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Journal articles on the topic 'Never ending learning'
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Mitchell, T., W. Cohen, E. Hruschka, et al. "Never-ending learning." Communications of the ACM 61, no. 5 (2018): 103–15. http://dx.doi.org/10.1145/3191513.
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Mottrie, Alexander, and Giacomo Novara. "Is surgery a never-ending learning process?" BJU International 114, no. 4 (2014): 472–73. http://dx.doi.org/10.1111/bju.12694.
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Hui, Kenneth C. W., Feng Zhang, William W. Shaw, et al. "Learning curve of microvascular venous anastomosis: A never ending struggle?" Microsurgery 20, no. 1 (2000): 22–24. http://dx.doi.org/10.1002/(sici)1098-2752(2000)20:1<22::aid-micr4>3.0.co;2-m.
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Morrow, Mary R. "Student Plagiarism: Never-Ending Challenges and Possibilities for Faculty." Nursing Science Quarterly 34, no. 4 (2021): 372–73. http://dx.doi.org/10.1177/08943184211031592.
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Student plagiarism is a never-ending challenge for faculty. This column introduction shares faculty experiences as well as some successful interventions. The author grounds faculty student plagiarism struggles with the humanbecoming teaching-learning module and reminds faculty to address the issue for the benefit of the student and the discipline.
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Henscheid, Jean M. "From the editor: The never-ending task of understanding student learning." About Campus 14, no. 3 (2009): 1. http://dx.doi.org/10.1002/abc.288.
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Chen, Yanping, Yuan Hao, Thanawin Rakthanmanon, Jesin Zakaria, Bing Hu, and Eamonn Keogh. "A general framework for never-ending learning from time series streams." Data Mining and Knowledge Discovery 29, no. 6 (2014): 1622–64. http://dx.doi.org/10.1007/s10618-014-0388-4.
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Hruschka Jr., E. R., M. C. Duarte, and M. C. Nicoletti. "Coupling as Strategy for Reducing Concept-Drift in Never-ending Learning Environments." Fundamenta Informaticae 124, no. 1-2 (2013): 47–61. http://dx.doi.org/10.3233/fi-2013-824.
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Aleandri, Gabriella, and Luca Girotti. "Lifelong Learning and Training:A Never Ending Challenge and Choice for Educational System." Procedia - Social and Behavioral Sciences 46 (2012): 1406–12. http://dx.doi.org/10.1016/j.sbspro.2012.05.311.
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Gates, Bob. "Value of learning disabled people and the never ending appeal of eugenics." Journal of Learning Disabilities for Nursing, Health, and Social Care 1, no. 4 (1997): 159–61. http://dx.doi.org/10.1177/146900479700100401.
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Cardenas Claros, Monica Stella. "Psycho-linguistic and socio-cultural approaches to language learning: A never ending debate." Colombian Applied Linguistics Journal, no. 10 (April 4, 2011): 142. http://dx.doi.org/10.14483/22487085.102.
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This paper critically examines psycholinguistic and socio-cultural approaches for language learning. It provides a thorough discussion of the ontological positions where they originate, the methods they use, some relevant work under each perspective and most importantly criticisms that each perspective faces. The paper concludes that no approach is better than the other and advocates for collaboration projects nurtured from both perspectives.
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Zhang, Du, and Meiliu Lu. "Inconsistency-Induced Learning for Perpetual Learners." International Journal of Software Science and Computational Intelligence 3, no. 4 (2011): 33–51. http://dx.doi.org/10.4018/jssci.2011100103.
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One of the long-term research goals in machine learning is how to build never-ending learners. The state-of-the-practice in the field of machine learning thus far is still dominated by the one-time learner paradigm: some learning algorithm is utilized on data sets to produce certain model or target function, and then the learner is put away and the model or function is put to work. Such a learn-once-apply-next (or LOAN) approach may not be adequate in dealing with many real world problems and is in sharp contrast with the human’s lifelong learning process. On the other hand, learning can often be brought on through overcoming some inconsistent circumstances. This paper proposes a framework for perpetual learning agents that are capable of continuously refining or augmenting their knowledge through overcoming inconsistencies encountered during their problem-solving episodes. The never-ending nature of a perpetual learning agent is embodied in the framework as the agent’s continuous inconsistency-induced belief revision process. The framework hinges on the agents recognizing inconsistency in data, information, knowledge, or meta-knowledge, identifying the cause of inconsistency, revising or augmenting beliefs to explain, resolve, or accommodate inconsistency. The authors believe that inconsistency can serve as one of the important learning stimuli toward building perpetual learning agents that incrementally improve their performance over time.
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Radey, Melissa, and Lauren Stanley. "Beginning the “never-ending” learning process: Training experiences of newly-hired child welfare workers." Children and Youth Services Review 104 (September 2019): 104378. http://dx.doi.org/10.1016/j.childyouth.2019.06.013.
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Pumala, Valerie A., and Daric A. Klabunde. "Learning Measurement through Practice." Mathematics Teaching in the Middle School 10, no. 9 (2005): 452–60. http://dx.doi.org/10.5951/mtms.10.9.0452.
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Inherent in every middle school curriculum is the need for students to measure—the mass of iron filings for a chemical reaction, the appropriate volume when mixing paint, or the length of a board for a shelf. The list is never ending. As endless as the need to measure is the list of questions often heard in the classroom: “What side of the ruler are centimeters on?” “Is this in ounces or milliliters?” “This thermometer—is it in Celsius or Fahrenheit?” The underlying question that we as teachers ask is this: “Why are our students having so much difficulty measuring?”
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Termite, Maria Rosaria, Piero Baraldi, Sameer Al-Dahidi, Luca Bellani, Michele Compare, and Enrico Zio. "A Never-Ending Learning Method for Fault Diagnostics in Energy Systems Operating in Evolving Environments." Energies 12, no. 24 (2019): 4802. http://dx.doi.org/10.3390/en12244802.
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Condition monitoring (CM) in the energy industry is limited by the lack of pre-classified data about the normal and/or abnormal plant states and the continuous evolution of its operational conditions. The objective is to develop a CM model able to: (1) Detect abnormal conditions and classify the type of anomaly; (2) recognize novel plant behaviors; (3) select representative examples of the novel classes for labeling by an expert; (4) automatically update the CM model. A CM model based on the never-ending learning paradigm is developed. It develops a dictionary containing labeled prototypical subsequences of signal values representing normal conditions and anomalies, which is continuously updated by using a dendrogram to identify groups of similar subsequences of novel classes and to select those subsequences to be labelled by an expert. A 1-nearest neighbor classifier is trained to online detect abnormal conditions and classify their types. The proposed CM model is applied to a synthetic case study and a real case study concerning the monitoring of the tank pressure of an aero derivative gas turbine lube oil system. The CM model provides satisfactory performances in terms of classification accuracy, while remarkably reducing the expert efforts for data labeling and model (periodic) updating.
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Peixoto, Summer. "Learning English Online: Endless Discovery." Issues in Language Instruction 3 (January 10, 2018): 13. http://dx.doi.org/10.17161/ili.v3i0.6984.
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Keeping up with current trends and new developments in the realm of Computer-assisted Language Learning often invokes two opposite reactions. For those who juggle multiple projects, it may often seem like an arduous task with no clear, direct and visible benefit. “Why do I need to do this” might become a repeated mantra. For others, pursuing technology advancements may seem to be like it is simply part of the process; professional development is a teaching necessity. For teachers working in our Learning English Online lab (LEO), the pursuit of new technologies, knowledge, and professional development is a never ending, often curious and surprising, process of discovery
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Peixoto, Summer. "Learning English Online: Endless Discovery." Issues in Language Instruction 3, no. 1 (2018): 13–14. http://dx.doi.org/10.17161/ili.v3i1.6984.
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Keeping up with current trends and new developments in the realm of Computer-assisted Language Learning often invokes two opposite reactions. For those who juggle multiple projects, it may often seem like an arduous task with no clear, direct and visible benefit. “Why do I need to do this” might become a repeated mantra. For others, pursuing technology advancements may seem to be like it is simply part of the process; professional development is a teaching necessity. For teachers working in our Learning English Online lab (LEO), the pursuit of new technologies, knowledge, and professional development is a never ending, often curious and surprising, process of discovery
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Nawi, Ramlah A., Burhanuddin Yasin, and Ibrahim C. R. Champion. "Impromptu: great impromptu speaking is never just impromptu." Studies in English Language and Education 2, no. 2 (2015): 146. http://dx.doi.org/10.24815/siele.v2i2.2697.
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Great impromptu speaking, reciting and singing are never just an isolated impromptu act. It is the result of endless practice to perfect performance that can then be given impromptu. One of the main objectives of learning English as a Second Language (ESL) is to be able to speak English impromptu, not just on the stage or in front of an audience but also in a casual meeting, on the street or during a formal meeting in a board-room. In fact to be able to speak “impromptu” should be the Holy Grail of teaching and learning ESL, more important than reading, writing and listening. So how come it is not given the priority it deserves – and how come it seems such a difficult goal? We believe it is because teachers and learners neglect to emphasize and practice the key to learning impromptu speaking. That key we believe is practice, practice and more practice. We can remember songs from our kindergarten years and we can still sing them because we practiced, practiced and practiced them. We believe that the teaching of ESL often overlooks the critical importance of lots of practice to create depth of learning and that creative methods of practicing need to be taught and practiced in ESL courses until such methods become deeply habitual, in fact they become a new personal paradigm. If our students aim to become great at ESL, they, too, must take continuous never-ending practice to heart.
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Yancey, Nan Russell. "Robotics in Teaching-Learning: But in Nursing?" Nursing Science Quarterly 34, no. 3 (2021): 247–52. http://dx.doi.org/10.1177/08943184211020703.
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In this teaching-learning column, the use of robotic technology is explored as a possible adjunctive assistant to faculty. Given the advances in technology and the imposed restrictions of the recent COVID-19 pandemic, a discussion of using robotic technology in the teaching-learning of nursing seems timely and relevant. Questions to consider are explored. Then a concern and a possibility are presented for incorporating this advancing technology into teaching-learning from a humanbecoming perspective. Faculty are encouraged to enter into a deeper dialogue with colleagues in exploring options for incorporating robots with the caveat that the core of teaching-learning must remain the presence of teacher with student on the co-created never ending journey of the unfolding mystery in coming-to-know.
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Shields, Alison Lea. "A Never‐Ending Painting: The Generosity of Time Spent Making and Learning with Others through Artistic Research." International Journal of Art & Design Education 38, no. 3 (2019): 659–69. http://dx.doi.org/10.1111/jade.12250.
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Yancey, Nan Russell. "Living With Ambiguity: A Gift and a Challenge for Teaching-Learning." Nursing Science Quarterly 31, no. 3 (2018): 226–29. http://dx.doi.org/10.1177/0894318418774896.
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In reflecting on the personal experience of moving beyond life as a nurse academician, the author explored the phenomenon of living with ambiguity in the teaching-learning endeavor. From the stories of new graduates of baccalaureate nursing programs, comfort-discomfort, sureness-unsureness, and confirming-not confirming arose as paradoxical rhythms of the experience of living with ambiguity. Acknowledging the challenge of creating sacred space in the contemporary nursing curriculum for living with ambiguity and not knowing, the author provided insights into the importance of creating a safe, sacred space with trusted faculty mentors to allow students to begin a journey where discovery and inquiry are valued in their process of becoming competent professional nurses on a never-ending journey of coming to know.
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Wood, Astrid. "Disentangling the nexus of global intermediaries: the case of bus rapid transit." Urban Development Issues 62, no. 1 (2019): 17–27. http://dx.doi.org/10.2478/udi-2019-0006.
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Abstract Building upon the debates around travelling policy and precipitous imitation of bus rapid transit worldwide, this paper commits to disentangling the nexus of global intermediaries – that is, the advocacy organizations, engineering consultancies and international banks furthering the economy of policy translation. These associations promote their particular policy package by providing training manuals, funding for study tours and a never-ending stream of architects, engineers and planners with topical expertise and skills. This paper unravels the multiple and overlapping roles intermediaries play first by introducing the policy to relevant policymakers, providing technical expertise and financing, and later serving as critic of the translation process, drafting formative reports and measuring the merits as compared to the model. The economy of policy translation is to maintain these entanglements, to complicate the transfer of knowledge and to ensure that localities remain dependent on the nexus of global intermediaries. As such, these global intermediaries create and sustain a process whereby learning is deliberate and methodical but never-ending and unhurried. Such analysis contributes to policy mobilities discussions by identifying a wider process of peripatetic policymaking and politics, and in so doing, explains how and why certain best practices are elevated and esteemed while others are discounted.
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Y., Daramola Comfort, Akinpelu Samson A*, and Joshua Bature Hassan. "Architectural and Parametric Design Evaluation for Enhancing Adaptive E-Learning." International Journal of Recent Technology and Engineering 10, no. 1 (2021): 308–13. http://dx.doi.org/10.35940/ijrte.a5773.0510121.
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Learning is any technique that in living creatures prompts never-ending limit change and which isn't solely a direct result of characteristic advancement of developing. The complexity associated with learning and the fact that it start from birth till death makes it a cumbersome procedure. It incorporates certainly more than reasoning: the whole character - resources, feelings, impulse, values and will. Many conventional approaches fail to inculcate the above parameters which increase the cumbersomeness of learning coupled with problems of assimilation. If we don't have the will to learn, we won't learn and if we have learned, we are truly changed by one way or another. The focus of this paper is to propose an architecture that was designed with special emphasis on enhancing adaptive elearning. This architecture uses the learning style of learner to produce learning contents peculiar to such learner and as such difficulties associated with comprehension is totally aborted and thereby making learning easier.
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RathnaKumar, D. "Enhancement of Learning Science among Students with Mild Intellectual Disability Employing Accessible Technology: Feasible or a Challenge?" Shanlax International Journal of Education 7, no. 2 (2019): 9–14. http://dx.doi.org/10.34293/education.v7i2.331.
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Learning is a unique process for each learner, affected by many instructional and learning factors. Exploring the process of learning is an ongoing expedition, never ending and challenging as well. It is learnt that no individual, particular strategy, method or approach is appropriate for helping intellectually disabled students in learning or achieving all competencies including Learning Science. Every disability, however mild or moderate, imposes on the individual certain functional limitations. Technology helps to mitigate such limitations thus promoting learning. An accessible assistive technology permit either no or minimal adaptation by students with disabilities in the use of technology in the academic settings. The techniques of accessibility are based on recent technologies and design strategies to allow more flexible use of content and easier implementation of dynamic methods and models in instruction. Technology oriented learning environment employing Accessible Technology ensures educational equity by providing access and equitable learning opportunity through personalized and differentiated instruction which can accommodate each learner’s needs and preferences.
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Minchin, Fiona. "An Innovation Project — Development of P4C and Thinking Skills." Gifted Education International 25, no. 3 (2009): 306–17. http://dx.doi.org/10.1177/026142940902500313.
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This report focuses on the need to develop teaching methods that enable students to become totally immersed in their own education. At an early age, the students whom we teach asked questions. These questions were vast in their nature and persistent; the never-ending ‘Why?’. But at some point in their early schooling experience, we stem the flow of our students' desire to question, providing them, instead, with a teacher designed curriculum. This project looks at how we can involve the students again in designing their own schemes of work and co-constructing their own learning in conjunction with their teachers.
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Liudvika Drazdauskiene, Marija. "An Idea of Higher Education Renewal." ATHENS JOURNAL OF HUMANITIES & ARTS 8, no. 4 (2021): 287–306. http://dx.doi.org/10.30958/ajha.8-4-1.
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Beginning with the briefest reference to the state of higher education today, this paper overviews moral and philosophical concepts of and disposition to education in ancient Greece from the works of Plato and Aristotle, takes a summary view of the subjects taught, sums up the subject content of liberal arts and the principles of rhetoric. The author assumes that even if a dedicated return to the classical ideals may never happen in higher education today, a few concrete ideas might be helpful. With reference to concrete works of classical authors, a suggestion is made to stop never-ending reforms in universities, to recover the teaching of such subjects as style in language and literature programmes, to renew the subjects of history, philosophy and logic and to introduce memory-based learning while paying tribute to classical antiquity and regaining local traditions.
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Bhuvaneshwari Palanisamy, Sujatha U. ,. "Face to Face vs. Online Instruction: An Analysis." Psychology and Education Journal 58, no. 2 (2021): 5948–53. http://dx.doi.org/10.17762/pae.v58i2.3069.
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The role of instructors in face to face and online instruction has few things in common but many things in contrast. Other than the strong foundation of knowledge, traditional classroom teachers have more responsibilities like adaptability, motivating and encouraging active participation, listening to students, enhance collaboration with other students, etc. Traditional classroom teachers create a new society and an active learning environment for the students inside the classroom whereas the role of online instructors is contravening and never-ending. In online instruction designing a course, content delivery, activities, assignments, and examination are done in the absence of students. The flexibility in online learning, though communication is done through electronic media to an extent, considerably reduces the interaction between the teachers and learners and makes either of them to work in isolation. This paper discusses the advantages, disadvantages, and other aspects of face to face and online learning
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Church, Susan. "Commentary: Thoughts on Three Decades in Literacy Education: Why Don't We Ever Learn?" LEARNing Landscapes 3, no. 1 (2009): 27–32. http://dx.doi.org/10.36510/learnland.v3i1.311.
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Literacy teaching and learning and education more generally seem destined to be buffeted by periodic pendulum swings between more and less regulation of curriculum, assessment and teachers’ work. Reflecting from a position of seniority, I speculate in this commentary on how the trajectory of progressive and generative theories and practices in literacy education might have been altered if such swings had not been so pervasive over the past several decades. Drawing on insights that have guided my own thirty-plus years of work to advance critically reflective and progressive literacy education, I suggest that greater attention to some wise words from past decades might help today’s educators to resist the never-ending pull of the pendulum.
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Travers simon, Joan Barbara. "Furrows in the field, or down in the jungle: re-membering domestic literacy in the early years." Language and Literacy 14, no. 3 (2012): 1. http://dx.doi.org/10.20360/g2nc7t.
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Embracing qualitative methods in an approach situated at the interface between education, social science and philosophy, the author offers a phenomenologically-oriented account of early family literacy, as experienced by a five year-old girl in Alsace, France. The paper seeks to enliven a fresh look at what we believe we see/understand and how we choose to disseminate this, thus it interrogates orthodoxies with regard to academic discourses and research methodology. The author proposes that to learn is to be in media res in the interminable flux of possibility. It is a never-ending story, which can only be told at a particular cross-section of time and place. Much follows from this insight, foremost among which is to accept that to attempt to understand and learn from learning, and to write academic ‘readings’ of learning, entails abandoning measurables and product-driven orientations in favour of processual ones.
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Quraishi, Uzma, Ayesha Butt, and Sameera Ayub Bhatti. "Professional Development of Pakistani EFL Teachers and the Culture of Learner Autonomy." Global Language Review IV, no. I (2019): 81–87. http://dx.doi.org/10.31703/glr.2019(iv-i).11.
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The value and impact of professional development of teachers are never-ending phenomena and it continues to develop betterment in the teaching performances. The current study aimed at giving professional development training to Pakistani English as a foreign language (EFL) teachers with reference to bringing, promoting and practicing the culture of learner autonomy in the EFL classrooms. Learner autonomy is a widely used concept in foreign language teaching and learning which makes learners more independent, selfconscious and self-aware of their own learning process. This experimental study represents Pakistani EFL teachers as the population, whereas 60 EFL teachers from the various universities of the province Punjab were taken as the sample. The results obtained showed a clear difference in the agreement of the teachers on using and practicing learner autonomy in their classrooms. Their concepts and mindsets on learner autonomy were changed after the training sessions.
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McHann, James C., and Laura A. Frost. "Integrating Experiential Learning Into Business Courses: Using Learning Journals To Create Living Case Studies." American Journal of Business Education (AJBE) 3, no. 8 (2010): 1–12. http://dx.doi.org/10.19030/ajbe.v3i8.464.
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Research demonstrates that the capacity to implement strategy and to execute plans drives business success (Hrebiniak, 2007) and that businesses’ inability to succeed by executing effectively arises from the ubiquitous incapacity of business professionals to overcome the gap between what they know and what they are actually able to do, whether personally or professionally (Pfeffer & Sutton, 2000). Research and experience also demonstrates that the capacity to execute is not primarily about operational or tactical skills. Rather, it is more a “discipline to learn” (Bossidy, Charan & Burck, 2002; i.e., the capacity to execute is primarily a discipline of continuously learning to acquire, to interpret, and especially to apply information (Garvin, 2000) in a never-ending spiral of improvement. Business professionals must possess this capacity in order to succeed over the long-term. The purpose of business education is to prepare professionals for successful performance in businesses. However, unlike the preparation of medical doctors and many other professionals, the education in most business schools remains more theoretical than experiential in the andragogy employed. Even the typical case study, like many instructional techniques used in business schools, is still relatively “theoretical” in that it is not a business experience in which the student is personally involved. This paper introduces an instructional method, the journal entry assignment, to help address the challenge of creating a more experiential education and preparation for business. This assignment enables students to “learn by doing” and, in effect, it creates a “living case study” experience for students.
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Secundo, Giustina, Giovanni Schiuma, and Giuseppina Passiante. "Entrepreneurial learning dynamics in knowledge-intensive enterprises." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (2017): 366–80. http://dx.doi.org/10.1108/ijebr-01-2017-0020.
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Purpose The purpose of this paper is to present an overview of the articles presented in the special issue “Entrepreneurial learning dynamics in knowledge-intensive enterprises.” The special issue is inspired by recent research on entrepreneurial learning dynamics in knowledge-intensive enterprises literature. The aim is to extend and consolidate this emerging research area exploring entrepreneurship as a never-ending dynamic learning process, as well as, to cross-fertilize entrepreneurship and organizational learning studies. Design/methodology/approach The paper is based on a literature and published document review, experiential reflections and argument. Findings The paper reveals an integrative framework to highlight the breath of entrepreneurial learning research according to different level of analysis: the context where learning happen, the different typologies of entrepreneurial learning processes, the ontological levels at which learning can occur and the different typologies of entrepreneurial learners. Continuous learning processes allow entrepreneurs to develop and grow, as well as, enable knowledge-intensive enterprises to engage in strategic renewal processes. Research limitations/implications Although, entrepreneurial learning research so far has focused on applying existing theories in the entrepreneurial context, more research is needed to broaden the perspective and understanding how entrepreneurial learning can help to face key entrepreneurship’s challenges in different context. Originality/value The paper presents an holistic approach of current entrepreneurial learning research and encourages researchers to explore how different learning types come into play in different entrepreneurial contexts (start-up initiatives, strategic renewal in incumbent enterprises, ventures development and growth).
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Gökçe, Barış, and H. Levent Akın. "Skill acquisition and transfer through common subgoals." International Journal of Advanced Robotic Systems 16, no. 2 (2019): 172988141983155. http://dx.doi.org/10.1177/1729881419831555.
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The main challenge of using robots in social environments such as houses is coping with the frequent changes in tasks. Since it is infeasible to come up with an implementation for all possible cases of all tasks, robots should find solutions for new problems by themselves. So, learning is one of the major abilities for a robot to deal with changing tasks. However, it is generally time-consuming to find even a near-optimal solution for complex tasks through learning. On the other hand, learning in humans is a never-ending process and much faster, thanks to transferring prior knowledge. In this work, we build a knowledge base (called as skill library) from the subsets of the tasks discovered during the learning process. Since most of the tasks encountered have common subsets, the skill library enables us to transfer previous experiences while learning the strategy of a new task. The robot progressively accumulates skills to reduce the difficulty of learning the forthcoming tasks. We choose navigation in different unknown environments as the test bed. The results show a significant improvement especially on the performance of the robot in the initial episodes, a substantial reduction in the cost of the overall learning process, and in the convergence time to the (near-)optimal policy.
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Termite, Maria Rosaria, Piero Baraldi, Sameer Al-Dahidi, Luca Bellani, Michele Compare, and Enrico Zio. "Addendum: Termite, M.R. et al. A Never-Ending Learning Method for Fault Diagnostics in Energy Systems Operating in Evolving Environments. Energies 2019, 12, 4802." Energies 13, no. 2 (2020): 399. http://dx.doi.org/10.3390/en13020399.
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Galpotthawela, Nihals, and Velta Lubkina. "LEARNING ACHIEVEMENT IN STEM SUBJECT: COMMONALITIES AND DIFFERENCES IN LATVIA AND FINLAND A COMPARATIVE STUDY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 94–102. http://dx.doi.org/10.17770/sie2018vol1.3322.
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Education is a never ending learning process. Learning achievement in STEM is the academic disciplines of science technology engineering and mathematics. This article reports a study on the impact of learning achievement in STEM subject in Latvia and Finland. This report bring collection of knowledge and information from other writers and OECD. Learning achievement is the result of an activity that has been done, created both individually and in groups- education. Active learning increases student performance in STEM subjects (Science, Technologies, Engineering, and Mathematics). The basic qualification for school teachers in Finland is the master´s degree and in Latvia the basic or minimum qualification for teaching needed to have at least bachelors’ degree and teaching certificate. Research evidence shows that performance in Latvia was slightly below the OECD average in STEM subjects. The impact of socio-economic factors as student’s performance must be taken into account with comparative studies both in Finland and Latvia, and how Latvia and Finlandachieve their expected goals?The theoretical study is trying to investigate the reasons of differences in learning achievement in Latvian and Finnish schools; also what influences learners success and achievement in mathematics and science. It is important from a pedagogical point of view to provide student with relevant practical and theoretical information and to promote their knowledge.
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Nilsson, Kerstin, Fredrik Bååthe, Annette Erichsen Andersson, and Mette Sandoff. "The need to succeed – learning experiences resulting from the implementation of value-based healthcare." Leadership in Health Services 31, no. 1 (2018): 2–16. http://dx.doi.org/10.1108/lhs-08-2016-0039.
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Purpose The aim of this study has been to explore learning experiences from the two first years of the implementation of value-based healthcare (VBHC) at a large Swedish University Hospital. Design/methodology/approach An explorative design was used in this study. Individual open-ended interviews were carried out with 19 members from four teams implementing VBHC. Qualitative analysis was used to analyse the verbatim transcripts of the interviews. Findings Three main themes pinpointing learning experiences emerged through the analysis: resource allocation to support implementation, anchoring to create engagement and dedicated, development-oriented leadership with power of decision. Resource allocation included the need to set aside time and administrative resources and also the need to adjust essential IT-systems. The work of anchoring to create engagement involved both patients and staff and was found to be a never-ending task calling for deep commitment. The hospital top management’s explicit decision to implement VBHC facilitated the implementation process, but the team leaders’ lack of explicit management mandate was experienced as obstructing the process. The development process contributed not only to single-loop learning but also to double-loop learning. Originality/value Learning experiences drawn from implementing VBHC have not been studied before, and thus the results of this study could be of importance to managers and administrators wanting to implement this concept in their respective organizations.
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Ahmad, Supriyadi. "Menjadi Dosen Profesional dan Inspiratif." SALAM: Jurnal Sosial dan Budaya Syar-i 3, no. 1 (2016): 109–20. http://dx.doi.org/10.15408/sjsbs.v3i1.3310.
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Abstract:Professional and inspirational lecturer become the dream of every academician. Professional lecturer is professional teacher and scientist with the primary task of transforming, developing, and disseminating science, technology, and the arts through education, research, and social community. Professional lecturer must have pedagogic, professional, good personality, and social competence. In order to be inspirative, lecturer must have the sense of never ending learning, competence, sincere, spiritual, total, motivator, creative, inovative, and discipline.Keyword: Lecturer, Professional, Inspirative. Abstrak: Dosen profesional dan inspiratif menjadi dambaan setiap insan akademik. Dosen profesional adalah pendidik profesional dan ilmuwan dengan tugas utama mentransformasikan, mengembangkan, dan menyebarluaskan ilmu pengetahuan, teknologi, dan seni melalui pendidikan, penelitian, dan pengabdian kepada masyarakat. Dosen profesional harus mempunyai kompetensi pedagogik, profesional, kepribadian, dan sosial. Agar menjadi inspiratif, dosen harus mempunyai sifat haus ilmu sehingga terus-menerus belajar, terus belajar, kompeten, ikhlas, spiritualis, totalitas, motivator dan kreatif, pendorong perubahan, dan disiplin.Kata Kunci: Dosen, Profesional, Inspiratif.
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Eliyana, Ema. "Students' Perspective: Virtual-Based Learning amid the Covid-19 Pandemic by Pre-Service Teachers in Rural Area, Thailand." Journal of English Teaching, Literature, and Applied Linguistics 5, no. 1 (2021): 46. http://dx.doi.org/10.30587/jetlal.v5i1.2157.
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By the end of 2019, Covid-19 outbreak has hit the whole world, and its impact has changed the learning process from face-to-face learning to virtual-based learning. This phenomenon also affected the learning process conducted by pre-service teachers in the internship program held by the University of Muhammadiyah Gresik in rural areas of Loei, Thailand. Due to the pandemic, the process was turned online. The online learning was a challenge for pre-service teachers because teaching online has never been done before, and the pre-service teachers didn't have much experience in it. The pre-service teachers felt that problems occurred were mostly due to limited signals and language differences that made it difficult for the pre-service teachers to communicate with the students. Therefore, to see a different view from the students, the researchers were interested to know the students' perspective towards virtual-based learning implemented by the pre-service teachers in a rural area of Bankhoksrijaroen School. The researchers distributed a survey to 37 students to find out their perspective about virtual-based learning. The result showed that the students had several problems such as differences in language, internet connection, limited learning media, and less effective learning process. However, there was a difference between virtual-based learning and conventional learning, but it was not considered a problem regardless of the unknown ending of the pandemic. The virtual-based learning was deemed able to replace face-to-face learning process, and the students also stated that face-to-face learning was not necessary to be implemented during the pandemic.
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Fest, Bradley J. "Reading Now and Again: Hyperarchivalism and Democracy in Ranjan Ghosh and J. Hillis Miller'sThinking Literature across Continents." CounterText 4, no. 1 (2018): 9–29. http://dx.doi.org/10.3366/count.2018.0114.
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This review essay approaches Ranjan Ghosh and J. Hillis Miller's Thinking Literature across Continents (2016) from a set of questions about what it means to read in the age of hyperarchival accumulation. Written against the background of events in the United States and elsewhere during the fall of 2017, the essay tracks and assesses Ghosh and Miller's differing methods for approaching literary study in the twenty-first century: undiscriminating catholicity and rhetorical reading, respectively. Through emblematic readings of David Foster Wallace's novel The Pale King ( 2011 ), the videogame Katamari Damacy ( 2004 ), and Amy Hungerford's Making Literature Now ( 2016 ), this essay argues that Thinking Literature across Continents self-reflexively models and performs the interested, situated reading practices necessary for continuing the never-ending project of encountering, sharing, accounting for, learning from, and contending with others and their divergent readings, practices that, though many may have lost sight of them today, are fundamental to the project of democracy itself.
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Partridge, Karen Mary. "Ndibeer and Ned Ride Again." Murmurations: Journal of Transformative Systemic Practice 3, no. 2 (2021): 30–50. http://dx.doi.org/10.28963/3.2.03.
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This article tells a dialogical story and describes a process of mutual learning and embodiment over the course of a long therapeutic relationship. The article maps the development of relationship, between my inner voices, my supervisors and those of my client, where stories of self and other are articulated, elaborated and externalised using the metaphor of a "bundle of treasures". A self-reflexive process of personal and professional mapping, using the hierarchical model of the Coordinated Management of Meaning, is described. In a recursive and isomorphic process, supervisory and therapeutic conversations further elaborate these stories, and through joint action, enable the creation of a liminal, reflexive space, a Fifth Province position, a cauldron of creativity where practice-based theory can develop. This process will be illustrated as it arises in the story of relationship and the process of therapy, so this narrative invites the reader to become an active participant in a never-ending process where theory becomes a live metaphor in the quest for being human
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Soldavini, Stephanie, and Christian Pilato. "A Survey on Domain-Specific Memory Architectures." Journal of Integrated Circuits and Systems 16, no. 2 (2021): 1–9. http://dx.doi.org/10.29292/jics.v16i2.509.
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The never-ending demand for high performance and energy efficiency is pushing designers towards an increasing level of heterogeneity and specialization in modern computing systems. In such systems, creating efficient memory architectures is one of the major opportunities for optimizing modern workloads (e.g., computer vision, machine learning, graph analytics, etc.) that are extremely data-driven. However, designers demand proper design methods to tackle the increasing design complexity and address several new challenges, like the security and privacy of the data to be elaborated.This paper overviews the current trend for the design of domain-specific memory architectures. Domain-specific architectures are tailored for the given application domain, with the introduction of hardware accelerators and custom memory modules while maintaining a certain level of flexibility. We describe the major components, the common challenges, and the state-of-the-art design methodologies for building domain-specific memory architectures. We also discuss the most relevant research projects, providing a classification based on our main topics.
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Dreyer, Elizabeth. "The Lyre of Orpheus: Affectivity in the Teaching/Learning Process." Horizons 17, no. 2 (1990): 256–68. http://dx.doi.org/10.1017/s036096690002020x.
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AbstractAll of us have memories—good and bad—of learning experiences. Ridicule or a rap on the knuckles produced fear and intimidation. A knowledgeable and enthusiastic teacher may have opened the door to a life's work or even to a never-ending love for learning. One can be sure that affectivity was one key element in such experiences.When you think of the emotional, feeling aspects of learning experiences, what comes to mind? What is the setting? Who are the persons? What is the material? How would you describe the affective aspects of this experience? What elements were instrumental in eliciting strong feeling? What were the effects of this experience? Was it enjoyable? And finally, is this a common or rare type of experience in your life? With these questions in mind, let us reflect on several important aspects of the role of affectivity in the teaching/learning experience.My interest in affectivity emerged when I was a campus minister at a large university. Years of conversations with faculty and students about their faith experience produced a persistent question. Why did the emotions seem so non-functional in this arena? I began to wonder how persons understood and talked about affectivity before the Western emphasis on reason and strict empiricism became so pronounced. I discovered that scholars had described the medieval period as a time of intense emotion and longing, fierce passion and ardent desire. The first phase of my search ended in the thirteenth century with an analysis of affective language in the spiritual writings of the Franciscan professor at the University of Paris, Bonaventure.
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Erkan, Akyürek. "Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning." World Journal of Education 9, no. 4 (2019): 30. http://dx.doi.org/10.5430/wje.v9n4p30.
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This paper aims to investigate the teachers’ and students' views on using technology and its effect oncommunication/interaction. As noteworthy results have been succeeded in educational technology in recent years,evaluating the effects of technology integration on communication is now possible. Moreover, the impact oftechnology on the teachers' and students' communication is considered important. The present study examines thefactors or the impact of using technology between teacher-student communication/interaction in Turkey. This paperproposes both innovation diffusion theory (IDT) and integrating technology acceptance model (TAM) fromeducational communication perspectives. The case study method was used in the research. Case study is one of thequalitative approaches and requires in-depth analysis of a case resulting in a narrative description of behaviour orexperience of a person or a group. The sample of this study consists of 95 participants (77 students and 18 teachers)from a secondary school in Bursa/Turkey. Semi-Structured interviews were carried out with the participants includingissues; "using education technology on teacher and student technologies, the effect of using education technology andto improve teacher-student communication should be used asolution proposals for technologies in classrooms".Maxqda 11 program was used for the analysis of the interviews. As a result of the interviews, participants have beensuggested to use tablets in classrooms, sound insulation, use of never ending pen and no ringtones. The findings showthat the choice of educational technology is related to teachers’ perception which is communication/interaction withthe student can be enhanced using technology. However, the opposite is true for students.
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Olivares, Vidal, and Robert J. Ceglie. "The Intergenerational Transmission of Mathematics Attitudes." International Journal of Education in Mathematics, Science and Technology 8, no. 2 (2020): 76. http://dx.doi.org/10.46328/ijemst.v8i2.741.
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Cold sweats, head shakes, and memories of hardship are the common reactions when adults are introduced to a high school mathematics teacher. These negative reactions contribute to an attitude towards mathematics that continues to permeate American society. Unfortunately, there is a growing concern that these negative attitudes may be passed from adults to susceptible youth resulting in a never-ending cycle of dislike towards mathematics. The current study aimed to investigate the ways in which students internalize the mathematics attitudes of their parents in light of mathematics capital theory. Instruments measuring self-efficacy beliefs in mathematics, as well as value placed on learning content were administered to all juniors, seniors, and their parents in a suburban school district. The survey data was analyzed to identify candidates for interviews. Interviews of eight parents and their children were conducted to explore the sources of the students’ self-efficacy beliefs. Findings revealed that the relationship between a parent and child’s belief systems is complex and varies according to the parent’s level of mathematics beliefs.
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Hayles, N. Katherine. "Human and Machine Cultures of Reading: A Cognitive-Assemblage Approach." Publications of the Modern Language Association of America 133, no. 5 (2018): 1225–42. http://dx.doi.org/10.1632/pmla.2018.133.5.1225.
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The concept “cultures of reading” should be expanded to include machines that read. Machine reading is exemplified by the computer system called Never-Ending Language Learning (NELL). Because NELL lacks real-world experience, its semantic comprehension is limited to forming categories of words. This process illustrates a major difference between human and machine reading: whereas human reading involves causal reasoning, machine reading relies more on correlations. Human-machine hybrid reading, for example the kind done with an e-book, can be understood as a cognitive assemblage through which information, interpretations, and meanings circulate. The introduction of mechanical cognition into printing can be seen in the Paige Compositor, from 1878. The transition from electromechanical cognition to more flexible digital and electronic computational media marks the movement from print, understood as a technology involving the arrangement of type pieces to impress ink on paper, to postprint, in which inked products originate as computer files. This change, which signals an ontological rupture in writing and reading practices, is addressed through a cognitive-assemblage approach emphasizing the distribution of cognition among technical and human actors.
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Hussain, Zaheer, and Mark D. Griffiths. "A Qualitative Analysis of Online Gaming." International Journal of Cyber Behavior, Psychology and Learning 4, no. 2 (2014): 41–57. http://dx.doi.org/10.4018/ijcbpl.2014040104.
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The popularity of Massively Multi-Player Online Role-Playing Games (MMORPGs) has risen dramatically over the last decade. Some gamers spend many hours a day in these virtual environments interacting with other gamers, completing quests, and forming social groups. The present study set out to explore the experiences and feelings of online gamers. The study comprised 71 interviews with online gamers (52 males and 19 females) from 11 different countries. Many themes emerged from the analyses of the interview transcripts including (i) engaging in social interaction, (ii) being part of a community, (iii) learning real-life skills, (iv) gaining in-game rewards, (v) playing never-ending games (vi) escaping from real life, (vii) playing longer than intended, and (viii) being obligated towards other gamers in-game. These findings specifically showed the many positives of online gaming (including the social interaction and the community aspects of belonging) as well as the in-game features within MMORPGs that in some cases can lead to excessive online gaming. The implications of these findings are discussed in relation to previous qualitative and quantitative research in the area.
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Moskopp, Werner, and Patrick Vetter. "Bekenntnis und Besinnung." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 2 (2020): 281–95. http://dx.doi.org/10.30965/25890581-09602009.
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Abstract Avowal and Reflection. About the Transcendentality of Formation We have to think ourselves as free beings. In doing so we also have to acknowledge the factuality of reason, which is the fundament of all formation. In five consecutive steps we want to show, that the never-ending process of formation is essentially accompanied by the unfolding of reason and moral. Thinking about our own thinking therefore not only becomes the key to understand ourselves as reasonable beings, but also to realise the true core of what might be called formation. In the first step we analyse the connection between transcendental philosophy and pedagogy, which is followed by a short illustration regarding the relation between thinking and learning. The third and fourth step deal with the relation of affection and duty as well as the factuality of reason. The acknowledgment of these elements marks – as we call it – the avowal and onset of formation as realising our humanity. We end our draft for a transcendental thinking in pedagogy with an idea of reflection as the implementation of formation.
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Secundo, Giustina, Pasquale Del Vecchio, Giovanni Schiuma, and Giuseppina Passiante. "Activating entrepreneurial learning processes for transforming university students’ idea into entrepreneurial practices." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (2017): 465–85. http://dx.doi.org/10.1108/ijebr-12-2015-0315.
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Purpose The purpose of this paper is to explore how collaborative entrepreneurial learning (EL) processes between entrepreneurs and university students can enhance the entrepreneurial practices in the context of knowledge-intensive enterprises. These learning processes represent a valuable source for entrepreneurship development in incumbent enterprises in the forms of innovative products, services, processes or organizational renewal. Design/methodology/approach An extreme case study is the project “Mimprendo” (www.mimprendo.it), an initiative promoted by the Italian Conference of the University Colleges and the Italian Association of Young Entrepreneurs in collaboration with Italian universities. This is analyzed in the period 2009-2015, during which seven editions were developed. Findings A framework is presented based on collaborative EL processes to perform relevant entrepreneurial projects in knowledge-intensive enterprises. The framework provides a coherent and systematic approach to generate, select and implement entrepreneurial practices in incumbent companies starting from a project competition involving creative students and innovative entrepreneurs. EL processes in the community composed of entrepreneurs, experts and university students are grouped into the entrepreneurial phases of inspiration, exploration, exploitation, acceleration and growth, and include the learning processes of “intuition and sensing,” “contamination,” “experiential and contextual learning,” “experimenting and acting” and finally “thinking and reflecting.” Research limitations/implications Implications for research can be identified according to many perspectives to deepen the centrality of the learning process in the research on knowledge-intensive entrepreneurship. Practical implications The framework results to be a promising approach to diffuse an entrepreneurial culture both in incumbent enterprises and in university students through a synergic collaboration among industry, university and institution. Practical implications could be derived for enterprise, students and educators involved in the design of innovative learning initiatives to sustain the development of an entrepreneurial mind-set. Originality/value The framework contributes to extending an emerging research area exploring entrepreneurship as a never-ending dynamic learning process. The involvement of brilliant university students in activating EL process with entrepreneurs in incumbent enterprises represents a novel aspect in the field of entrepreneurship and innovation.
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Ali, Anam, Umar Ejaz, and Shazaib Khalid. "Leaf Morphology: An Interpretation of Fractals in Architectural Design." Journal of Art Architecture and Built Environment 2, no. 1 (2019): 16–29. http://dx.doi.org/10.32350/jaabe.21.02.
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Nature is the primary source of inspiration for human mind. Our world is full of interesting natural phenomena, organisms and systems that are essential for the existence of life on earth. Learning from nature is not a new concept. However, with the passage of time and the advancement of technology, the world has shifted to high tech strategies that are not sustainable in our natural context any more. Hence, scientists and designers are rethinking about sustainable solutions by taking inspiration from nature and with the help of advance technologies. Mathematics of self-similar shapes has existed for centuries. We have now realized that it is a natural phenomenon and is known as fractals. It is found everywhere, from trees to river networks, clouds to coral reefs, lighting to bird’s wings and vascular system of lungs to leaves. Fractals are never ending and infinitely complex patterns that are self-similar across different scales. Fractals create infinite complexity but in mathematics, it can be formulated thorough relatively simple equations. The idea is to study leaf morphology to understand the fractal pattern in leaf. Further, we want to explore the properties of leaf fractals so that we can use these arrangements in our architectural design.
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Murthy, Venkatesh, and Jaganth G. "Making of an entrepreneur: a journey with leather – MVR Leathers." Emerald Emerging Markets Case Studies 10, no. 1 (2020): 1–20. http://dx.doi.org/10.1108/eemcs-05-2019-0141.
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Learning outcomes The case discussion will help the participants figure out ways the entrepreneur could handle problems such as labour shortage, demonetisation and customer retention and find possible strategies to overcome them. Case overview/synopsis MVR Leathers is a small-scale leather-processing unit located in Chennai. MVR was the brainchild of Venkat Raj, who started his career in 1982 as a casual labourer in an unrelated domain. His unwavering persistence helped him to become an independent entrepreneur by 2008. In achieving his dream to become an entrepreneur, Raj encountered many challenges and an equal number of new opportunities. Each time he faced a challenge, he met a new set of people who helped him. However, at times, the same people who had helped him once might throw him out of the scene. In brief, his struggle is never-ending. He keeps fighting to come back and find new avenues to success. A different set of challenges surfaced as he took charge of his firm as a sole owner. Once again, he countered those challenges with courage and grit. In doing so, he made full use of his experience. Complexity academic level The case can be used for discussions at the executive, postgraduate and undergraduate levels. Academic courses that address topics such as entrepreneurship, entrepreneurs, small-firm strategies, business environments, leather industry, leadership, human resource management and entrepreneurial journeys can use the case for classroom learning. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.
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Halsted, Whitney-Jade. "A calling into the wild." Journal of Arts Writing by Students 6, no. 2 (2020): 113–23. http://dx.doi.org/10.1386/jaws_00019_1.
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In this investigation to the author’s own artistic practice, cultural theory and ontology are applied to the notion of ‘wildness’ and ‘safari’ to establish a paradox between what we know and simultaneously will never know about the wild within dominant Western paradigms of thinking. Through her analysis of these contemporary philosophies, the foundation of Halsted’s artwork is explained as a culmination of both performative controlled movements and uncontrolled action. This is achieved through the medium of watercolour that allows for the pigment and representative objects of the non-Western wild to break through oppressive borders and colonial gazes.With the help of the wind, the scent of prey carries across the savannah. As it reaches the predator’s senses, deep feelings in the form of instincts create sudden and necessary action and the hunt begins. Although instincts are embedded within a predator, it has taken much time to develop the skills needed to ensure a successful hunt and there is still no guarantee for victory. Triumph is determined by constant trial and error, a never-ending journey of learning and the lesson always in motion. But who or what is the predator and who or what is the prey? Perhaps this behaviour is literal and confined to the animal hunt; or perhaps extends to human relations and power over others, whether it be other humans, non-humans and environment; perhaps it is about control and freedom; perhaps it can expand to how I feel about myself as being both the victim and perpetrator; or perhaps it is about all I have mentioned. As a Western assumption, the notion of wildness is acknowledged through ongoing interpretation, as a critical concept that points to the limit of our understanding by reminding us that there is something other. That is to say, knowing wildness suggests that there is an unknowing that is wild.