especially to the role of innovation in inter-firm competition. Against the critics, it is argued that the learning region has great potential, both as a theoretical and normative concept and as a practical metaphor for formulating regional policy.
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George, Gerald. "Learning from Lester: Some Reflections on Historical Societies." Public Historian 7, no. 4 (1985): 65–70. http://dx.doi.org/10.2307/3377551.

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Edwards, Richard. "Intellectual Technologies in the Fashioning of Learning Societies." Educational Philosophy and Theory 36, no. 1 (2004): 69–78. http://dx.doi.org/10.1111/j.1469-5812.2004.00049.x.

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Levy, Raphaël, Marcin Peski, and Nicolas Vieille. "Stationary Social Learning in a Changing Environment." Econometrica 92, no. 6 (2024): 1939–66. http://dx.doi.org/10.3982/ecta20475.

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We consider social learning in a changing world. With changing states, societies can be responsive only if agents regularly act upon fresh information, which significantly limits the value of observational learning. When the state is close to persistent, a consensus whereby most agents choose the same action typically emerges. However, the consensus action is not perfectly correlated with the state, because societies exhibit inertia following state changes. When signals are precise enough, learning is incomplete, even if agents draw large samples of past actions, as actions then become too correlated within samples, thereby reducing informativeness and welfare.
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Ciocchini, Pablo. "Learning from the South." Asian Journal of Social Science 46, no. 4-5 (2018): 445–66. http://dx.doi.org/10.1163/15685314-04604004.

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Abstract Over the last three decades, governments in Latin America and Southeast Asia have transitioned from authoritarian to democratic regimes. A series of reforms to criminal procedures have been promoted to improve transparency and accountability and reduce the chronic backlog suffered by courts in the region. These reforms are based on the “ideal” model of societies in the Global North. However, due to the socioeconomic conditions and the institutional history of societies in these regions, these reforms have not achieved the proposed goals. Because of these failures, later reforms in Latin America have prioritised managerial concerns. Thus, they have favoured different types of bargained justice and simplified procedures that usher in convictions based mainly on police reports without a proper cross-examination of evidence. This article argues that jurisdictions in both regions could learn a lot from one another regarding avoiding failures and unintended consequences. To achieve this, the article uses a comparative approach and demonstrates the potential of this by comparing four reform strategies carried out in Argentina and the Philippines.
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Dissertations / Theses on the topic "Learning Societies"

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Simões, Lucas Silva. "Emergent Collective Properties in Societies of Neural Networks." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/43/43134/tde-17092018-154433/.

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This project deals with the study of the social learning dynamics of agents in a society. For that we employ techniques from statistical mechanics, machine learning and probability theory. Agents interact in pairs by exchanging for/against opinions about issues using an algorithm constrained by available information. Making use of a maximum entropy analysis one can describe the interacting pair as a dynamics along the gradient of the logarithm of the evidence. This permits introducing energy like quantities and approximate global Hamiltonians. We test different hypothesis having in mind the limitations and advantages of each one. Knowledge of the expected value of the Hamiltonian is relevant information for the state of the society, inducing a canonical distribution by maximum entropy. The results are interpreted with the usual tools from statistical mechanics and thermodynamics. Some of the questions we discuss are: the existence of phase transitions separating ordered and disordered phases depending on the society parameters; how the issue being discussed by the agents influences the outcomes of the discussion, and how this reflects on the overall organization of the group; and the possible different interactions between opposing parties, and to which extent disagreement affects the cohesiveness of the society.<br>Esse projeto lida com o estudo da dinâmica de aprendizado social de agentes em uma sociedade. Para isso empregamos técnicas de mecânica estatística, aprendizado de máquina e teoria de probabilidades. Agentes interagem em pares trocando opiniões pró/contra questões usando um algoritmo restringido pela informação disponível. Fazendo-se uso de uma análise de máxima entropia, pode-se descrever o par da interação como uma dinâmica ao longo do gradiente do logaritmo da evidência. Isso permite introduzir quantidades similares a energia e Hamiltonianos globais aproximados. Testamos diferentes hipóteses tendo em mente as limitações e as vantagens de cada uma. Conhecimento do valor esperado do Hamiltoniano é informação relevante para o estado da sociedade, induzindo uma distribuição canônica a partir de máxima entropia. Os resultados são interpretados com as ferramentas usuais de mecânica estatística e termodinâmica. Algumas das questões que discutimos são: a existência de transições de fase separando fases ordenada e desordenada dependendo dos parâmetros da sociedade; o como a questão sendo discutida pelos agentes influencia os resultados da discussão, e como isso se reflete na organização do grupo como um todo; e as possíveis diferentes interações entre partidos opostos, e até que ponto o desacordo afeta a coesão da sociedade.
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Jensen, Sara Lyn. "Learning Russian Case Endings Through Model Sentences." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2000.pdf.

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Nolan, Sarah. "Blended Learning, Blended Lives: School One-to-One Programs, Control Societies, and Late Capitalist Subjectivity." Digital Commons @ Butler University, 2015. http://digitalcommons.butler.edu/grtheses/269.

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In his 2011 article "Florida Reformers Got It Right," William Mattox uses his son Richard as an example of the benefits of hybrid education, or blended learning, which allows students to combine traditional classroom-based instruction with online schooling. Mattox only briefly praises the benefits of his son's opportunity for customized instruction, and he never tells his reader about the types of classes his son took, or how those classes helped his son reach greater achievements in co llege. Instead, he focuses his attention and (and about half his word count) on the network of acquaintances his son was able to develop by choosing a hybrid schooling option, in tum celebrating how those social relationships helped his son succeed in a voter-based talent contest, where the person with the most "likes" wins the award. Hybrid schooling might provide an excellent, customized education for its students, but its more significant feature, according to Mattox, seems to be the way it allows students to create a network where they can tap into a diverse group of markets to leverage the value of their personalities to become successful. While the hybrid schooling experience of Richard Maddox is not typical of most students, the importance of one's personal network and popularity as a form of social currency are typical of students in contemporary classrooms. Students in school today are learning much more than the standard reading, writing, and arithmetic, and they are learning it in different ways. Gone are the days of the distinct public and private spheres where school, work, and home were each given clearly defined spaces. Since the early 1990s, the home has been increasingly intruded upon as technological innovation and the continued growth of the internet have allowed employees and students to work from places other than the office or school (most notably, the home), redefining not only the location, but also the time of work. Work does not need to end at five o'clock, or school at 3:30, because employees and students can complete their work at whatever time is most appropriate to them. Now, more than twenty years after these mobile technologies began their assault on the home, the insulated and separate spheres of home, work, and school are almost completely obliterated. Gilles Deleuze predicted this breakdown in his 1995 "Postscript on Control Societies" in which he asserted that we would welcome the "ultrarapid forms of free-floating control" (178) that have developed to replace those clearly defined spaces. One-to-one programs and instructional models which put a computer or tablet in the hands of every child in a classroom are radically changing the fundamental structures of pedagogy and the roles of educators and students alike in twenty-first century classrooms. These classrooms not only reveal a shift in the way knowledge is transferred and acquired, they reveal a complete transformation in the society for which those pupils are being prepared. The specific closed spaces of Michel Foucault's disciplinary society, each with its individual rules and roles, have evolved into one of greater openness. The shift from the classroom as a closed space to an open, networked place replicates this shift in the larger society of global capitalism. These changes seem to indicate a freer environment that requires less work from the teacher and less concentration from the students, but it actually creates a more controlled environment where more is required of both teachers and students inside of the classroom and out. However, though these increased requirements are perhaps the most obvious outcome of this shift, they are not the only outcome. More significantly, this emerging system of education allows for the development of a new type of student--one who accepts that the creation of her subjectivity is not limited to the classroom, and who actually becomes involved in the formation of that subjectivity through her conflated roles as consumer and producer. Technology is not just opening the classroom. It is repurposing the classroom so that the students' personalities and subjectivities become subsumed in the process of education in preparation for their adult professional lives.
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Malik, Muhammad Usman. "Learning multimodal interaction models in mixed societies A novel focus encoding scheme for addressee detection in multiparty interaction using machine learning algorithms." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMIR18.

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Les travaux de recherche proposés se situe au carrefour de deux domaines de recherche, l'interaction humain-agent et l'apprentissage automatique. L’interaction humain-agent fait référence aux techniques et concepts impliqués dans le développement des agents intelligents, tels que les robots et les agents virtuels, capables d'interagir avec les humains pour atteindre un objectif commun. L’apprentissage automatique, d'autre part, exploite des algorithmes statistiques pour apprendre des modèles de donnée. Les interactions humaines impliquent plusieurs modalités, qui peuvent être verbales comme la parole et le texte, ainsi que les comportements non-verbaux, c'est-à-dire les expressions faciales, le regard, les gestes de la tête et des mains, etc. Afin d'imiter l'interaction humain-humain en temps réel en interaction humain-agent, plusieurs modalités d'interaction peuvent être exploitées. Avec la disponibilité de corpus d'interaction multimodales humain-humain et humain-agent, les techniques d'apprentissage automatique peuvent alors être utilisées pour développer des modèles interdépendants participant à l'interaction humain-agent. À cet égard, nos travaux de recherche proposent des modèles originaux pour la détection de destinataires d'énoncés, le changement de tour de parole et la prédiction du prochain locuteur, et enfin la génération de comportement d'attention visuelle en interaction multipartie. Notre modèle de détection de destinataire prédit le destinataire d'un énoncé lors d'interactions impliquant plus de deux participant. Le problème de détection de destinataires a été traité comme un problème d'apprentissage automatique multiclasse supervisé. Plusieurs algorithmes d'apprentissage ont été entrainés pour développer des modèles de détection de destinataires. Les résultats obtenus montrent que ces propositions sont plus performants qu'un algorithme de référence. Le second modèle que nous proposons concerne le changement de tour de parole et la prédiction du prochain locuteur dans une interaction multipartie. La prédiction du changement de tour est modélisée comme un problème de classification binaire alors que le modèle de prédiction du prochain locuteur est considéré comme un problème de classification multiclasse. Des algorithmes d'apprentissage automatique sont entraînés pour résoudre ces deux problèmes interdépendants. Les résultats montrent que les modèles proposés sont plus performants que les modèles de référence. Enfin, le troisième modèle proposé concerne le problème de génération du comportement d'attention visuelle (CAV) pour les locuteurs et les auditeurs dans une interaction multipartie. Ce modèle est divisé en plusieurs sous-modèles qui sont entraînés par l'apprentissage machine ainsi que par des techniques heuristiques. Les résultats attestent que les systèmes que nous proposons sont plus performants que les modèles de référence développés par des approches aléatoires et à base de règles. Le modèle de génération de comportement CAV proposé est mis en œuvre sous la forme d’une série de quatre modules permettant de créer différents scénarios d’interaction entre plusieurs agents virtuels. Afin de l’évaluer, des vidéos enregistrées pour les modèles de génération de CAV pour les orateurs et les auditeurs, sont présentées à des évaluateurs humains qui évaluent les comportements de référence, le comportement réel issu du corpus et les modèles proposés de CAV sur plusieurs critères de naturalité du comportement. Les résultats montrent que le comportement de CAV généré via le modèle est perçu comme plus naturel que les bases de référence et aussi naturel que le comportement réel<br>Human -Agent Interaction and Machine learning are two different research domains. Human-agent interaction refers to techniques and concepts involved in developing smart agents, such as robots or virtual agents, capable of seamless interaction with humans, to achieve a common goal. Machine learning, on the other hand, exploits statistical algorithms to learn data patterns. The proposed research work lies at the crossroad of these two research areas. Human interactions involve multiple modalities, which can be verbal such as speech and text, as well as non-verbal i.e. facial expressions, gaze, head and hand gestures, etc. To mimic real-time human-human interaction within human-agent interaction,multiple interaction modalities can be exploited. With the availability of multimodal human-human and human-agent interaction corpora, machine learning techniques can be used to develop various interrelated human-agent interaction models. In this regard, our research work proposes original models for addressee detection, turn change and next speaker prediction, and finally visual focus of attention behaviour generation, in multiparty interaction. Our addressee detection model predicts the addressee of an utterance during interaction involving more than two participants. The addressee detection problem has been tackled as a supervised multiclass machine learning problem. Various machine learning algorithms have been trained to develop addressee detection models. The results achieved show that the proposed addressee detection algorithms outperform a baseline. The second model we propose concerns the turn change and next speaker prediction in multiparty interaction. Turn change prediction is modeled as a binary classification problem whereas the next speaker prediction model is considered as a multiclass classification problem. Machine learning algorithms are trained to solve these two interrelated problems. The results depict that the proposed models outperform baselines. Finally, the third proposed model concerns the visual focus of attention (VFOA) behaviour generation problem for both speakers and listeners in multiparty interaction. This model is divided into various sub-models that are trained via machine learning as well as heuristic techniques. The results testify that our proposed systems yield better performance than the baseline models developed via random and rule-based approaches. The proposed VFOA behavior generation model is currently implemented as a series of four modules to create different interaction scenarios between multiple virtual agents. For the purpose of evaluation, recorded videos for VFOA generation models for speakers and listeners, are presented to users who evaluate the baseline, real VFOA behaviour and proposed VFOA models on the various naturalness criteria. The results show that the VFOA behaviour generated via the proposed VFOA model is perceived more natural than the baselines and as equally natural as real VFOA behaviour
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Maric, Borislav. "Enhanced Four Paradigms of Information Systems Development in Network Societies." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4287.

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The main aim of this research is to relate the theory of ISD discussed in Hirschheim’s and Klein’s article ”Four Paradigms of Information Systems Development” (ISD) to Churchman’s theory of ISD discussed in his book ”The Design of Inquiring Systems”. It has been important to relate those two assumptions of ISD in order to enhance both of them and to get a more explicit understanding of ISD. The main hypothesis in this research has been that it is possible to relate them to each other and to clarify and enhance them since they are both based on philosophical assumptions of knowledge generation i.e. epistemology. Epistemological and ontological aspects of knowledge generation and nature of societies are very important for understanding of IS since knowledge transfer is more and more common because of ICT development. The synthesis of those two well-known approaches to ISD is the main contribution of this research master thesis. The other contributions are the solution for double-loop learning through multi-agent system development and the solution for developing sustainable network societies through peer-to-peer networking combined with centralised networking functioning as a library. I also have given an explicit explanation of the differences between monism (holism) and pluralism, in this case regarding to Leibniz’s and Locke’s philosophical views. Singerian epistemology has been generated from his explanation of insufficiency of either rationalist or interpretative approaches for explanation of natural laws and this is also one of my contributions in this research. I also recommended a complementary use of the rationalist, empirical and interpretative research methodologies for research in theoretical, experimental, applied and social science fields. It has been also examined which methodologies are predominating at universities offering degrees in social informatics and it has appeared that on the most of universities offering degree in social informatics, proper research methodologies for studying societies are used what had been expected.
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Mendes, David, M. J. Lopes, Artur Romão, and Irene Pimenta Rodrigues. "Healthcare Computer Reasoning Addressing Chronically Ill Societies Using IoT: Deep Learning AI to the Rescue of Home-Based Healthcare." Bachelor's thesis, IGI Global, 2016. http://hdl.handle.net/10174/19286.

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The authors present a proposal to develop intelligent assisted living environments for home based healthcare. These environments unite the chronical patient clinical history sematic representation with the ability of monitoring the living conditions and events recurring to a fully managed Semantic Web of Things (SWoT). Several levels of acquired knowledge and the case based reasoning that is possible by knowledge representation of the health-disease history and acquisition of the scientific evidence will deliver, through various voice based natural interfaces, the adequate support systems for disease auto management but prominently by activating the less differentiated caregiver for any specific need. With these capabilities at hand, home based healthcare providing becomes a viable possibility reducing the institutionalization needs. The resulting integrated healthcare framework will provide significant savings while improving the generality of health and satisfaction indicators.
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Rachdan, Abdul Fattah. "Academic Achievement of ESL Learners at a Teaching Hospital Training Programs." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1714.

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Many students in an allied health program at a Middle Eastern Arab university were experiencing difficulties with courses taught in English, resulting in poor academic achievement, low grade point averages, a high failure rate amongst its first year students, and an adverse impact upon a future skilled and educated work force for the region. Tinto's theory of institutional action for students' success served as the conceptual framework for the inquiry that used a qualitative explanatory case study method to examine the experiences of those students who were facing difficulties with their studies. To address questions about why students were failing and leaving the school and how the institution might remedy this educational problem, the study employed initial and follow-up interviews and reviews of academic records and portfolios of 6 currently enrolled or recently graduated students over age 21, who volunteered to participate. Content and thematic analysis of the collected qualitative data produced findings indicative of lack of college readiness among students and gaps in institutional practices such as remedial methods for the unprepared students. Based on the study findings, a policy recommendation for improving the educational practices was introduced to support building a better educational environment at the school. The positive social change implications of this study are not only limited to establishing programs to support the students' success and improve retention rates at the institution but also may include the establishment of more effective approaches to the reform measures of the educational system in the country.
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Peterson, Jeff Lynn. "Incidental Learning of Japanese through Reading Online, in Print, and in Digital Games." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5799.

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An increasing amount of attention has been brought to language learning through digital games. Incidental learning through different media types such as in print and online have also seen an increased amount of research done in recent years. This study examines the amount of incidental learning that occurs across three media types (in print, online, and in a digital simulation game) as well as participants' perceptions of how enjoyable and helpful these media types are. Results suggest that of the three media types, incidental learning occurred most through the online reading. Furthermore, although not statistically significant, participants in the present study found the reading in print to be most enjoyable and helpful.
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Kanra, Bora, and bora kanra@anu edu au. "Deliberating Across Difference: Bringing Social Learning into the Theory and Practice of Deliberative Democracy in the Case of Turkey." The Australian National University. Research School of Social Sciences, 2005. http://thesis.anu.edu.au./public/adt-ANU20051202.161618.

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This thesis will argue that one of the main challenges for deliberative democracy is the lack of attention paid to the different modes of deliberative practices. The theories of deliberative democracy often treat deliberation as a decision-making process. Yet, I would argue that this approach fails to appreciate the full benefits of deliberation because it ignores the fundamental role that the social learning phase of deliberation plays in reconciling differences. Hence I argue for a deliberative framework in which social learning and decision-making moments of deliberation are analytically differentiated so that the resources of social learning are freed from the pressures of decision-making procedures and are therefore no longer subordinated to the terms of decision-making.¶ This is particularly important for countries such as Turkey where divisions cut deep across society. A case study examines the discourses of the Turkish public sphere regarding Islam, democracy and secularism to identify the kinds of discourses present in relation to the topic in question. By analysing the types of discourses through Q methodology the study reveals points of convergence and divergence between discourses, hence provides significant insight into how deliberation oriented to social learning can play a substantive role in reconciling differences between sharply divided groups.
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Jia, Hongyi. "Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2820.

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The Chinese language has become an increasingly important Asian language for American students and more and more of them have a desire to learn it. The problems and the difficulties that Chinese foreign language (CFL) learners have when they try to use their knowledge of new vocabulary in reading comprehension are apparent. Previous studies have described some aspects that may influence reading comprehension and have indicated that Chinese is a relatively difficult language for native speakers of American English, but there are few studies that have focused on improving CFL learners' Chinese reading comprehension. This study investigates the effect of pre-learning vocabulary and contextualized word learning strategies on Chinese reading comprehension. The purpose of this study is to examine whether pre-learning vocabulary and contextualized word learning positively affect CFL learners' reading comprehension. The results show that pre-learning vocabulary does not have a positive effect on Chinese reading comprehension and that although contextualized word learning positively affects CFL learners' reading comprehension the effect is not significant. This study also gives relative analysis.
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Books on the topic "Learning Societies"

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Silva, Cândida, Susana Silva, Dulce Mota, and Paula Peres, eds. Smart Learning Solutions for Sustainable Societies. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0661-7.

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Paul, Bélanger, Valdivielso Sofia, and Unesco Institute for Education, eds. The emergence of learning societies: Who participates in adult learning? Pergamon, 1997.

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American Council of Learned Societies., ed. The Internationalization of scholarship and scholarly societies. The Council, 1995.

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American Council of Learned Societies., ed. The Internationalization of scholarship and scholarly societies. The Council, 1995.

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Cohen, Saul Bernard. Learned societies and the evolution of the disciplines. American Council of Learned Societies, 1988.

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1943-, Frydenberg Erica, ed. Learning to cope: Developing as a person in complex societies. Oxford University Press, 1999.

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Penny, Gurstein, and Angeles Leonora C, eds. Learning civil societies: Shifting contexts for democratic planning and governance. University of Toronto Press, 2007.

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Williams, Jane A. Family learning co-operatives: Getting started. Bluestocking Press, 1992.

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Shaw, Sheila. EvolutionThe Educational Societies We Live WithinThe Social Learning Experiences Field Work. Dr. Sheila Jocelyn Shaw,D.B.A/M.B.A, 2015.

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Waal, F. B. M. de 1948- and Tyack Peter L, eds. Animal social complexity: Intelligence, culture, and individualized societies. Harvard University Press, 2003.

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Book chapters on the topic "Learning Societies"

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Kakas, Antonis C., David Cohn, Sanjoy Dasgupta, et al. "Artificial Societies." In Encyclopedia of Machine Learning. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_36.

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Branke, Jürgen. "Artificial Societies." In Encyclopedia of Machine Learning and Data Mining. Springer US, 2017. http://dx.doi.org/10.1007/978-1-4899-7687-1_922.

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Birk, Andreas. "Learning to Trust." In Trust in Cyber-societies. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45547-7_8.

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Mukherjee, Rajatish, Bikramjit Banerjee, and Sandip Sen. "Learning Mutual Trust." In Trust in Cyber-societies. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45547-7_9.

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Amnå, Erik. "Scandinavian Democracies Learning Diversity." In Values, Religions and Education in Changing Societies. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9628-9_2.

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Chian, S. C., J. Bi, H. D. Halai, N. G. L. H. Lee, and C. F. Leung. "Filling missing soil data using machine learning." In Smart Geotechnics for Smart Societies. CRC Press, 2023. http://dx.doi.org/10.1201/9781003299127-38.

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Hoang, Ngoc Quy, Seonghun Kang, Sang Yeob Kim, Junghee Park, Jong-Sub Lee, and Hyung-Koo Yoon. "Deep learning approach for GPR image classification." In Smart Geotechnics for Smart Societies. CRC Press, 2023. http://dx.doi.org/10.1201/9781003299127-330.

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Seo, W., and T. S. Yun. "Deep learning for microscopic rock image classification." In Smart Geotechnics for Smart Societies. CRC Press, 2023. http://dx.doi.org/10.1201/9781003299127-122.

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Steele, Alan L. "Beyond the Curriculum. Undergraduate Research and Student Societies." In Experiential Learning in Engineering Education. CRC Press, 2023. http://dx.doi.org/10.1201/9781003007159-8.

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Quayle, Linda. "Learning from Southeast Asia about International Societies." In Southeast Asia and the English School of International Relations. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137026859_4.

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Conference papers on the topic "Learning Societies"

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Shadiyeva, Dilfuza, Nagima Yusupova, and Zilola Azimova. "Effective Methods of Learning English." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012844700003882.

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Qizi, Tojiyeva. "Students' English Language Under Blended Learning Customizations." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012873300003882.

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Alexandrovich, Kityan. "Optimizing Learning: Computer Technology in Medical Education." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012914900003882.

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Rustamjon, Choriqulov. "Digital Tools for Independent Learning in Higher Education." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012941400003882.

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Ismanova, A., Sh Gulamov, and M. Kobulova. "Online Learning Evolution: Adaptive Systems Leading Education's Future." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012916300003882.

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Ne'matovich, Arzikulov. "Eco-Active Learning: Sports Pedagogy and Environmental Education Synergy." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012956200003882.

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Dilobar, Bakhriddinova. "Exploring Sociolinguistic Awareness in ESL Learning: A Focus on Uzbekistan." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012695500003882.

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Prasad, Pratyush, Pranjal Prasad, and Asim Prasad. "Artificial Intelligence-Machine Learning Techniques Promoting SDG's: An Exploratory Approach." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0013405700003882.

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Kharoubi, Kamir, Sarra Cherbal, and Maroua Akkal. "Enhanced Internet of Medical Things Security: Evaluating Machine Learning and Deep Learning Models with the CICIoMT2024 Dataset." In 2024 International Conference of the African Federation of Operational Research Societies (AFROS). IEEE, 2024. https://doi.org/10.1109/afros62115.2024.11037067.

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Benomar, Mohammed Lamine, Traoré Alimata, and Guindo Sadio. "Combining Deep Learning Models for Cytological Image Classification." In 2024 International Conference of the African Federation of Operational Research Societies (AFROS). IEEE, 2024. https://doi.org/10.1109/afros62115.2024.11037141.

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Reports on the topic "Learning Societies"

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Millican, Juliet. Civil Society Learning Journey Briefing Note 2: Evaluating Efficacy When Funding CSOs Promoting Democracy and Open Societies. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.152.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Ibrahim, Mohamed. Covid-19: Need for Agility in Islamic Finance Education in Saudi Arabia. Islamic Development Bank Institute, 2020. http://dx.doi.org/10.55780/re24011.

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The world of learning and education is changing. The Covid-19 pandemic has had an unprecedented impact on organizations, individuals, economies and societies. Universities, educational institutes, and learning providers have had to respond to a rapidly evolving landscape, changing how and where they operate, as well as reconsidering the services they offer (CIPD, 2020).
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Donnelly, Alan, Rachael Parsons, and Daniel Pearson. Exploring Course Leaders’ Reflections of Learning Communities at Sheffield Hallam University. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/steer/learning_communities.

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The overarching aim of the project was to explore and capture examples of practices and ideas for success to enhance the course experience for students, with a particular emphasis on the theme of learning communities. Learning communities was an area that received a notable decrease in student satisfaction in the 2021 National Student Survey (NSS) at Sheffield Hallam University. Interviews were carried out with eight course leaders to explore: the practices used on their courses; the aspects that could be made even better; the evidence that they draw upon to understand the effectiveness of these practices. The following themes were identified: 1) staff-student relationships; 2) curriculum content and pedagogy; 3) peer networks and relationships; 4) supportive relationships between staff members; 5) societies and external networks. The practices identified by course leaders were consistent with practices identified in other relevant literature.
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Hrynick, Tabitha, Mariah Cannon, Janine Shaw, Juliet Manufor, and Vaishnavee Madden. Learning from Lived Experience: Opportunities to Strengthen Early Child Development in Ealing. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/ids.2024.001.

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What happens in a child’s earliest years lays the foundations for their lifelong wellbeing. Supporting young children and families during this time is therefore critical for individuals, families, communities, and societies more broadly to thrive and flourish. This report shares research findings from the Enabling Early Child Development in Ealing (ECDE) project. It explores the perspectives and experiences of parents/carers with children aged 5 and under, alongside insights from staff from key services on early child development, with the aim of enhancing support in Ealing borough, London. While Ealing is home to a range of formal and informal assets for families and children, there is room to improve, particularly in the wake of the Covid-19 pandemic which has had a negative impact on the proportion of children meeting key developmental milestones.
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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013450.

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Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices with high impact in contexts of socio-educational vulnerability, and low requirements on infrastructure or technology. SUMMA developed the Dialogic Classrooms Program based on the articulation of some of the most effective strategies for improving learning: collaborative dialogue, metacognition and formative feedback. The program was developed and piloted between 2020 and 2023 in a group of schools in northern Chile. This paper reviews the main rationale, components and preliminary results of this program. It analyzes the program's potential to synergistically address student learning, professional development and collaborative relationships between teachers and pedagogical leaders, and the promotion of interaction within classrooms and schools. It does so by taking into account the urgent need to build societies capable of dialogue and collaboration, considering and valuing the diversity of their members.
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LaFlamme, Marcel. Affiliation in Transition: Rethinking Society Membership with Early-Career Researchers in the Social Sciences. Association of Research Libraries, 2020. http://dx.doi.org/10.29242/report.affiliationintransition2020.

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This paper by Marcel LaFlamme explores new forms of connection and community for early-career researchers in less formal structures, often facilitated by social media and other communication technologies. By learning from these loosely institutionalized spaces, LaFlamme contends, scholarly societies as well as research libraries and their parent institutions can adapt to a changing environment and take steps to make scholarship more open and accessible.
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Sara-Kennedy, Edward. How Do Disruptive Innovators Prepare Today’s Students to be Tomorrow’s Workforce?: Coschool's Edumoción Centering The Emotion in Education. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004779.

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Latin America and the Caribbean are facing numerous challenges, such as low-quality education, poor well-being, and non-peaceful and exclusive societies. The causes are complex, yet connected to outdated, ineffective, and underfinanced education systems. The emotional strain of the pandemic continues to create new challenges and unearth problems that have long been neglected. There is an urgent need for a disruptive solution that supports educators, parents, and students to overcome existing problems as well as better prepare them for uncertain times that lie ahead. In this brief, we introduce Edumoción, Coschools unique pedagogical model and solution which centers the emotion in education. Through the development of educators socioemotional and professional skills and well-being, teachers can better support students development of socioemotional, academic, and global competencies. Through Edumoción learning platform and community, educators are provided with the tools, knowledge, and a support network to develop professionally and personally. The Edumoción methodology enables teachers to cascade skills and knowledge to their students in safe and inclusive learning environments.
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.
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Dasgupta, Anuttama, and Smitha N. Capacity Development Forum 2024 Proceedings. Indian Institute for Human Settlements, 2024. http://dx.doi.org/10.24943/cdf10.2024.

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The Capacity Development Forum (CDF) is an initiative of the Indian Institute for Human Settlements (IIHS) that aims to bring together diverse stakeholders involved in capacity development in India into a ‘community of practice’ to consolidate learnings from across the country and around the world into a strong and value-added network to consolidate learnings across the country and from around the world. The longer-term objective of the forum is to collaborate on Capacity Development practices and create a repository of knowledge on Capacity Development. The third convening of the IIHS Capacity Development Forum was held on 27-28 June 2024 in a hybrid format – at IIHS, Bengaluru City Campus and online, on the theme: ‘Capacity Development and Behavioural Insights – Implications for Institutional Design and Public Policy’. The CDF 2024 focussed on how the understanding of human behaviour and motivations is key to achieving larger objectives not only at an individual level, but also within institutions and societies. The panels brought together stakeholders from a range of sectors to discuss how nudges and incentives can be used to influence human behaviour at various scales, and how this in turn informs the design, formulation and implementation of policies and programmes to make them more effective. Day 1 of the convening comprised panels that brought together capacity development practitioners from the public and private sectors, to discuss various aspects of policy capacity and enhancing it through incorporating behavioural insights, international perspectives on the role of Capacity Development agencies in developing behavioural science capacity of public officials, and the role of leadership in organisational behaviour change. This was followed by a learning hub on Day 2 focussing on cases from practice incorporating behavioural insights from different sectors, and a game-based learning workshop incorporating behavioural insights and illustrating various biases in human behaviour.
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Rut Sigurjónsdóttir, Hjördís, Sandra Oliveira e Costa, and Åsa Ström Hildestrand. Who is left behind? The impact of place on the ability to follow Covid-19 restrictions. Nordregio, 2021. http://dx.doi.org/10.6027/wp2021:2.1403-2511.

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While the Nordic countries have long been champions of equality, the Covid-19 pandemic has put a new light on structural injustices inherent in our societies. In Copenhagen, Oslo, Helsinki, Stockholm, and Malmö, districts with a high share of residents with an immigrant background and a low socio-economic status stand out with high infection and mortality rates of Covid-19. The pandemic thus reveals and reminds us about the serious effects of segregation and unequal living conditions on citizens’ health status and ability to cope with and survive a pandemic. This Extended summary is based on a quantitative and qualitative study aiming to identify structural barriers impacting residents’ ability to follow Covid-19 recommendations and guidelines, especially in low-income areas in major Nordic cities. Learning about these barriers - and effective measures taken to mitigate them - will help Nordic authorities and communities be better prepared for future challenges and crises.
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