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Добірка наукової літератури з теми "Curriculum-based learning"

Автор: Grafiati

Опубліковано: 14 грудня 2024

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Статті в журналах з теми "Curriculum-based learning"

1

Nygaard, Claus, Thomas Højlt, and Mads Hermansen. "Learning-based curriculum development." Higher Education 55, no. 1 (2006): 33–50. http://dx.doi.org/10.1007/s10734-006-9036-2.

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2

He, Yuchen, and Simone Baldi. "Generalization Ability of Deep Reinforcement Learning-based Navigation Based on Curriculum Learning." Journal of Physics: Conference Series 2593, no. 1 (2023): 012003. http://dx.doi.org/10.1088/1742-6596/2593/1/012003.

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Abstract In this paper, curriculum learning is studied as an approach to improve generalization ability in navigation tasks, that is, improve the agent’s ability of navigating in scenarios different from those used for training. The agent is trained based on the TD3 algorithm, and curriculum learning selects different stages (i.e. different curricula) of Empty/Sparse/Normal worlds for training. Via extensive numerical comparisons with agents trained under such curricula, it is shown that properly used curriculum learning improves the agent’s ability of generalization. Furthermore, an automatic curriculum learning (Auto-CL) approach is proposed. Auto-CL is shown to have even better generalization than the standard curriculum learning, since it makes the agent able to navigate in new environments with more than 6% shorter paths in more than 21% shorter time.

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3

Espin, Christine A., Todd W. Busch, Erica S. Lembke, David D. Hampton, Kyounghee Seo, and Beth A. Zukowski. "Curriculum-Based Measurement in Science Learning." Assessment for Effective Intervention 38, no. 4 (2013): 203–13. http://dx.doi.org/10.1177/1534508413489724.

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4

Lockwood, Diana. "Challenge-Based Learning & STEAM Curriculum." STEAM 5, no. 1 (2023): 1–7. http://dx.doi.org/10.5642/steam.zfxx7073.

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5

Brown, Patrick, Rodger Bybee, and Joseph Taylor. "Leading Effective Science Curriculum-Based Learning." Science and Children 61, no. 4 (2024): 9–11. http://dx.doi.org/10.1080/00368148.2024.2367950.

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6

Yang, Xiuli, Renmiao Zhu, Duo Wu, and Jiening Huang. "Curriculum evaluation design based on task-based teaching." Advances in Social Development and Education Research 1, no. 3 (2024): 136. http://dx.doi.org/10.61935/asder.3.1.2024.p136.

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Анотація:

The task driven teaching model combined with traditional teaching methods can stimulate students' learning initiative and achieve better learning outcomes.Task based teaching design mainly includes task construction, task implementation, and task evaluation. This includes individual and group tasks of different difficulty levels.Task evaluation is a crucial process, and a reasonable evaluation mechanism can promote students to actively participate, timely understand their learning status, adjust their learning status, form good learning habits, and achieve good learning outcomes. In the driven teaching evaluation system, students themselves, teachers, and classmates form multiple evaluation subjects to make comprehensive and objective evaluations.

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7

Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations." International Journal of Knowledge-Based Organizations 3, no. 3 (2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.

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This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in question applies the theory of expansive learning and developmental work research (Engeström, 1987) by specifying it in a learning network setting. The cultural-historical activity theory approach is used to elaborate on the notion of multi-mediation as the main challenge for the pedagogical modeling of a learning network. The outcome of the analysis is summarized in terms of four tension-laden dimensions of learning to be mediated by a development curriculum.

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8

Kendler, Barry S., and Patricia A. Grove. "Problem-Based Learning in the Biology Curriculum." American Biology Teacher 66, no. 5 (2004): 348–54. http://dx.doi.org/10.2307/4451688.

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9

Kendler, Barry S., and Patricia A. Grove. "Problem-Based Learning in the Biology Curriculum." American Biology Teacher 66, no. 5 (2004): 348–54. http://dx.doi.org/10.1662/0002-7685(2004)066[0348:plitbc]2.0.co;2.

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10

Cho, Jung-Won, and Ji-Hye Kim. "Collaborative Project Curriculum applying Project-based Learning." Journal of the Korea Academia-Industrial cooperation Society 11, no. 1 (2010): 214–19. http://dx.doi.org/10.5762/kais.2010.11.1.214.

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