Relevant bibliographies by topics / Principles of learning

Contents

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

Academic literature on the topic 'Principles of learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Principles of learning"

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N. Subramanian, N. Subramanian. "Adult Learning Principles." International Journal of Scientific Research 2, no. 2 (June 1, 2012): 247–48. http://dx.doi.org/10.15373/22778179/feb2013/82.

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Khalikov, Azam, Sabina Smirnova, Gulnoza Baymatova, Gulshod Khamidova, and Mohidil Safarova. "The Basic Principles of Learning of Collaborative Learning." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 402–8. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201171.

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Ammon-Gaberson, Kathleen B. "Adult Learning Principles." AORN Journal 45, no. 4 (April 1987): 961–63. http://dx.doi.org/10.1016/s0001-2092(07)65873-6.

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Voith, Victoria L. "Principles of Learning." Veterinary Clinics of North America: Equine Practice 2, no. 3 (December 1986): 485–506. http://dx.doi.org/10.1016/s0749-0739(17)30702-2.

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Oktarina, Santi, Emzir Emzir, and Zainal Rafli. "ANALYSIS OF LEARNING MODEL REQUIREMENTSWRITING ACADEMIC BASED ON-LEARNING MOODLE." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 94–105. http://dx.doi.org/10.21009/ijlecr.032.08.

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This study aims to find out how the learning model of moodle-based academic writing in Indonesian subjects required by students at Sriwijaya University in terms of students and lecturers. The method used in this study is research and development (Research and Development as proposed by Borg and Gall.Teknik data collection in the analysis of this need is a questionnaire, library review, interviews, and focus group discussion.The results show first, an instructional model of academic writing in the Moodle-based Indonesian language should refer to the Signs of Group Work Subjects Personality development in universities, the principle -The principle of learning based on KKNI, the principle of learning to write, and the principle of learning E-Learning.Second, the results showed that the shortcomings contained in the learning of academic writing in Indonesian language courses caused this lesson does not refer to Student Group Conduct Signs Personality development in universities, principles of learning based on KKNI, and the principle of learning to write maximally In addition, most lecturers do not use E-Learning learning that has been facilitated by the university. Third, the results of the study show that the learning model of academic writing in Indonesian language is needed is a learning model that applies the principles of learning in accordance with KKNI, the principles of learning to write, and the principles of E-Learning learning by adapting to the characteristics of the language courses Indonesia for college. Meanwhile, Rambu-Rambu Group Implementation Course Development of personality in universities must be adjusted in order to meet the needs of students in academic writing learning in universities.
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الهادی, محمد. "Principles of Mobile Learning." مجلة الجمعیة المصریة لنظم المعلومات وتکنولوجیا الحاسبات 17, no. 17 (June 1, 2016): 22–23. http://dx.doi.org/10.21608/jstc.2016.118413.

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Suter, Paula M., and W. Newton Suter. "Timeless Principles of Learning." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 26, no. 2 (February 2008): 82–88. http://dx.doi.org/10.1097/01.nhh.0000311024.11023.09.

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&NA;. "Timeless Principles of Learning." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 26, no. 2 (February 2008): 89–90. http://dx.doi.org/10.1097/01.nhh.0000311025.88151.81.

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Wolpert, Daniel M., Jörn Diedrichsen, and J. Randall Flanagan. "Principles of sensorimotor learning." Nature Reviews Neuroscience 12, no. 12 (October 27, 2011): 739–51. http://dx.doi.org/10.1038/nrn3112.

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Conner, Laneshia R., Sonyia Richardson, and April L. Murphy. "Teaching Note: Using Adult Learning Principles for Evidence-Based Learning in a BSW Research Course." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 355–65. http://dx.doi.org/10.18084/1084-7219.23.1.355.

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Many social work students report experiencing feelings of anxiety and reluctance to engage in independent research. This article offers a framework for integrating adult learning principles into an undergraduate social work research course. We delineate the six principles of adult learning and describe course activities that facilitate this learning process. For each principle, we discuss implications for the classroom and related learning tasks. Using adult learning principles challenges and extends what is known about integrating the experience of adult learners in conjunction with improving student learning, including effectively communicating evidence-based practice.
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Dissertations / Theses on the topic "Principles of learning"

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Vigo, Ronaldo. "Mathematical principles of Boolean concept learning." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319897.

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Thesis (Ph.D.)--Indiana University, Dept. of Cognitive Science, 2008.
Title from home page (viewed on May 13, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: B, page: 5073. Advisers: Colin Allen; John Kruschke.
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Trivette, Carol M. "Principles of Adult Learning in Action." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.

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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17. We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices. Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.
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Swersky, Kevin. "Inductive principles for learning Restricted Boltzmann Machines." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27816.

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We explore the training and usage of the Restricted Boltzmann Machine for unsupervised feature extraction. We investigate the many different aspects involved in their training, and by applying the concept of iterate averaging we show that it is possible to greatly improve on state of the art algorithms. We also derive estimators based on the principles of pseudo-likelihood, ratio matching, and score matching, and we test them empirically against contrastive divergence, and stochastic maximum likelihood (also known as persistent contrastive divergence). Our results show that ratio matching and score matching are promising approaches to learning Restricted Boltzmann Machines. By applying score matching to the Restricted Boltzmann Machine, we show that training an auto-encoder neural network with a particular kind of regularization function is asymptotically consistent. Finally, we discuss the concept of deep learning and its relationship to training Restricted Boltzmann Machines, and briefly explore the impact of fine-tuning on the parameters and performance of a deep belief network.
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McKenzie, Ian W. "Educational principles for engineering behaviour learning strategies." Thesis, Heriot-Watt University, 1990. http://hdl.handle.net/10399/1480.

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Evanshen, Pamela, and D. Arnold. "Transforming an Elementary School: Incorporating Constructivist Learning Principles to Impact Learning." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4363.

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Weibell, Christian J. "Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2759.

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This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice.
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Pengelly, M. "Principled decision-making for tutoring : a rational construction of planning and decision-making from instructional principles." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235986.

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Adebonojo, Leslie G., and F. R. Jelovsek. "Learning Principles as Applied to Computer-Assisted Instruction." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/6312.

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Butcher, David. "Learning organization principles and processes : UK construction organization experiences." Thesis, University of South Wales, 2011. https://pure.southwales.ac.uk/en/studentthesis/learning-organization-principles-and-processes(64b42efb-54ca-4c93-bf1e-fd92121e7bd4).html.

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The study reported herein addresses the research question, "To what extent do excellent performing UK construction contracting organizations demonstrate and employ recognized Learning Organization processes?" It utilized a case-study based approach as that approach was seen as being most useful for exploring the processes that may or may not have been clearly defined by each participating organization. The study sought to move beyond the theories of knowledge created by the accepted seminal works on The Learning Organization model and the largely positivist works on construction contractor performance, which have focussed on ‘output’ measures only. The literature reviewed indicated minimal understanding of excellent contractor performance from the perspective of the customer within the construction industry and even less understanding of the practical application of Learning Organization processes within the industry. It suggested the need for research to address the issue by examining how construction customers viewed excellent contractor performance and what processes excellent performing contractors actually employed. The assumption behind this research is that the organization adapts and responds to its environment and takes action to survive and flourish dependent upon its understating of that environment. This is the same behaviour as a living organism in nature displays, and thus requires the researcher to view the organization as a sentient being. Such a view underscores the epistemological perspective, that is the assumption of what knowledge is and how it may be discovered, adopted in this thesis. The research herein reported therefore follows a post-positivist standpoint. The methodological position for the research sits within a functionalist paradigm, a paradigm that enables consideration of the participating organizations within the construction industry to be viewed as a ‘whole’ and as having interrelated parts. This position was considered to be the most useful for the research. The particular approach chosen was that of multiple case studies carried out on the same subject. Carrying out multiple case studies across different organizations provided case-based themes, which was seen to give the research a greater credibility. By definition, the method was therefore one of a collective case study (Creswell, 2007), where several cases were brought to bear on a single issue. It was intended to draw practical examples of Learning Organizations together so that the commonalities and differences between and among them could be integrated in a reformulated Learning Organization model for the construction industry. During the data collection phase, two elements of the research were abandoned as unnecessary and impractical respectively. The unnecessary element was the questionnaire element of the contractor case studies, which was abandoned due to the breadth and depth of data gathered through the other elements of the research (interviews, focus groups and field observation). The impractical element was the intended comparative study on poor performing contractors. This was abandoned as customers almost without fail noted that poor performing contractors were generally not retained on their programmes and therefore their supply chains tended only to range in performance from adequate to excellent. Secondly, it was realized following discussions with customers that poor performers were likely to be aware of their poor performing status and therefore be unlikely to want to participate in the research. The customer organizations identified a number of clear areas where they identified excellent contractor performance. The clear position was that the standard output performance indicators of project completion to time, cost, quality, and health and safety were no longer indicators of excellent performance in the industry. These indicators were now the minimum performance required to satisfy the customer and there was seen to be a further suite of more behavioural measures which were the indicators of excellent performance. These findings were drawn together in a single model for procurement and performance management. The contracting organizations nominated as excellent performers fell largely into the ‘medium sized’ bracket of the construction industry. Indeed, some of the participating customers noted that the larger contractors were actually poorer performers at behavioural aspects of service delivery. The nominated contractors’ processes were examined against the Learning Organization framework provided in Senge et al (1990, 1994) to establish the extent to which recognized Learning Organization processes were being employed. It was noted in the conclusions that whilst all of the organizations employed some Learning Organization processes, none could be said to be a model Learning Organization possessing all of the processes which Senge et al (1990, 1994) suggested. The fact that each organization possessed some Learning Organization processes was accepted against the critique of Ortenblad (2007) that Senge et al’s (1990, 1994) model is all-encompassing in terms of accepting processes into the Learning Organization model. Implications for industry practice were identified based upon the backdrop of procurement and performance management. It was argued that, based on what is noted as really important to construction customer organizations, the procurement and performance management functions should be better aligned to identify Learning Organization processes and their manifestation as excellent contractor performance from the perspective of the customer. For contractor organizations, there was identified a need to attend to developing Learning Organization processes. There also appeared to be a need for the customer to support the journey of their contractors towards becoming a Learning Organization. Senge et al’s (1990, 1994) model was then adapted for the construction industry to reflect this need for customer involvement if the contractor was to adopt Learning Organization processes. This adaptation was considered necessary due to the construction industry model of the customer being more involved in the design and construction phases of their product, coupled with the fact that a single construction customer can represent a large volume of their contractors’ turnover (up to 20% is not uncommon). Furthermore, the low contractor profit margins driven by a lowest price tendering culture (often 2-3%) leave little money for internal investment. The support of an informed customer which does not use a lowest price tendering process was therefore deemed necessary. A number of recommendations for further research may be seen to emerge from this study. Questions were raised as to the reason why larger organizations do not appear as able to provide behavioural excellent performance as medium sized contractors which was considered to be an area for further exploration. In addition, the concept of ‘family’ atmosphere (raised several times by participants during the contractor case studies) and its impact upon the ability for the organization to learn and provide excellent performance was seen to be worthy of further study. Finally, there was deemed to be the potential to examine the applicability of the extended Learning Organization model developed herein to other industries and/or organizational cultures.
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Werth, Eric Paul. "Problem-Based Learning in Police Academies adult learning principles utilized by police trainers /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Books on the topic "Principles of learning"

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Klein, Stephen B. Learning: Principles and applications. 4th ed. New York: McGraw-Hill, 2002.

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Learning: Principles and applications. 3rd ed. New York: McGraw Hill, 1996.

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Learning: Principles and applications. 6th ed. Thousand Oaks, Calif: Sage Publications, Inc, 2011.

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Kent, Jeff. Principles of open learning. 2nd ed. Stoke-on-Trent: Witan Books, 1987.

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Klein, Stephen B. Learning: Principles and applications. 2nd ed. New York: McGraw-Hill, 1991.

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Klein, Stephen B. Learning: Principles and applications. 3rd ed. New York: McGraw-Hill, 1996.

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Shi, Zhongzhi. Principles of machine learning. Beijing: International Academic Publishers, 1992.

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Prior learning assessment: Principles. LaSalle, Qué: Hurtubise HMH, 1995.

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Fisher, Sharon G. Adult learning principles workshop. Amherst, Mass: HRD Press, 1997.

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Györfi, László, ed. Principles of Nonparametric Learning. Vienna: Springer Vienna, 2002. http://dx.doi.org/10.1007/978-3-7091-2568-7.

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Book chapters on the topic "Principles of learning"

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de Jong, Ton, Tamara van Gog, Kathleen Jenks, Sarah Manlove, Janet van Hell, Jelle Jolles, Jeroen van Merriënboer, Theo van Leeuwen, and Annemarie Boschloo. "Learning Principles." In Explorations in Learning and the Brain, 5–24. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-89512-3_2.

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Balali, Farhad, Jessie Nouri, Adel Nasiri, and Tian Zhao. "Machine Learning Principles." In Data Intensive Industrial Asset Management, 115–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35930-0_8.

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Bisong, Ekaba. "Principles of Learning." In Building Machine Learning and Deep Learning Models on Google Cloud Platform, 171–97. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-4470-8_14.

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Haken, Hermann. "Learning." In Principles of Brain Functioning, 117–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-79570-1_9.

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Krahenbuhl, Kevin S. "Instructional Principles." In Building Effective Learning Environments, 103–28. New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003157441-9.

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Kim, Steven H. "Principles of Coordination." In Learning and Coordination, 69–134. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1016-7_3.

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Jenssen, Robert, and Sudhir Rao. "Clustering with ITL Principles." In Information Theoretic Learning, 263–98. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1570-2_7.

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Reinders, Hayo, and Marilyn Lewis. "Principles of Adult Learning." In Facilitating Workshops, 21–49. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-30421-6_5.

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Murray, Joy. "Cybernetic Principles of Learning." In Encyclopedia of the Sciences of Learning, 901–4. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_829.

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Zhang, Crystal Ling, Niki Kyriakidou, and David Chesley. "Learning Theories and Principles." In Human Resource Development, 107–29. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-08808-6_5.

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Conference papers on the topic "Principles of learning"

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Stamatova, Elena, and Jens Kaasboll. "Users’ Learning of Principles of Computer Operations." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3101.

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In order to develop computer competence, users need to understand principles of its operation in addition to memorizing where a particular operation is located in menus. Understanding a principle ease transfer of learning, hence the understanding helps learning a new application. These principles, e.g. functional dependency, are based in computer science, and are thereby precise and general. Two cycles of the Action-Process-Model (Aharoni, 2000) of learning abstract concepts are used to characterize the learning process of such principles. Observations and tests of students in a high school show discrimination errors and forgetting already in the first of six stages of learning. Nevertheless, the majority of the students arrived at the fourth stage of learning functional dependency. In order to improve learning, teachers need to provide both intermediate and general concepts so that the learners can verbalize their actions and hence improve their understanding.
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Žinko, Andreja. "Learning to Swim According to Formative Assessment Principles." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.11.

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Prather, Richard W., and Martha W. Alibali. "Implicit learning of arithmetic principles." In 2008 7th IEEE International Conference on Development and Learning (ICDL 2008). IEEE, 2008. http://dx.doi.org/10.1109/devlrn.2008.4640833.

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Sakakibara, M., S. Usui, H. Ikeno, and D. L. Alkon. "Neural principles of associative learning." In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1988. http://dx.doi.org/10.1109/iembs.1988.95344.

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Michalski, R. "Emerging principles in machine learning." In the ACM SIGART international symposium. New York, New York, USA: ACM Press, 1986. http://dx.doi.org/10.1145/12808.12841.

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Jarche, Harold. "Principles for Collaborative Work." In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.220.

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MONTGOMERY, L., K. KRISHNAKUMAR, and G. WEEKS. "Structural control using connectionist learning principles." In Guidance, Navigation and Control Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-4467.

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Wasileski, John S. "Learning organization principles & project management." In the 33rd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1099435.1099531.

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Yu, Liang. "Principles for Collaborative Learning Platform Design." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.851.

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Schuster, Martin J., Dominik Jain, Moritz Tenorth, and Michael Beetz. "Learning organizational principles in human environments." In 2012 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2012. http://dx.doi.org/10.1109/icra.2012.6224553.

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Reports on the topic "Principles of learning"

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Daily, B., J. Loveland, and A. Whatley. Team learning center design principles. Office of Scientific and Technical Information (OSTI), June 1995. http://dx.doi.org/10.2172/90733.

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Shebilske, Wayne L., and Kevin M. Gildea. Fundamental Principles in Adaptive Learning Technology. Fort Belvoir, VA: Defense Technical Information Center, February 2004. http://dx.doi.org/10.21236/ada421078.

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WAKEFIELD, SHAWNA, and DANIELA KOERPPEN. Applying Feminist Principles to Program Monitoring, Evaluation, Accountability and Learning. Oxfam, July 2017. http://dx.doi.org/10.21201/2017.9965.

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Swanson, Leah, Krista L. Ratwani, Samantha J. Holland, Troy Zeidman, and William R. Bickley. Learning Technology Specification: Principles for Army Training Designers and Developers. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada591798.

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Klaver, Dieuwke, Elise van Tilborg, and Cora van Oosten. Land governance learning journey. Part 3, Principles and tools for inclusive land dialogues. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/546636.

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Hwa, Yue-Yi, Michelle Kaffenberger, and Jason Silberstein. Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/022.

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In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programmes. In this note, we describe the principles that ALIGNS approaches have in common (Section I); review interdisciplinary evidence on why aligning instruction with children’s learning levels improves learning (Section II); present three cases from across the spectrum of approaches and illustrate how each embodies the ALIGNS principles (Section III); and provide a longer (though not exhaustive) table of programmes that illustrates the range of possible approaches to implementing ALIGNS principles and describes the design features across which they vary (Table 1).
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Peters, Vanessa, Barbara Means, Maria Langworthy, Phil Neufeld, Ryan Coe, Kenneth Meehan, and Stevin Smith. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, September 2018. http://dx.doi.org/10.51388/20.500.12265/53.

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Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Kotenko, I. V. Formal Methods for Information Protection Technology. Task 2: Mathematical Foundations, Architecture and Principles of Implementation of Multi-Agent Learning Components for Attack Detection in Computer Networks. Part 2. Fort Belvoir, VA: Defense Technical Information Center, November 2003. http://dx.doi.org/10.21236/ada427492.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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