Academic literature on the topic 'Learning via technologies'
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Journal articles on the topic "Learning via technologies"
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Wang, Victor X., and Beth Kania-Gosche. "Assessing Learning via Web 2.0 Technologies." International Journal of Technology and Educational Marketing 1, no. 2 (July 2011): 42–61. http://dx.doi.org/10.4018/ijtem.2011070103.
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Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.
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Wang, Victor X., and Leslie Hitch. "Is Active Learning via Internet Technologies Possible?" International Journal of Online Pedagogy and Course Design 7, no. 2 (April 2017): 48–59. http://dx.doi.org/10.4018/ijopcd.2017040104.
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This study addresses the question of whether or not active learning can be taught online. There are many definitions of learning: It is the process and the sum total of acquiring knowledge, skills, attitudes, values, beliefs, and emotions. There is, however, a nuanced definition of active online learning, defined as methods by which learners actively participate in the learning process (e.g., online discussion groups, problem-solving, experimentation, and the like). Theoretical presuppositions such as informal learning, contiguity, reinforcement, repetition, social-cultural principles and andragogy not only guide the assumption that active learning can take place online but also reinforce that active learning may lead to the creation of new knowledge and the skills needed by learners in this current century. This research reveals that technology, used effectively, enhances active learning benefitting the instructor as well as the learner.
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Ogannisyan, Larisa, and Nadezhda Aleksandrova. "Implementing educational programmes via distance learning technologies." World of academia: Culture, Education, no. 4 (May 29, 2020): 15–22. http://dx.doi.org/10.18522/2658-6983-2020-04-15-22.
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Lera, Maria, Kiriaki Taxtsoglou, Aikaterini Frantzana, and Lambrini Kourkouta. "Nurses’ Attitudes Toward Lifelong Learning via New Technologies." Asian/Pacific Island Nursing Journal 5, no. 2 (September 22, 2020): 89–102. http://dx.doi.org/10.31372/20200502.1088.
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Introduction: Lifelong professional education is considered as a qualitative indicator in the health discipline, as it can improve health professionals’ knowledge and skills, as well as nursing care. Purpose: The purpose of this original research is to examine and record the attitudes and behavior of nurses working in state-run hospitals in the Municipality of Thessaloniki regarding lifelong education through new technologies. Identification of nurses’ motivations for lifelong distance education, recording of nurses’ perception of the need for continuing nursing education, and determining how nurses pursue lifelong learning are the objectives of this study. Methodology: The study was conducted between January and March 2019. The sample of the study consisted of 124 nurses (n = 124) from three state hospitals of the Municipality of Thessaloniki. A questionnaire consisting of 5 parts was used as a research tool. SPSS 23 statistical software platform was used for statistical analysis. Results: The sample consisted of 124 participants, 12 were men and 112 were women. The mean age of the participants was 42.37 years and the mean experience in the field was 16.78 years. Two main reasons for continuing education were attributed to the upgrade of the nursing profession and the need to improve the quality of care provided. Conclusions: Nurses believe that continuing education is essential and their professional knowledge must periodically be enriched and renewed.
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Taylor, Teri. "Guidelines for supporting placement learning via video communications technologies." Higher Education, Skills and Work-based Learning 4, no. 1 (February 11, 2014): 66–83. http://dx.doi.org/10.1108/heswbl-10-2012-0037.
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Purpose – Current drivers in higher education have led to the questioning of traditional placement support methods. Within many programmes, students undertaking practice-based learning experience structured, one-to-one support from an academic in the placement location. With the financial and environmental implications of this practice, the potential for using video-based communications as a replacement for face-to-face dialogue was explored. The paper aims to discuss the above issues. Design/methodology/approach – Three phases of an action research cycle were undertaken; working with students to explore the logistics of implementation, fitness for purpose of the medium and fundamental differences between video and face-to-face dialogue. Findings – The results from the three phases demonstrated the complexity of video-based communications for placement support. In conclusion, widespread implementation of this medium requires greater consideration and understanding of a wide range of theoretical stand points, and an emphasis on the principles of individualised learning. However, the tensions between individual learning need and mass-delivered curriculum are recognised. Originality/value – Requests for practical guidance on the implementation of this technology in this context, have directed the development of guidelines underpinned by the findings from this study. Whilst undertaken primarily within physiotherapy, placement-based learning is common to a wide range of subjects. In addition, with increases in international student numbers, support from a distance may necessitate the use of video-based communications. The developed guidelines are not prescriptive, but aim to provide a starting point for both the uninitiated and those moving from personal use of technology to application in academia.
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Gerkerova, Alexandra, Iryna Lukyanchenko, and Tetiana Yeremenko. "University students’ motivation development via digital technologies." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 43–51. http://dx.doi.org/10.24195/2617-6688-2021-2-6.
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In today’s conditions of globalization, social transformations, and digitalisation of modern society the research becomes topical. Any modern social and professional sphere requires fluency in English. Effective oral and written communication requires intensification of university students’ educational activity via internal motivation development. Digital technologies, which are an integral part of modern youth’s life, were chosen as a means of internal motivation formation. The purpose of the study was to determine the role of digital technologies as a means of internal motives formation in training future English language and literature teachers. The data were collected with the help of the following methods: pilot training,, content analysis of digital tools for teaching English, surveys (questionnaires and research interviews) and scientific (pedagogical) observation. The study theoretically substantiates and experimentally confirms the effectiveness of the proposed digital technologies, the use of which promotes the development of internal motives at university students in the process of learning English. Tasks that involved the active use of messengers and selected digital tools were developed. Such messengers as WhatsApp, Viber, Telegram, Facebook and digital tools for learning English as Duolingo, Quizlet, Learnenglish Podcast, Speak – practice your English, Lingualeo were selected. As a result of the research it is proved that the use of digital technologies in both extracurricular and extracurricular work has a positive effect on the formation of university students’ internal motives that helps to improve their academic achievements in learning English at special faculty.
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Espinosa-Leal, Leonardo, Anthony Chapman, and Magnus Westerlund. "Autonomous Industrial Management via Reinforcement Learning." Journal of Intelligent & Fuzzy Systems 39, no. 6 (December 4, 2020): 8427–39. http://dx.doi.org/10.3233/jifs-189161.
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Industry has always been in the pursuit of becoming more economically efficient and the current focus has been to reduce human labour using modern technologies. Even with cutting edge technologies, which range from packaging robots to AI for fault detection, there is still some ambiguity on the aims of some new systems, namely, whether they are automated or autonomous. In this paper, we indicate the distinctions between automated and autonomous systems as well as review the current literature and identify the core challenges for creating learning mechanisms of autonomous agents. We discuss using different types of extended realities, such as digital twins, how to train reinforcement learning agents to learn specific tasks through generalisation. Once generalisation is achieved, we discuss how these can be used to develop self-learning agents. We then introduce self-play scenarios and how they can be used to teach self-learning agents through a supportive environment that focuses on how the agents can adapt to different environments. We introduce an initial prototype of our ideas by solving a multi-armed bandit problem using two ε-greedy algorithms. Further, we discuss future applications in the industrial management realm and propose a modular architecture for improving the decision-making process via autonomous agents.
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Tynnyi, Vadym. "ENHANCING INTERCULTURAL COMMUNICATION DURING FOREIGN LANGUAGE LEARNING VIA DIGITAL TECHNOLOGIES." ГРААЛЬ НАУКИ, no. 4 (May 16, 2021): 415–18. http://dx.doi.org/10.36074/grail-of-science.07.05.2021.077.
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The article analyzes the essence and content of terms «intercultural communication», «intercultural competence», the ways of efficient foreign language learning through constructing communication knowledge and skills under conditions of intercultural communication through information and communication technology.
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Mimorov, Ilya, Irina Livshits, and Vladimir Vasiliev. "Educational Opportunities via Distance Learning System." Applied Mechanics and Materials 565 (June 2014): 183–86. http://dx.doi.org/10.4028/www.scientific.net/amm.565.183.
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Distance teaching is an important part of the education process and it is necessary to implement such systems to achieve success at building the new teaching process with modern technology and software. Professors of National Research University of Information Technologies, Mechanics and Optics obtain big experience in specially teaching optical design and other areas of science. Because of growing international links between different universities the distance education becomes an important part of all educational process. Introduction of a system of distance teaching is one of the important projects that will give an opportunity to get students and teachers all around the world. The current publication is devoted to analyze steps to integrate distance teaching system at educational process.
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Isaias, Pedro, Francisco Reis, Clara Coutinho, and Jose Alberto Lencastre. "Empathic technologies for distance/mobile learning." Interactive Technology and Smart Education 14, no. 2 (June 19, 2017): 159–80. http://dx.doi.org/10.1108/itse-02-2017-0014.
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Purpose This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/methodology/approach With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of technology (UTAUT) was used as a framework for the research model. The analysis of their acceptance is done via an extended version of the UTAUT that focuses on the use of the variable attitude toward technology and uses gender, age and experience as moderators. A partial least square technique has been used to test the nine hypotheses. Findings The results confirmed three of the nine hypotheses: performance expectancy and effort expectancy had a positive influence on the students attitudes towards empathic forums, while the effect of social influence and facilitating conditions was considered insignificant; social influence had a positive influence on the students’ behavioral intention to use emphatic forums, while attitude toward technology, performance expectancy, facilitating conditions and effort expectancy were considered not relevant. Originality/value The focus of this study was the influence of attitude toward empathic forums, used for mobile and distance learning, and the results establish the grounds for future research on attitude as an important determinant of technology acceptance.
Dissertations / Theses on the topic "Learning via technologies"
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Kjeller, Erika, and Myra Windahl. "Kollegialt lärande via facebook." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-213616.
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Facebook är den mest använda sociala plattformen bland vuxna i Sverige idag. Här sker dagligen erfarenhetsutbyten mellan individer som samlats kring något eller några gemensamma intressen. I det vanliga Facebookflödet kan detta vara familj och vänners välmående, i Facebookgrupper sker det kring mer specifikt uttalade ämnen. I Facebookgrupper inriktade mot lärare samlas således dessa kring ett gemensamt intresse för undervisning. Men det erfarenhetsutbyte som sker i dessa grupper och det lärande som det ger upphov till har idag ingen status i samhället. Skollagen påbjuder att lärare ska fortbildas och Skolverket rekommenderar kollegialt lärande som modell. I en fallstudie har tre Facebooktrådar från en Facebookgrupp inriktad mot matematiklärare analyserats och jämförts med fem trådar från en Facebookgrupp inriktad mot tekniklärare. Studien vill se hur pass väl de samtal som förekommer i Facebookgrupperna stämmer överens med definitionen på ett kollegialt lärande. Detta har gjorts genom en samtalsanalys där de utvalda trådarna har kopplats till kriterier för lärares yrkesmässiga kunskapsbas samtidigt som en analys av samtalets utveckling över tid förs. Trådarna från matematikgrupperna jämförs sedan med trådarna från teknikgrupperna för att belysa om samma samtalsutveckling sker oberoende av vilket ämne som diskuteras i trådarna. Slutsatsen är att ämnesrelevanta och didaktiska samtal förs i båda Facebookgruppernas alla trådar. Detta är dock inte tillräckligt för att samtalen ska kunna räknas till ett kollegialt lärande i och med att studien inte kan fastställa att lärandet sker över längre tid.Facebook is the most used social platform for adults in Sweden today, with a daily exchange of experiences between individuals on topics of common interest. In the normal flow this could concern friends and family and in Facebook groups it focuses on more specific issues. Facebook groups oriented towards teachers are thus guided by a common interest in education, but the exchange of experience that takes place in these groups and the learning it gives rise to, do not have any status in the community. At the same time Skolverket demands that teachers train continually. This training should take place through professional learning. In a case study three Facebook threads from a Facebook group oriented towards mathematic teachers are analysed and compared to five threads from a Facebook group oriented towards technology teachers. The study examine to what extent the conversations that occur in the Facebook groups are consistent with the definition of professional learning. This has been achieved through a conversational analysis where the selected threads have been linked to criteria for teachers' professional knowledge base concurrent with an analysis of the conversation over time. The threads from the mathematics group are then compared with the threads from the technology groups in order to illuminate if the same conversational development takes place independent of what topic is discussed. The conclusion is that relevant and didactic conversations take place in all threads of both Facebook groups. However, this is not enough to conclude that the conversations should be counted as professional learning as the study cannot ascertain that the learning takes place over a longer period of time.
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Santos, Yádini do Conto Winter dos. "A aprendizagem de francês através de aplicativos para smartphone." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/182962.
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Esta pesquisa tem como objetivo descrever de que modo está sendo promovida a aprendizagem de idiomas, mais especificamente de língua francesa, através de aplicativos para smartphones. Os aplicativos, isto é, as aplicações de software possuem uma infinidade de objetivos e são usadas atualmente em diversos contextos, podendo funcionar como um acesso às redes sociais ou como uma plataforma para a aprendizagem. A m-learning (mobile-learning) consiste na aprendizagem por meio de TIMS (Tecnologias da Informação Móveis e Sem fio) representadas pelos tablets e os smartphones. As TIMS surgem para complementar as já conhecidas TIC (Tecnologias da Informação e Comunicação), isto é, os computadores, televisores, rádio e etc., e a m-learning para complementar a e-learning (eletronic-learning), a aprendizagem via TIC. Estima-se que hoje existam cerca de 7 bilhões de telefones celulares ativos em todo mundo nas mãos de uma população mundial de 7,1 bilhões e a penetração dos smartphones no Brasil já chega a 64% da população (CONSUMER BAROMETER WITH GOOGLE, 2016). No ensino-aprendizagem de línguas adicionais, a utilização de TIC já é um campo bastante discutido, entretanto, no caso das TIMS, apesar da popularização dos dispositivos móveis, as pesquisas ainda são muito recentes. Contudo, a criação de aplicativos voltados a aprendizagem de idiomas não deixa de aumentar, assim como o seu público. De modo a propiciar um debate sobre o futuro da aprendizagem móvel entre professores de línguas, linguistas e desenvolvedores de aplicativos para dispositivos móveis, este trabalho buscou relatar e analisar alguns dentre os aplicativos mais populares presentes na Google Play Store para dispositivos móveis voltados à aprendizagem de língua francesa. Com a presença de QrCodes e printscreens da tela de um smartphone MotoX, sistema Android 5.1, sete aplicativos que se anunciavam como cursos de francês foram descritos e avaliados tanto pelos fatores ligados à didática quanto aos relativos à interface; são eles o Mondly, Duolingo, Memrise, Mosalingua, Babbel, Busuu e Le Bon Mot. Foram analisadas as atividades presentes na primeira lição de cada aplicativo selecionado, evidenciando e comparando o construto e a metodologia anunciada na Google Play Store ao que realmente é desenvolvido durante a utilização de cada aplicativo. Em um segundo momento, a partir da utilização dos aplicativos, foram analisadas questões ligadas à interface e usabilidade dos aplicativos, isto é, a presença e o funcionamento de recursos de imagem, áudio e vídeo em cada aplicativo, as dificuldades em relação ao uso da plataforma, etc. A partir desta descrição e desta análise minuciosa, pode-se concluir que apesar dos aplicativos serem, de uma forma geral, inovadores quanto às questões ligadas à interface, com uma boa usabilidade, no quesito didático-metodológico se anunciam como seguidores do método comunicativo na Google Play Store, mas utilizam abordagens tradicionais e estruturalistas. Nota-se, desse modo, a persistência de um ensino focado somente na repetição e na aprendizagem de vocabulário que, apesar de acompanhado de plataformas e interfaces bem construídas, não correspondem às necessidades comunicativas dos aprendizes do século XXI.This research aims to describe how language learning, specifically French, is being promoted through mobile applications.Applications, that is, software that can be installed in MICT (Mobile Information and Communication Technologies), possess lots of goals and are currently used in various contexts. Furthermore, they can function as access to social networks or as platforms for learning. The M-learning (mobile-learning) is the learning through MICT, such as smartphones and tablets. MICT come to complement the already known ICT (Information and Communication Technologies), for instance, desktop computers, televisions and radio, and m-learning to complement e-learning (electronic-learning), i.e. learning via ICT. It is estimated that currently there are about 7 billion active mobile phones worldwide at the hands of a world population of 7.1 billion people, and smartphone penetration within Brazil already reaches 62% of its population (CONSUMER BAROMETER WITH GOOGLE, 2016) In the process of teaching and learning additional languages, the use of ICT is already a widely discussed field. As for MICT, despite the popularization of mobile devices, research is still relatively recent. However, the creation of applications aimed at language learning is increasing, as is its audience. As to endorse a joint debate on the future of mobile learning among language teachers, linguists, and mobile application developers, this work attempted to report and analyze some of the most popular applications on mobile devices related to French-language learning, which are available on Google Play Store. With this aim, a MotoX smartphone with Android 5.1 system was used as a support and seven applications (Mondly, Duolingo, Memrise, Mosalingua, Babbel, Busuu and Le Bon Mot), advertised as French courses, were described and evaluated regarding didactic and interface aspects. QR codes and print screens of the analysis are presented throughout this work to facilitate future reference and queries. The activities in the first lesson of each selected application were analyzed evidencing and comparing the construct and the methodology announced in Google Play Store with what is actually developed during the use of the application. In a second moment, from the use of the applications, questions related to the interface and usability of the applications were analyzed, such as the presence and operation of image, audio and video resources in each application and the difficulties regarding the use of the platform. From this description and analysis, it is noticed that the applications are, in general, innovative in the questions of interface and usability. However, in the didactic-methodological aspect, they are traditional and structuralist, although they were advertised as communicative in the Google Play Store. On theses apps, it is noticed a teaching method focused only on repetition and learning of vocabulary which, although accompanied by well-constructed platforms and interfaces, does not correspond to the communicative needs of the learners of the 21st century.
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Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.
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North-West University in South Africa is committed to expanding use of learning technologies
for contact and distance education students by augmenting the existing NWU teaching and
learning policy with an e-learning policy. The School of Continuing Teacher Education at
North-West University is currently training about 24 000 in-service teacher students through
Open Distance Learning. Only a few students submit assignments in typed format and
seldom electronically. Students rarely use electronic technologies to augment their learning,
and the SCTE employs few to support students. This does not comply with the South African
Government’s policy on e-Education that demands information and communication
technology mastery in teacher training.
The aim of this research was integration of learning technologies in open distance learning at
SCTE NWU through recommendations compiled in a sociologically transformative emergent
implementation framework. The researcher followed a concurrent mixed-method
sociologically transformative approach, focussing on the use of technology for social
empowerment to cross the digital divide, through a theoretical lens of ICT for development.
The lived experience in the natural setting of distance education students, lecturers, and
involved stakeholders was used as initial data collection, informed by a continuous literature
study of emergent learning technology use.
Purposeful sampling was used during participant selection. The role of the researcher was
that of participant observer, interviewer, and human instrument, from a position of
methodological pragmatism as a method of inquiry. Using a design-based research
approach, the thesis addresses the main research question through five research papers;
each addressing one of the sub-questions as design-based research cycles, while
collectively addressing the research problem to address the main research question. Nonstandardised
measuring instruments were developed based on themes identified from
literature and the analysis of qualitative data. Significant barriers to population-wide ICT
adoption exist. Strong intentions of perseverance in attaining functional computer literacy
are evident. Support and enablement are required to promote trust to attempt using
computers, necessary to obtain self-confidence through accomplishment. In this way
perseverance to attain functional computer literacy may be cultivated.
The study presents a model for intention to use, confidence, trust and perseverance in
attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional
model for computer literacy learning emotions is presented. Perceptions during
professional development produced a model for faculty development towards socially
transformative learning technology integration for open distance learning. The researcher
also presents a people-technology interaction in teaching and learning model in the fifth
paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive
seamless support, based on requirements identified through bottom-up feedback listening to
latent requests of participants. Technology-enhanced learning integration should be
legitimised through visible commitment from the university as institution. Lecturer training,
innovative planning of time issues, acquisition of appropriate infrastructure, buying in from
the institution and IT support services, and support of teacher-students are all essential for
evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of
newly industrialised context clients.Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
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Martínez, Cerdà Juan Francisco. "Socio-technical lifelong e-learning for the 21st Century: employability and empowerment." Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/461584.
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Aquesta recerca estudia la viabilitat d'una educació en línia basada en l'apoderament com a via per a la millora de l'ocupabilitat al segle XXI. Concretament, mitjançant una implementació de la teoria del capital humà fonamentada en: 1) un aprenentatge al llarg de la vida fent servir mitjans en línia; 2) una educació en línia assentada sobre els pilars sociotècnics formats per sistemes de persones i tecnologies que actuen integradament; 3) una educació que ha de formar treballadors, però també ciutadans actius i emancipats socialment, i 4) una consideració dels estats de liminaritat existents en els estudiants, d'acord amb les seves diverses situacions individuals d'accés i ús de múltiples dispositius digitals de manera ubiqua i ininterrompuda, és a dir, en espais, llocs, temps i moments adequats a les seves necessitats. La recerca mostra que aquest tipus d'educació proporciona resultats positius en tres àmbits, no sempre estretament lligats entre si: 1) l'econòmic, contribuint a tenir contractes de feina, estabilitat laboral i seguretat dels llocs de treball; 2) el social, considerant l'alfabetització mediàtica com a via per a l'apoderament i la inclusió social, en el sentit de desenvolupar habilitats orientades a la ciutadania activa i a l'emancipació, i 3) el socioeconòmic, fusionant totes dues dimensions i establint una educació d'acord amb valors, coneixements i tècniques amb els quals es pugui fomentar una integració d'habilitats relacionades amb predisposició per a l'ocupació, la gestió del coneixement, l'apoderament mediàtic, la col·laboració, la digitalització i la consciència respecte a les tendències futures del mercat de treball. Les proves científiques mostren que una educació en línia vàlida per a l'ocupabilitat ha de tenir una forta orientació social i estar basada en uns estudiants amb un rol de ciutadania activa i responsables sobre el seu futur professional. Una educació d'aquest tipus serà capaç de resoldre el nus gordià d'una ocupabilitat entesa com un capital de fluïdesa contínua amb el qual saber moure's emancipadament en el mercat de treball.Esta investigación estudia la viabilidad de una educación en línea basada en el empoderamiento como vía para la mejora de la empleabilidad en el siglo XXI. Concretamente, mediante una implementación de la teoría del capital humano fundamentada en: 1) un aprendizaje a lo largo de la vida usando medios en línea; 2) una educación en línea asentada sobre los pilares sociotécnicos conformados por sistemas de personas y tecnologías que actúan de forma integrada; 3) una educación que tiene que formar a trabajadores, pero también a ciudadanos activos y emancipados socialmente, y 4) una consideración de los estados de liminaridad existentes en los estudiantes, de acuerdo con sus distintas situaciones individuales de acceso y uso de múltiples dispositivos digitales de modo ubicuo e ininterrumpido, es decir, en espacios, lugares, tiempos y momentos adecuados a sus necesidades. La investigación muestra que este tipo de educación proporciona resultados positivos en tres ámbitos, no siempre estrechamente ligados entre sí: 1) el económico, contribuyendo a tener contratos de empleo, estabilidad laboral y seguridad de los puestos de trabajo; 2) el social, considerando la alfabetización mediática como vía para el empoderamiento y la inclusión social, en el sentido de desarrollar habilidades orientadas a la ciudadanía activa y a la emancipación, y 3) el socioeconómico, fusionando ambas dimensiones y estableciendo una educación de acuerdo con valores, conocimientos y técnicas con los que pueda fomentarse una integración de habilidades relacionadas con predisposición para el empleo, la gestión del conocimiento, el empoderamiento mediático, la colaboración, la digitalización y la consciencia respecto a las tendencias futuras del mercado de trabajo. Las pruebas científicas muestran que una educación en línea válida para la empleabilidad debe tener una fuerte orientación social y estar basada en unos estudiantes con un rol de ciudadanía activa y responsables acerca de su futuro profesional. Una educación de este tipo será capaz de resolver el nudo gordiano de una empleabilidad entendida como un capital de continua fluidez con el que saber desenvolverse de un modo emancipado en el mercado de trabajo.
This research studies the viability of empowerment-based online education as a way to improve employability in the 21st century. Specifically, through an implementation of human capital theory based on: 1) lifelong learning through online media; 2) online education based on the socio-technical pillars that are systems that integrate the actions of people and technologies; 3) an education that must deliver people who are ready to work but are also active and socially emancipated citizens; and 4) a consideration of the states of liminality existing in students, according to their different individual circumstances regarding access and use of multiple digital devices in a ubiquitous and uninterrupted way, that is in spaces, places, times and moments appropriate to their needs. The research shows that this type of education provides positive results in three areas which are not always closely linked: 1) economics: contributing to employment contracts, job stability and job security; 2) social: considering media literacy as a path towards empowerment and social inclusion, with the development of skills that encourage active citizenship and liberation; and 3) socioeconomics: combining the two previous dimensions, and providing education in accordance with the values, knowledge and techniques needed for students to acquire skills relating to readiness to work, knowledge management, media empowerment, collaboration, digitization, and awareness as regards future labour market trends. Scientific evidence shows that online education valid for employability must have a strong social orientation and be based on students having a role of citizens who are active and responsible as regards their future professional lives. Education of this kind will be able to solve the Gordian knot of employability, understanding it as a continuously fluid capital with which the labour market can be freely navigated.
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Ferreira, André Filipe de Sousa da Trindade. "As tecnologias de informação e comunicação (TIC) na qualificação da população activa: o papel dos canais formais e informais de aquisição e desenvolvimento de competências em TIC na qualificação da população activa." Master's thesis, Instituto Superior de Economia e Gestão, 2007. http://hdl.handle.net/10400.5/1246.
Full textAbstract:
Mestrado em Economia e Gestão da Ciência e Tecnologia e InovaçãoComo pode a utilização quotidiana das TIC, principalmente o computador e a Internet, em casa e no emprego, contribuir para a qualificação da população activa? Podem as TIC criar gosto e reconhecimento pela aprendizagem numa população cujos baixos níveis médios de qualificação condicionam o reconhecimento da necessidade de aprender? Estas são as questões geradoras do trabalho que aqui se apresenta. Com um carácter exploratório procurou-se respostas fazendo uma reflexão sobre as relações e articulações entre o desenvolvimento das competências em TIC e a necessidade de melhoria do nível de qualificações da população activa, através da integração desta população em processos inclusivos e sustentados de ALV, de âmbito mais alargado. Tendo como objecto central a população activa portuguesa, tentou-se compreender como esta constrói e reconstrói o seu portfólio de competências e qualificações, atendendo às suas experiências nos sistemas de ensino e formação e no meio social e institucional em que está inserida. A análise inclui duas metodologias complementares: a primeira, quantitativa, compreendeu a concepção e administração de um inquérito por questionário, onde se procurou ilustrar os canais formais e informais de aquisição e desenvolvimento de competências em TIC. A segunda fase, de natureza qualitativa, é composta pela elaboração de um conjunto de questões de aprofundamento que emanaram da análise dos significados dos resultados obtidos do cruzamento dos dados primários do inquérito com outros estudos e fontes secundárias. Estas questões foram discutidas e analisadas através de entrevistas a actores-chave. Concluiu-se que as TIC enquanto objecto de aprendizagem (algo por aprender), sujeito de auxilio à aprendizagem e meio de promoção e sustentação do próprio processo de aprendizagem, podem, efectivamente, ter efeitos benéficos na qualificação da população activa, sinalizando a importância da participação em processos inclusivos e sustentados de ALV, de âmbito mais alargado, o que pressupõe a valorização e exploração dos canais informais.
How could ICT daily use, mainly computer and Internet, both at home and at work, contribute for Portuguese working age population qualification? Could ICT contribute towards learning, making it more interesting and important in a society whose low average levels of qualification condition the social valorization of learning? These are the generating questions of this work. With an exploratory approach we attempt to understand the links between the development of ICT competencies and the need of improvement of the working force average level of qualifications, by means of their integration on LLL inclusive and sustainable processes, of a more widened scope. Having Portuguese working age population as our research object, we tried to understand how it constructs and reconstructs its qualifications and competencies portfolio, having into account the conditionings, both from its experiences on the education and training systems, and from the social and institutional environment where it is inserted. Our analysis is composed of two complementary methodologies: first, a quantitative one, consisting of the conception and application of an inquiry by questionnaire, where we attempted to illustrate the informal and formal channels of acquisition and development of ICT competencies. The second phase, of a qualitative nature, focused on the analysis of a set of research topics resulting from the crossing of inquiry outputs with other surveys and reports. These topics were discussed and analyzed by interviewing selected key actors. It is conclude that ICT while object of learning (something to learn), subject of assistance to learning and medium of promotion and sustentation of learning process, can, effectively, contribute for the improvement of the working age population qualifications, screening the importance of the participation in inclusive and sustainable LLL process, of a more widening scope, what implies the valorization and exploration of the informal channels.
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Artjomenkov, Nikolai. "Laborativt arbete inom fourieranalys och motivation till matematikinlärning : Utvärdering och vidareutveckling av en laboration inom fourieranalys och ljudbehandling vid Vetenskapens Hus." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-246151.
Full textAbstract:
Detta examensarbete undersöker om ett skolprogram på Vetenskapens Hus har förmågan att skapa en bro mellan gymnasieelevers matematikkunskap, universitetsmatematik och dess praktiska tillämpning för att därmed öka deras intresse och motivation för inlärning av matematik- och fysikämnen. Skolprogrammets tema är fourieranalys och dess tillämpning inom ljudsyntes och digital ljudbehandling (DSP). Skolprogrammet har att göra med matematik, fysik och IT, vilket gör programmet tvärvetenskapligt. En viktig del av detta arbete är också att vidareutveckla detta skolprogram med avseende på resultaten från denna undersökning. Resultaten är baserade på kvalitativa data från enkäter och intervjuer med eleverna som deltog i testfallen av skolprogrammet och deras lärare samt på litteraturstudier. Information samlades också in under en iterativ process av programmets vidareutveckling. Denna rapport inleds med motivering till genomförandet av detta arbete, studiens syfte- och målsättning samt formulering av huvudfrågeställningar. Därefter beskrivs metoder som användes för att besvara frågeställningarna. I mitten av rapporten sammanfattas litteratur och forskningsstudier inom undervisning, intresse och motivation samt sammanfattas en vetenskaplig bas för innehållet i skolprogrammet inom fourieranalys. Därefter beskrivs utvecklingsprocessen av skolprogrammet. Detta följs av en presentation av resultaten från testning av skolprogrammet med gymnasieelever med avseende på hur deras intresse och motivation påverkas av det. Rapporten avslutas med diskussion av dessa resultat och dess trovärdighet. Resultaten visar att den sista versionen av den laborativa aktiviteten, som vidareutvecklades inom ramen av detta arbete, väcker elevernas intresse och motivation för temat av skolprogrammet. Resultaten visar också att vissa komplexa begrepp (både nya och de som eleverna lär sig i skolan) blir klarare för eleverna efter skolprogrammet, vilket potentiellt kan leda till ökning av deras motivation till att lära sig matematik och naturvetenskap generellt. Problemet är dock att skolprogrammet testades med för få gymnasieklasser för att kunna generalisera resultatet över hela målgruppen av gymnasieelever.This thesis investigates the ability of a lab exercise in House of Science (Vetenskapens Hus),Stockholm, to create bridges between upper-secondary school students’ knowledge, university mathematics and practical application of that knowledge, thus increasing their motivation and interest to learn more mathematics and physics. The topic of the lab exercise is Fourier analysis and its practical application in Digital Sound Processing (DSP). The lab exercise deals with mathematics, physics and IT-technology thus making the activity interdisciplinary. An important part of the work is also to improve this lab exercise based on the results of this study. The result is based on qualitative data from interviews, questionnaires filled by students and their teachers and also on literature studies. Some data is also collected through an iterative process of improving the lab exercise. This report starts with justification for conducting this work, setting the goals and objectives and formulating main questions. Then the methods, which were used in order to answer these questions, are described. The middle part of the report summarizes literature and research studies in education, interest and motivation of students and also summarizes a scientific basis for the content of the school program in Fourier analysis. Next, the development process of the school program is described. This is followed by a presentationof the results of testing the school program with upper secondary school students with regard to how their interest and motivation are affected by it. The report ends with a discussion of these results and its credibility. The result shows that the final version of the lab exercise, that is modified within the framework of this study, wakes students’ interest and motivation towards the topic of the exercise. The result also shows that some complex concepts (both new and those which are learned in school) become clearer for the students after the exercise which could potentiallylead to an increase in their motivation for learning the mathematics and physics in general. The problem is that the lab exercise was tested on too few classes for being able to generalize the result over the whole target group of the upper-secondary school students.
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Brito, Bianca Maria Santana de. "Jovens e adultos em processo de escolarização e as tecnologias digitais: quem usa, a favor de quem e para quê?" Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102012-103931/.
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As tecnologias digitais compõem um cenário de mudanças em diversas esferas da sociedade. O objetivo deste trabalho foi investigar a presença de tais tecnologias na EJA (educação de jovens e adultos), por meio dos usos que estudantes dizem fazer dessas tecnologias e as possíveis relações desses usos com o processo de escolarização e as aprendizagens que vivenciam. Foram aplicados trinta questionários a jovens e adultos matriculados em salas de EJA de escolas públicas da região da Freguesia do Ó e Brasilândia, na zona noroeste de São Paulo, e realizadas entrevistas de profundidade com cinco dos sujeitos que responderam aos questionários. Os resultados indicam que a maior parte dos sujeitos utiliza as tecnologias digitais fora das escolas para se comunicarem, para se divertirem e aprenderem sobre temas relacionados a projetos pessoais e conteúdos culturais de seu interesse. Também é possível afirmar que a apropriação das tecnologias, explorando suas diversas possibilidades para a realização de projetos individuais ou coletivos, depende de saberes prévios aprendidos na escola. Sem estarem alfabetizados, por exemplo, a capacidade de navegação pela rede fica comprometida, e quanto mais escolarizados, mais os sujeitos da EJA se apropriam das tecnologias digitais. A partir das análises destes resultados são desenhadas recomendações de como os projetos de EJA, as escolas e as políticas públicas podem contribuir para a ampliação dos usos das tecnologias digitais, e para que estes usos auxiliem nos processos de aprendizagem ao longo da vida dos sujeitos da educação de jovens e adultos.Digital technologies form a scenario of changes in many spheres of society. The objective of this study is to investigate the existence of such technologies in youth and adult education, through the uses of technologies that students report and the relationship between these uses and the schooling process they experience. Thirty questionnaires were answered by young people and adults registered in adult education classrooms of public schools in the region of Freguesia do Ó and Brasilândia, in the northwest of São Paulo city, and five of these students were interviewed aftwerwards. The results indicate that most of the students uses digital technologies outside schools to communicate, have fun and to learn about topics related to their personal projects and cultural content of their interest. It is also possible to say that the appropriation of technologies, exploring its many possibilities for the implementation of individual and group projects, depends on prior knowledge learned at school. Without being literate, as an example, the ability to navigate through internet is compromised, and the more people are educated in school, more they appropriate the digital technologies. The analysis of these results bring some recommendations to adult education projects, schools and public policies, to try to expand the uses of digital technologies for life-long learning of brazilian youngsters and adults.
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Robin, Maxime. "Analyse de l’environnement sonore pour le maintien à domicile et la reconnaissance d’activités de la vie courante, des personnes âgées." Thesis, Compiègne, 2018. http://www.theses.fr/2018COMP2421/document.
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L’âge moyen de la population française et européenne augmente, cette constatation apporte de nouveaux enjeux techniques et sociétaux, les personnes âgées étant les personnes les plus fragiles et les plus vulnérables, notamment du point de vue des accidents domestiques et en particulier des chutes. C’est pourquoi de nombreux projets d’aide aux personnes âgées : techniques, universitaires et commerciaux ont vu le jour ces dernières années. Ce travail de thèse a été effectué sous convention Cifre, conjointement entre l’entreprise KRG Corporate et le laboratoire BMBI (Biomécanique et Bio-ingénierie) de l’UTC (Université de technologie de Compiègne). Elle a pour objet de proposer un capteur de reconnaissance de sons et des activités de la vie courante, dans le but d’étoffer et d’améliorer le système de télé-assistance déjà commercialisé par la société. Plusieurs méthodes de reconnaissance de parole ou de reconnaissance du locuteur ont déjà été éprouvées dans le domaine de la reconnaissance de sons, entre autres les techniques : GMM (Modèle de mélange gaussien–Gaussian Mixture Model), SVM-GSL (Machine à vecteurs de support, GMM-super-vecteur à noyau linéaire – Support vector machine GMM Supervector Linear kernel) et HMM (Modèle de Markov caché – Hidden Markov Model). De la même manière, nous nous sommes proposés d’utiliser les i-vecteurs pour la reconnaissance de sons. Les i-vecteurs sont utilisés notamment en reconnaissance de locuteur, et ont révolutionné ce domaine récemment. Puis nous avons élargi notre spectre, et utilisé l’apprentissage profond (Deep Learning) qui donne actuellement de très bon résultats en classification tous domaines confondus. Nous les avons tout d’abord utilisés en renfort des i-vecteurs, puis nous les avons utilisés comme système de classification exclusif. Les méthodes précédemment évoquées ont également été testées en conditions bruités puis réelles. Ces différentes expérimentations nous ont permis d’obtenir des taux de reconnaissance très satisfaisants, les réseaux de neurones en renfort des i-vecteurs et les réseaux de neurones seuls étant les systèmes ayant la meilleure précision, avec une amélioration très significative par rapport aux différents systèmes issus de la reconnaissance de parole et de locuteurThe average age of the French and European population is increasing; this observation brings new technical and societal challenges. Older people are the most fragile and vulnerable, especially in terms of domestic accidents and specifically falls. This is why many elderly people care projects : technical, academic and commercial have seen the light of day in recent years. This thesis work wasc arried out under Cifre agreement, jointly between the company KRG Corporate and the BMBI laboratory (Biomechanics and Bioengineering) of the UTC (Université of Technologie of Compiègne). Its purpose is to offer a sensor for sound recognition and everyday activities, with the aim of expanding and improving the tele-assistance system already marketed by the company. Several speech recognition or speaker recognition methods have already been proven in the field of sound recognition, including GMM (Modèle de mélange gaussien – Gaussian Mixture Model), SVM-GSL (Machine à vecteurs de support, GMM-super-vecteur à noyau linéaire – Support vector machine GMM Supervector Linear kernel) and HMM (Modèle de Markov caché – Hidden Markov Model). In the same way, we proposed to use i-vectors for sound recognition. I-Vectors are used in particular in speaker recognition, and have revolutionized this field recently. Then we broadened our spectrum, and used Deep Learning, which currently gives very good results in classification across all domains. We first used them to reinforce the i-vectors, then we used them as our exclusive classification system. The methods mentioned above were also tested under noisy and then real conditions. These different experiments gaves us very satisfactory recognition rates, with neural networks as reinforcement for i-vectors and neural networks alone being the most accurate systems, with a very significant improvement compared to the various speech and speaker recognition systems
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Teng, Sin Yong. "Intelligent Energy-Savings and Process Improvement Strategies in Energy-Intensive Industries." Doctoral thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2020. http://www.nusl.cz/ntk/nusl-433427.
Full textAbstract:
S tím, jak se neustále vyvíjejí nové technologie pro energeticky náročná průmyslová odvětví, stávající zařízení postupně zaostávají v efektivitě a produktivitě. Tvrdá konkurence na trhu a legislativa v oblasti životního prostředí nutí tato tradiční zařízení k ukončení provozu a k odstavení. Zlepšování procesu a projekty modernizace jsou zásadní v udržování provozních výkonů těchto zařízení. Současné přístupy pro zlepšování procesů jsou hlavně: integrace procesů, optimalizace procesů a intenzifikace procesů. Obecně se v těchto oblastech využívá matematické optimalizace, zkušeností řešitele a provozní heuristiky. Tyto přístupy slouží jako základ pro zlepšování procesů. Avšak, jejich výkon lze dále zlepšit pomocí moderní výpočtové inteligence. Účelem této práce je tudíž aplikace pokročilých technik umělé inteligence a strojového učení za účelem zlepšování procesů v energeticky náročných průmyslových procesech. V této práci je využit přístup, který řeší tento problém simulací průmyslových systémů a přispívá následujícím: (i)Aplikace techniky strojového učení, která zahrnuje jednorázové učení a neuro-evoluci pro modelování a optimalizaci jednotlivých jednotek na základě dat. (ii) Aplikace redukce dimenze (např. Analýza hlavních komponent, autoendkodér) pro vícekriteriální optimalizaci procesu s více jednotkami. (iii) Návrh nového nástroje pro analýzu problematických částí systému za účelem jejich odstranění (bottleneck tree analysis – BOTA). Bylo také navrženo rozšíření nástroje, které umožňuje řešit vícerozměrné problémy pomocí přístupu založeného na datech. (iv) Prokázání účinnosti simulací Monte-Carlo, neuronové sítě a rozhodovacích stromů pro rozhodování při integraci nové technologie procesu do stávajících procesů. (v) Porovnání techniky HTM (Hierarchical Temporal Memory) a duální optimalizace s několika prediktivními nástroji pro podporu managementu provozu v reálném čase. (vi) Implementace umělé neuronové sítě v rámci rozhraní pro konvenční procesní graf (P-graf). (vii) Zdůraznění budoucnosti umělé inteligence a procesního inženýrství v biosystémech prostřednictvím komerčně založeného paradigmatu multi-omics.
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Gupta, Gunshi. "Look-ahead meta-learning for continual learning." Thesis, 2020. http://hdl.handle.net/1866/24315.
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Le problème “d’apprentissage continu” implique l’entraînement des modèles profonds avec
une capacité limitée qui doivent bien fonctionner sur un nombre inconnu de tâches arrivant
séquentiellement. Cette configuration peut souvent résulter en un système d’apprentissage
qui souffre de “l’oublie catastrophique”, lorsque l’apprentissage d’une nouvelle tâche provoque
des interférences sur la progression de l’apprentissage des anciennes tâches. Les travaux
récents ont montré que les techniques de “méta-apprentissage” ont le potentiel de ré-
duire les interférences entre les anciennes et les nouvelles tâches. Cependant, les procé-
dures d’entraînement ont présentement une tendance à être lente ou hors ligne et sensibles
à de nombreux hyperparamètres. Dans ce travail, nous proposons “Look-ahead MAML
(La-MAML)”, un algorithme de méta-apprentissage rapide basé sur l’optimisation pour
l’apprentissage continu en ligne et aidé par une petite mémoire épisodique. Ceci est réalisé en
utilisant l’équivalence d’un objectif MAML en plusieurs étapes et un objectif d’apprentissage
continu “temps conscient”. L’équivalence résulte au développement d’un algorithme intuitif
que nous appelons Continual-MAML (C-MAML), utilisant un méta-apprentissage continu
pour optimiser un modèle afin qu’il fonctionne bien sur une série de distributions de don-
nées changeantes. En intégrant la modulation des taux d’apprentissage par paramètre dans
La-MAML, notre approche fournit un moyen plus flexible et efficace d’atténuer l’oubli catas-
trophique par rapport aux méthodes classiques basées sur les prieurs. Cette modulation a
également des liens avec des travaux sur la métadescendance, que nous identifions comme
une direction importante de la recherche pour développer de meilleurs optimiser pour un ap-
prentissage continu. Dans des expériences menées sur des repères de classification visuelle du
monde réel, La-MAML atteint des performances supérieures aux autres approches basées sur
la relecture, basées sur les prieurs et basées sur le méta-apprentissage pour un apprentissage
continu. Nous démontrons également qu’elle est robuste et plus évolutive que de nombreuses
approches de pointe.The continual learning problem involves training models with limited capacity to perform well on a set of an unknown number of sequentially arriving tasks. This setup can of- ten see a learning system undergo catastrophic forgetting, when learning a newly seen task causes interference on the learning progress of old tasks. While recent work has shown that meta-learning has the potential to reduce interference between old and new tasks, the current training procedures tend to be either slow or offline, and sensitive to many hyper-parameters. In this work, we propose Look-ahead MAML (La-MAML), a fast optimisation-based meta- learning algorithm for online-continual learning, aided by a small episodic memory. This is achieved by realising the equivalence of a multi-step MAML objective to a time-aware con- tinual learning objective adopted in prior work. The equivalence leads to the formulation of an intuitive algorithm that we call Continual-MAML (C-MAML), employing continual meta- learning to optimise a model to perform well across a series of changing data distributions. By additionally incorporating the modulation of per-parameter learning rates in La-MAML, our approach provides a more flexible and efficient way to mitigate catastrophic forgetting compared to conventional prior-based methods. This modulation also has connections to prior work on meta-descent, which we identify as an important direction of research to de- velop better optimizers for continual learning. In experiments conducted on real-world visual classification benchmarks, La-MAML achieves performance superior to other replay-based, prior-based and meta-learning based approaches for continual learning. We also demonstrate that it is robust, and more scalable than many recent state-of-the-art approaches.
Books on the topic "Learning via technologies"
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Garrison, D. R. Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass, 2008.
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Headrick, Daniel R. When information came of age: Technologies of knowledge in the age of reason and revolution, 1700-1850. Oxford: Oxford University Press, 2000.
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Enhancing Learning Through Technology In Lifelong Learning Fresh Ideas Innovative Strategies 25 Creative Tools For Using Technology In Your Practice. Open University Press, 2013.
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Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass, 2007.
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Global Perspectives on E-Learning: Rhetoric and Reality. Sage Publications, Inc, 2004.
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Carr-Chellman, Alison A. Global Perspectives on E-Learning: Rhetoric and Reality. Sage Publications, Inc, 2005.
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Headrick, Daniel R. When Information Came of Age: Technologies of Knowledge in the Age of Reason and Revolution, 1700-1850. Oxford University Press, USA, 2001.
Find full textBook chapters on the topic "Learning via technologies"
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Xu, Yeong-Yuh, and Chi-Huang Shih. "Multiple-Instance Learning via Decision-Based Neural Networks." In Intelligent Decision Technologies, 885–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22194-1_87.
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Zhao, Qian, Cheng Xu, and Sheng jin. "Traffic Signal Timing via Parallel Reinforcement Learning." In Smart Innovation, Systems and Technologies, 113–23. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8683-1_12.
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Lai, ChinLun, and YuFang Chu. "Increasing the Learning Performance via Augmented Reality Technology." In Emerging Technologies for Education, 58–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_8.
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Bogdanović, Zorica, Aleksandra Labus, Dušan Barać, Tamara Naumović, and Božidar Radenković. "Challenging E-Learning in Higher Education via Instagram." In Marketing and Smart Technologies, 479–91. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4183-8_38.
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Wortley, David. "The Future of Immersive Technologies and Serious Games." In Subconscious Learning via Games and Social Media, 45–56. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-408-5_4.
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Tripathi, Rakesh Kumar, and Showkat Ahmad Bhat. "A Real-Life Decision-Making Problem via a Fuzzy Number Matrix." In Machine Learning Technologies and Applications, 173–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4046-6_17.
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Li, Rita Yi Man, and Herru Ching Yu Li. "Construction Safety Knowledge Sharing via Smartphone Apps and Technologies." In Handbook of Mobile Teaching and Learning, 1–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_40-2.
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Li, Rita Yi Man, and Herru Ching Yu Li. "Construction Safety Knowledge Sharing via Smartphone Apps and Technologies." In Handbook of Mobile Teaching and Learning, 403–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_40.
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Wang, Yulu, Ying Lu, Ping Liu, Hailun Wang, Xiaoli Shen, Kewen Shi, Yuhui Pan, Lin Su, and Wen Zhou. "Effective Cultivation of Cross-Border E-Commerce Talents via Virtual Communities of Practice with Multi-media, Multi-layered WeChat Groups." In Learning Technologies and Systems, 306–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66906-5_29.
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Li, Rita Yi Man. "Construction Safety Knowledge Sharing via Smart Phone Apps and Technologies." In Handbook of Mobile Teaching and Learning, 1–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-41981-2_40-1.
Full textConference papers on the topic "Learning via technologies"
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Goumopoulos, Christos, Nikolaos Xanos, and Achilles Kameas. "Leveraging STEM education via UMI technologies." In mLearn 2017: 16th World Conference on Mobile and Contextual Learning. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136907.3136942.
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Kaldoudi, Eleni, Panagiotis Bamidis, Miltiadis Papaioakeim, and Vassilis Vargemezis. "Problem-Based Learning via Web 2.0 Technologies." In 2008 21st International Symposium on Computer-Based Medical Systems (CBMS). IEEE, 2008. http://dx.doi.org/10.1109/cbms.2008.136.
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Morales, Amaia, Rut Fernández-Marín, Leyre Sillero, Itziar Egües, and M. Angeles Andrés. "ENHANCEMENT OF REFLECTIVE EXPERIENTIAL LEARNING VIA NEW TECHNOLOGIES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1134.
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