Academic literature on the topic 'Random memorizing'

"The random design is the simplest of all the designs that are used to compare two or more treatments. The analysis of variance is the central technique in the analysis of experimental data, the general idea of this technique is to separate the total variation in the parts which contributes each source of variation in the experiment. In the case of the random design, separates the variability of treatment. To facilitate education students, it focused on interpreting the results and not developing. It is important to use new technologies as a support to the teaching of the subject, in this document we propose different forms of feedback to the subject as statistical software, specialized web pages, applets, and virtual labs. In this work an E-Learning course was developed on the platform Dokeos as support for the traditional kinds of design of experiments. In which, the subject of analysis of variance explains in a simple way what is the random design. The Dokeos platform was used because it is a free software based online learning suite and provides all the features that an online learning application needs, from the authorship of courses up to reports. The objective was to adapt the above mentioned subject to an E-learning model in order (a) optimize the contribution of content, skills, and competencies that students must have, (b) the integration of statistical software in courses to emphasize applications to the real problems as contexts, concepts and methods, (c) the development of interactive materials that facilitate updating and learning by experimentation, (d) the use of a model of continuous assessment that guide and prepare the students in their formation, (e) the participation of the collaborative learning online by assigning projects and activities to be carried out in working groups. E-learning course helps students for three things. First, to save time, since they have different tools that help to solve real problems. Second, they make use of computer science to understand the themes of the platform and at the same time are at the forefront of technology. On the other hand, it is also transmitted to the students the idea that learning is a continuous process and that it should be done. Third, show students that these tools offered the platform is not important memorizing formulas or perform arithmetic calculations, if not who can concentrate on results more quickly. The third, show that students with these tools offered by the platform is not as important memorizing formulas or perform arithmetic calculations, if not who can concentrate on results more quickly."

Unemployment in Kenya relates closely to under skilling of learners arising specifically from teachers whose research potential has not been well harnessed through the present education system. In any teaching situation, the faculty’s role is to facilitate, guide, and motivate the learning process— training students to be lifelong learners and critical thinkers. Because information in the world is constantly changing, there is need to learn how to evaluate, integrate, and apply information, not simply memorizing accepted facts and theories. It is for these reasons that this study sought show how that undergraduate research skills lead to lifelong learning for teachers. This project used a quasi-experimental design (Pre-test/Post-test Design), with 3rd year Mathematics students of Maseno in the experimental cohort (Taken through an online facilitated research course but supervised face to face in both cohorts) of students and same cohort students from Kenyatta University in the control group (Taken through the face-to-face course without online follow up). The population consisted of 600 3rd year Math students, 55, 60 & 5 school of Education lecturers from Maseno, Kenyatta and Linnaeus Universities respectively. A sample of 200 students and 55 lecturers from both Kenyatta and Maseno University were drawn through the stratified random method, with stratification based on the University of each participant’s origin. Saturated sampling was applied for the Linnaeus lecturers. Data was collected through student and teacher questionnaires, online forum discussions and documentary analysis. The paired sample T-test was used to analyse the quantitative data. Preliminary findings indicated that a higher number of students who received the treatment (online support from supervisors) completed and submitted research reports (25%) as compared to only 15% from the control cohort. However, the final cumulative rating of the reports based on a qualitative scale by an independent team of researchers from Linnaeus university indicated that students who received treatment (taken through a facilitated online support area during the research course) performed much better (80% pass rate) as compared to students who did not receive the treatment (not facilitated through a taught research Course) with a 20% pass rate. These results show that training in research and creation of a community of practice in research is linked to performance in the field (Industry). Preliminary report further indicated that at least 2% of students in the facilitated research cohort are already directly benefiting from the research training received as an undergraduate.

The social existence of human kind poses numerous and complicated problems both to theorists and practitioners. Due to their complex nature, organizations are scenes where complexity and uncertainty thrive without the chance of being controlled. Moreover and quite often, during education and training, decision-makers received no information regarding possible solutions to the practical problems they cope with. It seems that schools, no matter how prestigious, cannot teach everything one needs to know during one's career. In situations like the above mentioned, an independent learning process based on metacognition and epistemic knowledge is undertaken by any decision-maker, and in fact, by any person. However, schools and universities are teaching little if anything on Metacognition or Epistemology. In this paper we are presenting some of the results achieved during experimental research using a serious game demo. We have presented three randomly assigned groups of students the same material. The first group watched a video lecture and got to play a 3D game, the second group received a printed material and the third group participated in a lecture. All three teaching methods presented identical content and at the end subjects were asked to respond to questions based on the theory they had just received. Preliminary data show some encouraging results for the first method in what concerns motivation for learning, but also on the ability of memorizing and solving problems. However we did not find a relevant differnce in scoring between the first two groups which suggest that self-learning can be as efficient as using serious games or e-Learning facilities.