Search

How can philosophers incorporate the Digital Humanities into their classrooms? And why should they? In this paper, I explore answers to these questions as I detail what I have dubbed "The Monuments Project" and describe how this project engages with Digital Humanities and teaches students to connect theoretical philosophical concepts with their lives. Briefly, the Monuments Project asks students to apply concepts discussed in our philosophy class (in my case, a Global Aesthetics class) with a monument in their environment. Instead of a traditional paper, students upload MP3s of their observations, pictures and/or drawings of the monument, and text-based responses. The goal of the Monument Project is twofold: to get students to connect what they have learned to a sense of place=the place where they live, and to introduce them to the Digital Humanities. [ABSTRACT FROM AUTHOR]

Dementia is a debilitating neurodegenerative disorder affecting millions worldwide. Early detection is very crucial for effective management. Magnetic resonance imaging (MRI) offers a noninvasive means to assess structural brain changes associated with dementia. In this study, we propose an empirical evaluation for binary classification of dementia using MRI images, utilizing transfer learning techniques applied to a diverse array of pretrained deep learning models. This paper presents a systematic comparison of the performance of various transfer learning approaches, including feature extraction and fine-tuning, across a spectrum of popular pretrained models, such as visual geometry group (VGG), Inception, ResNet, EfficientNet, and DenseNet. This paper also investigates the effects of the transfer learning approach on classification accuracy. Experimental results show that transfer learning is effective in improving classification performance, and they are validated on a large dataset of MRI scans from subjects with and without dementia. Furthermore, the relative benefits and drawbacks of various transfer learning techniques and pretrained models for dementia classification are revealed by the comparative analysis. The results of this investigation enhance the development of automated diagnostic instruments for dementia, thereby promoting prompt intervention and enhanced patient results. [ABSTRACT FROM AUTHOR]

The rise of Massive Open Online Courses (MOOCs) has increased the large audience for higher education. Different learners face different learning difficulties in the process of online learning. In order to ensure the quality of teaching, online learning resource recommendation services should be more personalised and have more choices. In this paper, we propose a joint recommendation algorithm for knowledge concepts and learning partners based on improved MMoE (Multi-gate Mixture-of-Experts). Firstly, the heterogeneous information network (HIN) is constructed based on the MOOC platform and appropriate meta-paths are selected in order to extract the human–computer interaction information and student–student interaction information generated during the learners' online learning processes more completely. Secondly, the temporal behavioural characteristics of students are obtained based on their learning paths as well as their knowledge of conceptual characteristics, and LSTM (Long Short-Term Memory) is used to mine students' current learning interests. Finally, the gating network in MMoE is changed into an attention mechanism network, and for different tasks, multiple attention mechanism networks are used to fuse the learner's human–computer interaction information, student–student interaction information, and interest characteristics to generate learner representations that are more in line with the respective task and to complete the tasks of knowledge conception and learning partner recommendation. Experiments on publicly available MOOC datasets show that the method proposed in this paper provides more accurate and varied personalization services to online learners compared to the latest proposed methods. [ABSTRACT FROM AUTHOR]

This paper presents important findings that were observed as interconnected key elements of high-quality co-teaching of a physics course for pre-service science teachers while the collaborating faculty experienced a pedagogical convergence. This pedagogical convergence is akin to the conceptual convergence that Roschelle (1992) has described as being a central mechanism in conceptual change learning. Four elements of that pedagogical convergence are identified and discussed: two found within Roschelle's framework and two recognized by the faculty members through their reflection on the course. This pedagogical convergence had a significant positive influence on the design and, more importantly, the implementation of the co-taught physics course, resulting in a productive and impactful collaboration between the two faculty members. The paper includes perspectives from both faculty members on each element of the pedagogical convergence and students as well as on the teaching context and critical aspects of practice. The ideas in the paper should provide college faculty members meaningful directions as to how co-teaching could be implemented across a range of science disciplines and the framework can serve as a foundation for creating a co-taught college science course. [ABSTRACT FROM AUTHOR]

The learning landscape concept reflects shifts in the methods of learning and conducting research in universities. Public spaces within university campuses should constitute an essential component of the learning landscape as arenas of planned and serendipitous encounters, which may foster creativity and trans-disciplinary networking. However, their spatial configurations remain an under-researched topic. This paper assesses the quality of public spaces on campus based on the results of a crowdsensing survey. The Third Campus of Jagiellonian University in Krakow was selected as a case study; this is one of the largest projects of this kind carried out in Poland since the political and economic transformation of 1989. The behaviour of users provides evidence of the generally low quality of the public spaces despite the advantages of the urban layout of the campus. The paper proposes recommendations that may bring the spatial organisation of the campus closer to a fully fledged learning landscape. [ABSTRACT FROM AUTHOR]

This paper provides a critical examination of the domain of artificial intelligence (AI) in education, with a focus on the expectations and practical implications accompanying its integration into teaching. The expectations have been propelled by two interconnected concepts: (1) the potential for AI to automate pedagogical processes, replacing teachers in certain scenarios; and (2) the notion that teachers’ insights can be augmented through AI-based analysis. Drawing on two ethnographic studies in Swedish primary and secondary schools, this paper explores the enactments of pupils, teachers and two AI-based educational technologies. The aim is to demonstrate how automation and augmentation can emerge in teachers’ practice. Utilizing inspiration from a relational epistemological problematisation of socio-technical phenomena, the paper demonstrates how rather than automation and augmentation, AI in education is an act of symmation in which automation and augmentation is co-produced by the technology and teachers’ different hidden work, in this paper conceptualised as adaptations, experimentations, compensations and confirmations. The paper suggests that the study of symmation in relation to the teaching profession can be productive in further exploring the yet limited understanding of AI in educational practice. [ABSTRACT FROM AUTHOR]

Over the past few decades, with a growing emphasis on learner-centric methodologies, the Outcome-Based Education (OBE) framework has become prominent, with the aim of bridging the gap between academic learning experiences and industry requirements. Outcome Based Education (OBE) has been proving its prominence to ensure intended outcomes and quality. Efforts in designing and development of outcome-based curriculum help to create an effective learning environment. Outcome Based Curriculum Development (OBCD) ensures not only the domain knowledge but also centennial mastery over the knowledge, skills and attitudes needed for Industry 4.0 and above. To fill the gap between academic learning and industry requirements, Studio Pedagogy is gaining prominence, particularly for a few hard core courses that require more activity-based learning rather than traditional teaching-learning, i.e. Studio-Based Learning (SBL). This paper discusses OBCD for such an engineering course, Data Mining that needs theoretical concepts to learn by doing, being taught to 5th semester students as a case study. The end survey and assessment performance demonstrated the effectiveness of designing and implementing curriculum for this course as a Studio course with Studio Based Learning. [ABSTRACT FROM AUTHOR]

For an academic field to remain vital, it is necessary to reflect upon its conceptual foundations and learn from adjacent disciplines. On that note, aesthetics can provide significant insights into advertising. While aesthetic elements have received attention in advertising research, no systematic attempts have been made to provide a comprehensive overview of this literature. The purpose of this conceptual article is to bring different branches of aesthetic theory into advertising studies. Marketers have historically focused on product functionality and often appeal to consumers through explicit messages. This article fills an important gap by delineating and advocating the conceptual foundation of advertising aesthetics as a research area worthy of further attention. In short, we understand advertising aesthetics as the artlike properties of and sensory responses to ads. A review of 309 papers provides the thematic outline of the study. Seven key themes are identified: (1) the nature of advertising aesthetics, (2) advertising creativity, (3) textuality, (4) social aesthetics, (5) cross-cultural differences, (6) the role of media in creating aesthetic opportunities, and (7) aesthetic categories beyond the beautiful and sublime. These themes offer a novel way of exploring contemporary issues in advertising. The article concludes with suggestions for future research. [ABSTRACT FROM AUTHOR]

Starting from the influence of Chinese traditional reading culture on contemporary Chinese family education, this paper analyzes the reasons for the formation of the “involution” of Chinese family education. The involution means to have fierce competition but no good feedbacks. This study found that the objective reasons include China's national education policy, and the subjective reasons come from the current family education; there are problems such as incomplete awareness of parents' education, lack of educational ability, education comparison and so on. It is proposed that the correct values and competition views should be cultivated among family members so that parents can take the initiative to break the barriers of education and promote the all around development and healthy growth of children. This article focuses on the role of family education and the educational methods to prevent “involution”, which may provide another way for China's family education. [ABSTRACT FROM AUTHOR]

In many applications, artificial neural networks are best trained for a task by following a curriculum, in which simpler concepts are learned before more complex ones. This curriculum can be hand-crafted by the engineer or optimised like other hyperparameters, by evaluating many curricula. However, this is computationally intensive and the hyperparameters are unlikely to generalise to new datasets. An attractive alternative, demonstrated in influential prior works, is that the network could choose its own curriculum by monitoring its learning. This would be particularly beneficial for continual learning, in which the network must learn from an environment that is changing over time, relevant both to practical applications and in the modelling of human development. In this paper we test the generality of this approach using a proof-of-principle model, training a network on two sequential tasks under static and continual conditions, and investigating both the benefits of a curriculum and the handicap induced by continuous learning. Additionally, we test a variety of prior task-switching metrics, and find that in some cases even in this simple scenario the a network is often unable to choose the optimal curriculum, as the benefits are sometimes only apparent with hindsight, at the end of training. We discuss the implications of the results for network engineering and models of human development. [ABSTRACT FROM AUTHOR]

Youth co-design has the possibility to reframe learning and participation, repositioning and remediating youth roles. However, youth co-design processes can also unintentionally reproduce normative forms of power and learning. This paper describes how co-design processes can position youth as having full agency for the design of a digital badge system, yet their participation and design are still guided by existing normative concepts of learning. We asked: How do youth roles, positioning, activity structures, and materials shape youth agentic participation in co-design and the disruption of traditional hierarchical design processes? This paper documents the youth co-design of a digital badge system that represented participation in a program at an aquarium where youth volunteers interpret exhibits for aquarium patrons. In coordination with faculty at a local university, the badge system culminated in college credit for qualifying high school youth. During the co-design process, youth initially imported school-based frames of learning and participation that constrained definitions of the who, what, and how of learning. However, with the support of new physical and conceptual resources, the design team expanded how they framed learning and participation, while still maintaining some school-based products and processes. This paper contributes to literature on including youth in design processes, indicating the importance of scaffolding for agency and participation. [ABSTRACT FROM AUTHOR]

The paper analyzes Senge's (1990) philosophy of learning organization from the aspect of learning disciplines with the aim of establishing that it is impossible to apply the original concept without considering and applying the missing link – spirituality or spiritual practice. Based on the literature review, the complementarity of spiritual practice with the learning organization disciplines is demonstrated with the aim of providing guidelines for applying the original concept of the learning organization based on the synergistic efforts of individuals dedicated to learning and spirituality. This paper also answers the question of authors such as Solomon (1994) and Hammond and Wille (1994) as to whether the learning organization is just a myth, as well as Pedler and Burgoyne (2017) who question whether the learning organization is still alive. It also refutes Pava's (2003) thesis that spiritual practice causes passivity; on the contrary, it supports the transcendental aspirations of learning individuals and learning organizations. [ABSTRACT FROM AUTHOR]

This study examined the influence of information and communication technology (ICT) on the pedagogy and acquisition of mathematical knowledge in colleges of education in Ghana. The analysis of how information and communication technology (ICT) is employed in the instruction and acquisition of mathematical concepts is conducted through the utilisation of the Technological Pedagogical Content Knowledge (TPACK) framework. The study employed a desktop study review methodology to review empirical review literature. The study emphasises the significance of educators having proficiency in the three domains of Technological Pedagogical Content Knowledge (TPACK) to successfully integrate technology into their teaching practises. The paper additionally examines the strategies implemented by the Ghanaian government to promote the incorporation of information and communication technology (ICT) within educational establishments. The present study suggests that it is imperative to provide fundamental information and communication technology (ICT) resources, such as computers, laptops, and infrastructure, in order to facilitate the successful incorporation of ICT into the educational process within Colleges of Education in Ghana schools. [ABSTRACT FROM AUTHOR]

This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff. [ABSTRACT FROM AUTHOR]

The pursuit of effective motion rehabilitation devices has been a prominent focus of research in recent decades. However, the efficacy of such devices relies heavily on their ability to induce motor learning. Thus, understanding the neuroscientific principles underlying motor learning is crucial. This paper highlights a significant number of studies investigating the roles of various brain regions such as the basal ganglia, cerebellum, and motor cortex in motor learning, either individually or in interactive processes. However, due to the theoretical nature of many proposed ideas, definitive conclusions about acceptable brain interactive mechanisms facilitating motor learning are challenging. Addressing the lack of a comprehensive review paper to scrutinize and compare these hypotheses, identify weaknesses, and offer new directions for researchers, this study provides a theoretical perspective review. Excluding works solely focused on neurophysiological connections or computational models, it categorizes selected papers into topics related to the contributions of basal ganglia, cerebellum, motor/sensory cortex, and super-learning mechanisms in motor learning. The analysis suggests that concepts emphasizing super-learning hypotheses and information transmission mechanisms offer valuable insights into the processes underlying motor learning, warranting greater attention for designing rehabilitation interventions. Nonetheless, further experimental evidence is necessary to validate these hypotheses. [ABSTRACT FROM AUTHOR]

This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, students' anxieties and self-doubt, and institutional protocols emerged during our conversations. We analyse our narratives in light of literature on supervision pedagogy, duoethnography, and some theoretical notions drawn from critical multiculturalism and the work of Foucault and Bourdieu. In the current context of neoliberal incursions into university modalities, it is our intention that our dialogue might promote a refocusing on the need for critical socially-just supervision pedagogies, and we invite you to join us in this critical dialogic inquiry. [ABSTRACT FROM AUTHOR]

Consistent, sensitive caregiving across home and childcare contexts supports optimal development. In this paper, we share the story of the development of Hearts and Minds on Babies (HMB) for Early Head Start (EHS) administrators, teachers, and parents. HMB was designed to support caregiver reflective functioning and sensitivity and reduce caregiver stress. This paper describes a series of Plan-Do-Study-Act cycles used to adapt an existing parenting intervention into the HMB programming for EHS. Throughout the paper, we present HMB concepts and learning objectives and share teachers' and parents' feedback and adaptations to content and delivery options that support implementation by EHS programs. Feedback from the final cycle suggests that HMB supports EHS administrators, teachers, and parents in their roles and improves relationships. The paper highlights the importance of research-practice partnerships in developing programming that meets the needs of EHS. [ABSTRACT FROM AUTHOR]

A challenge to many real-world data streams is imbalance with concept drift, which is one of the most critical tasks in anomaly detection. Learning nonstationary data streams for anomaly detection has been well studied in recent years. However, most of the researches assume that the class of data streams is relatively balanced. Only a few approaches tackle the joint issue of imbalance and concept drift. To overcome this joint issue, we propose an ensemble learning method with generative adversarial network-based sampling and consistency check (EGSCC) in this paper. First, we design a comprehensive anomaly detection framework that includes an oversampling module by generative adversarial network, an ensemble classifier, and a consistency check module. Next, we introduce double encoders into GAN to better capture the distribution characteristics of imbalanced data for oversampling. Then, we apply the stacking ensemble learning to deal with concept drift. Four base classifiers of SVM, KNN, DT and RF are used in the first layer, and LR is used as meta classifier in second layer. Last but not least, we take consistency check of the incremental instance and check set to determine whether it is anormal by statistical learning, instead of threshold-based method. And the validation set is dynamic updated according to the consistency check result. Finally, three artificial data sets obtained from Massive Online Analysis platform and two real data sets are used to verify the performance of the proposed method from four aspects: detection performance, parameter sensitivity, algorithm cost and anti-noise ability. Experimental results show that the proposed method has significant advantages in anomaly detection of imbalanced data streams with concept drift. [ABSTRACT FROM AUTHOR]

External program review is often considered the "gold standard" approach to evaluating academic programs in higher education. Despite the importance of program review, skepticism persists regarding its ability to meaningfully engage faculty and have sustaining impact on program improvement. This paper builds on the academic Program Review Learning Community conceptual model and presents a process for applying a project management facilitation technique that leverages a course structure. The Program Review Course allows for multiple programs to be reviewed concurrently as part of an interdisciplinary cohort. Within the cohort, faculty teams gain access to templates, information sessions, workshops, and discussion forums, with opportunities for engagement both within and across multiple disciplines. Using learning modules, this approach is designed to create efficiency and collaboration in delivering program review tools and customized supports. Utilizing a course structure for program review fits well with a new way to think about program review because successful learning communities are often embedded within institutional structures. Use of this approach is expected to increase clarity and consistency, improve administrative feasibility, provide guidance for those new to program review, promote collegiality within and across programs, and involve team members in the creation of action planning. The authors propose that a course-based approach for conducting program review, with teams of disciplinary faculty joining an interdisciplinary cohort and supported by quality assurance practitioners and educational developers is a novel way to provide structure and academic development while meeting legislative requirements. [ABSTRACT FROM AUTHOR]

The most famous equation in physics, E = mc2, is rarely introduced in middle school physics curricula. Recent research has shown that teaching Einsteinian concepts at the middle school level is feasible and beneficial. This paper analyses an Einsteinian energy teaching module for Year 8 students (13–14 years old), which encompasses the two fundamental energy formulas in modern physics, E = mc2 and E = hf. In the context of activity-based learning, the Einsteinian energy module relates to all the forms of energy in traditional school curricula. This study uses a design-based research approach within the Model of Educational Reconstruction framework. Modern experiments, historical events, and educational research helped us identify relevant Einsteinian energy concepts, activities, and assessments. The study included 22 students who participated in nine in-class Einsteinian energy lessons. Analysing results in the post-test showed a 31% mean increase from the pre-test, a clear and significant positive change in students' conceptual understanding. The results demonstrated students' ability to deal with very large and small constants of proportionality and physical concepts involved in the module. [ABSTRACT FROM AUTHOR]

Intelligent technologies permeate all aspects of contemporary society and urban life. It is essential to educate the workforce of smart cities in order to effectively meet emerging technological demands. In this paper, we present an e-course that focuses on discrete competencies associated with different smart city roles. Initially, we present the conceptual learning framework for the development of the competency-based learning course and we define the objectives of the research. The paper continues with a discussion of the model's application steps and an examination of the course's skills, competencies, and roles. The acquired knowledge was measured using pre- and post-course tests, and questionnaires were used to investigate the relevance and quality of the learning material and the learning acquisition of the participants. Evaluation results showed that the course was relevant to the concept of smart cities, useful for their work duties, while participation in the course resulted in increased overall competency in all three smart city job profiles. [ABSTRACT FROM AUTHOR]

This paper explores the concept of an empowering learning environment in higher education, drawing inspiration from the capability approach of Nobel Prize laureate Amartya Sen. The empowering environment prioritizes students, valuing their emotions, needs, expectations, and fulfillment, while aiming to reconcile individual freedom with available resources. This research is based on an experience conducted with Master's degree students in Education at the University of Upper Alsace in France, demonstrating how to model and establish an empowering environment that considers individual differences and ergonomic factors to overcome learning obstacles and difficulties. The research endeavors model this experience, providing insights into the levers that can be employed to foster an empowering environment. Methodologically and epistemologically aligned with the sociological and philosophical traditions of the Chicago School (John Dewey, Robert E. Park, and Ernest W. Burgess), this study adopts a qualitative, inductive research methodology grounded in practical experience. The findings shed light on the mechanisms necessary for creating conducive conditions for learning and empowering learners to flourish. Consequently, an approach known as IREM (Individual, Resources, Environment, Mindset) has been modelized to illustrate the experience and highlight four crucial levers for building an empowering environment. Overall, this research contributes to the discourse on empowering learning environments in higher education, offering practical insights and theoretical foundations to support educators and institutions in enhancing the educational experience for students. By embracing the IREM approach, educators can proactively address the diverse needs of learners and foster an environment conducive to their growth and development. [ABSTRACT FROM AUTHOR]

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined. Practitioner notes What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. [ABSTRACT FROM AUTHOR]

Introduction: Brain computer interfaces (BCI), which establish a direct interaction between the brain and the external device bypassing peripheral nerves, is one of the hot research areas. How to effectively convert brain intentions into instructions for controlling external devices in real-time remains a key issue that needs to be addressed in brain computer interfaces. The Riemannian geometry-based methods have achieved competitive results in decoding EEG signals. However, current Riemannian classifiers tend to overlook changes in data distribution, resulting in degenerated classification performance in cross-session and/or cross subject scenarios. Methods: This paper proposes a brain signal decoding method based on Riemannian transfer learning, fully considering the drift of the data distribution. Two Riemannian transfer learning methods based log-Euclidean metric are developed, such that historical data (source domain) can be used to aid the training of the Riemannian decoder for the current task, or data from other subjects can be used to boost the training of the decoder for the target subject. Results: The proposed methods were verified on BCI competition III, IIIa, and IV 2a datasets. Compared with the baseline that without transfer learning, the proposed algorithm demonstrates superior classification performance. In contrast to the Riemann transfer learning method based on the affine invariant Riemannian metric, the proposed method obtained comparable classification performance, but is much more computationally efficient. Discussion: With the help of proposed transfer learningmethod, the Riemannian classifier obtained competitive performance to existingmethods in the literature. More importantly, the transfer learning process is unsupervised and time-efficient, possessing potential for online learning scenarios. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Monitoring tool wear is key for the optimization of manufacturing processes. To achieve this, machine learning (ML) has provided mechanisms that work adequately on setups that measure the cutting force of a tool through the use of force sensors. However, given the increased focus on sustainability, i.e., in the context of reducing complexity, time and energy consumption required to train ML algorithms on large datasets dictate the use of smaller samples for training. Herein, the concepts of active learning (AL) and transfer learning (TL) are simultaneously studied concerning their ability to meet the aforementioned objective. A method is presented which utilizes AL for training ML models with less data and then it utilizes TL to further reduce the need for training data when ML models are transferred from one industrial case to another. The method is tested and verified upon an industrially relevant scenario to estimate the tool wear during the turning process of two manufacturing companies. The results indicated that through the application of the AL and TL methodologies, in both companies, it was possible to achieve high accuracy during the training of the final model (1 and 0.93 for manufacturing companies B and A, respectively). Additionally, reproducibility of the results has been tested to strengthen the outcomes of this study, resulting in a small standard deviation of 0.031 in the performance metrics used to evaluate the models. Thus, the novelty presented in this paper is the presentation of a straightforward approach to apply AL and TL in the context of tool wear classification to reduce the dependency on large amounts of high-quality data. The results show that the synergetic combination of AL with TL can reduce the need for data required for training ML models for tool wear prediction. [ABSTRACT FROM AUTHOR]

With a growing interest in quantum technology globally, there is an increasing need for accessing relevant physical systems for education and research. In this paper we introduce a commercially available on-site quantum computer utilizing superconducting technology, offering insights into its fundamental hardware and software components. We show how this system can be used in education to teach quantum concepts and deepen understanding of quantum theory and quantum computing. It offers learning opportunities for future talent and contributes to technological progress. Additionally, we demonstrate its use in research by replicating some notable recent achievements. [ABSTRACT FROM AUTHOR]

Copyright of HETS Online Journal is the property of Hispanic Educational Technology Services, Inc. (HETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The liturgical professional development project for pastoral workers and clergy in the Diocese of Rottenburg-Stuttgart has been developed in collaboration with the Department of Liturgical Studies at the University of Tübingen. The concept of biographical learning is the innovative element that explores a new type of liturgical formation (Bildung) where the learning content explores the participant's unique biography of learning, faith development, and theological education and the impact of these on their understanding of the liturgy and their liturgical practice. The learning process aims to equip professional pastoral theologians to reflect on and be responsive to the liturgical–pastoral contexts in which they work. The Department of Liturgical Studies provides the learning structure and context, while the diocese provides the teaching space and enables the participants to attend. The learning outcomes are unrelated to a specific professional or employment structure or associated with a points system, management, or career progression process. The project provides a learning process rather than a program of learning, distinguishing itself from many traditional approaches to liturgical formation. The challenge for the teaching team is to provide the participants with conceptual or theoretical material to reflect on their biographical narrative of theology and then apply this concept of biographical learning in their specific and diverse pastoral contexts. As part of the biographical learning process, participants contribute to "feedback loops" to the diocese and the teaching team. This paper does not address the competency framework for career development, employment assessment, or learning comprehension. All evaluations of professionalism, role attainment, career development, and competency are employment matters and are the purview of the Diocese of Rottenburg-Stuttgart. However, the learning process provides participants with frameworks for self-assessment and feedback loops to evaluate the teaching team, the process, and the content. [ABSTRACT FROM AUTHOR]

A significant difference test is used to evaluate certain treatments on the sample in two different observation periods. One of the commonly used software is SPSS which is used to analyze data which helps researchers in calculating data so that it can be completed quickly. However, there are still many students and researchers who are not experts in calculating data using SPSS software, especially significant difference tests. This article aims to provide a step-by-step guide in calculating data using SPSS for statistical requirements and significant difference tests. To understand the calculations well using SPSS, we demonstrate the requirements tests (i.e., normality and homogeneity tests), parametric significant difference tests (i.e., One Sample ttest, Paired sample t-test, and Independent Sample t-test), and non-parametric (i.e., Wilcoxon test and Mann-Whitney test). We also added and demonstrated the steps for calculating data in the field of education with the variables analyzed being differences in student learning outcomes. We used the data when delivering the steam engine concept to students, showing how statistical calculation can understand students' comprehension. Bibliometric analysis regarding statistics was also added. This paper can be used as a guide in carrying out statistical tests using SPSS software. [ABSTRACT FROM AUTHOR]

Machine Learning (ML) is a specialized domain within the broader science of Artificial Intelligence. Machine Learning facilitates the acquisition of knowledge by machines through the analysis of data. As a result, ML empowering them to generate predictions or make informed decisions. Machine learning has found extensive application across diverse healthcare domains, encompassing the areas of disease diagnosis, prognosis, treatment, and disease management. Nevertheless, the integration and implementation of machine learning models in healthcare face numerous challenges and limitations. These include issues related to data governance, data quality, legal considerations, ethical concerns, and interpretability. This article presents a thorough examination of diverse machine learning concepts and their potential implications in the healthcare domain. Furthermore, the paper explores various categories of machine learning models and examines the diverse range of algorithms that can be employed to address specific tasks. In addition, this paper presents a precis of various machine learning techniques and their respective applications in the field of healthcare, utilizing diverse datasets and performance metrics. Ultimately, this study examines the barriers and potential remedies surrounding the implementation and utilization of machine learning in the healthcare sector. Additionally, offers suggestions for future research avenues. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon et al. (2013) that arranging accounting prescriptions into the level of concept, principle and rules is helpful to students in comprehending the complex set of accounting standards. Besides, the study aims to attest the argument that analogy is a useful tool in teaching, especially when dealing with complex knowledge or concepts. Design/methodology/approach: The study used a 3 × 2 between-subjects design, which includes the independent variables of the three-step teaching method (concept-only, concept + principle and concept + principle + rules) and the presence or absence of analogy. Findings: The findings support Hodgdon et al. (2013). However, the combination of Hodgdon et al.'s (2013) technique with analogy resulted in only better-perceived comprehension under the concept-only condition. Research limitations/implications: There are limitations to the use of analogy as an instructional tool. The reasoning behind an analogy is that it is produced from different fields in which the target and source topics have only some similarity in structure or function. This suggests a limited capacity in which the source topic can be used to fully explain a targeted topic, and thus caution needs to be exercised in the use of analogy as a teaching tool. Additionally, this study uses a perceived understanding of control in IFRS 15. While perceived understanding may likely result in actual comprehension, there is a possibility that this may not be the case. Finally, this study did not consider about how rule comprehensiveness is affected. Practical implications: The findings of this study provide a useful combination of teaching tools to educators on how to deliver technical business subjects such as accounting effectively. Originality/value: This paper aims to answer the call by Hodgdon et al. (2013) to verify the effectiveness of teaching IFRS via the three-step approach. In addition, this study extends the literature by examining whether an analogy could be used with the three-step approach to effectively improve students' understanding of IFRS. [ABSTRACT FROM AUTHOR]

This document discusses the challenges posed by rapid technological development and the need for effective education systems to prepare students for the future. It explores the potential of technology, such as artificial intelligence and machine learning, to enhance learning efficacy and personalize education. The document also highlights various research areas related to learning and instruction, including understanding learning processes and using technology to make learning more effective. It concludes that technology offers opportunities to improve learning and make it more challenging and effective. The document expresses gratitude to the editor, authors, and reviewers for their contributions to the special issue. [Extracted from the article]

This short essay introduces the symposium "Teaching sports geography". The six papers that make up this symposium represent the first substantive interventions into the pedagogies of sports geography. Sports geography has a rich research literature that is briefly reviewed, before the paper goes on to consider enduring concerns that sports geographers have pursued over several decades. The paper also notes some of the many opportunities and challenges associated with the teaching of sports geography, before going on the provide an overview of the six papers in the symposium. The paper ends by briefly outlining prospects for the teaching of sports geography. It also acknowledges the recent death of John Bale who was the preeminent pioneer and scholar of sports geography, to whom this collection of papers is dedicated. [ABSTRACT FROM AUTHOR]

The theory of Formal Concept Analysis (FCA) finds diverse applications in fields like knowledge extraction, cognitive concept learning and data mining. The construction of a concept lattice significantly influences the effectiveness of formal concept analysis; hence, the development of high-performance algorithms for concept construction is crucial. In this paper, we introduce a novel algorithm called "Bit-Close" for formal concept construction. Bit-Close leverages bit representation and operations, fundamental to computer science, to enhance the In-Close algorithm. Furthermore, we explore the parallel method of Bit-Close. Our experimental results, obtained from multiple public and random datasets, demonstrate that Bit-Close outperforms In-Close by approximately 20% and is significantly better than other competing algorithms. [ABSTRACT FROM AUTHOR]

Computer vision has developed rapidly in recent years, invigorating the area of industrial surface defect detection while also providing it with modern perception capabilities. Few-shot learning has emerged as a result of sample size limitations, with MAML framework being the most widely used few-shot learning framework over the past few years that learns concepts from sampled classification tasks, which is considered to have the key advantage of aligning training and testing objectives. Industrial surface defects typically have fewer samples for training, so we propose MAML-based framework: Permute-MAML, which mainly consists of improved MAML framework and neural network model. In this paper, we concentrate on improving MAML framework with respect to its stability and explore a simple procedure: few-shot learning of its evaluation metrics over the whole classification model. The experimental results demonstrate that the proposed framework significantly enhances the stability of MAML framework and achieves comparatively high accuracy in industrial surface defect detection. [ABSTRACT FROM AUTHOR]

This paper focuses on Wegner's concept of learning to examine how experienced physics teachers conceptualize and explain their professional identity. Participants were four female physics teachers with more than 15 years of teaching experience. These four teachers were selected as illustrative and contrastive cases for the purpose of the study. The data collection included semi-structured interviews and field notes from classroom observations in each participant's classroom. Interview and classroom observation data were analyzed through the constant-comparative method. The results showed that these teachers had positive and negative experiences in different types of schools; and higher-achieving students motivated these teachers to solve different types of problems. Although teachers believed that science should be taught through experiments or inquiry-based instruction, they did not have any opportunity to teach in a laboratory. Their role was confined to teaching in a classroom to solve problems. They defined their concept of learning to become a physics teacher with metaphors that focused on the cognitive demands of teaching and the learning process. Further research on teacher education should support teacher development through addressing social and epistemic demands of teaching and learning. [ABSTRACT FROM AUTHOR]

As online learning and flipped classes become more important in chemistry instruction, the development of learning materials that can be used to support students' independent learning of conceptual chemistry content is critical. This paper summarizes the key findings from an eight-year investigation of effective practices for using simulations in preclass introductions to core chemistry concepts with a focus on supporting students' development of particulate-level models. Student learning gains for six core chemistry concepts were compared for students' independent use of a simulation using scaffolded instructions versus students' viewing a screencast of instructors modeling the use of the simulation to answer a series of questions. Though both approaches resulted in student learning gains and provided a solid foundation for subsequent instruction, the screencast approach provided additional benefits. These included avoiding potential simulation limitations and the ability to add instructional content to support student learning. Additionally, studying many iterations of assignments for several different topics yielded an assignment design framework that provides guidelines for instructors looking to create or use simulation-based preclass activities in the classroom to support student learning. [ABSTRACT FROM AUTHOR]

In this paper, we propose the Soft Generative Adversarial Network (SoftGAN), a strategy that utilizes a dynamic borderline softening mechanism to train Generative Adversarial Networks. This mechanism aims to solve the mode collapse problem and enhance the training stability of the generated outputs. Within the SoftGAN, the objective of the discriminator is to learn a fuzzy concept of real data with a soft borderline between real and generated data. This objective is achieved by balancing the principles of maximum concept coverage and maximum expected entropy of fuzzy concepts. During the early training stage of the SoftGAN, the principle of maximum expected entropy of fuzzy concepts guides the learning process due to the significant divergence between the generated and real data. However, in the final stage of training, the principle of maximum concept coverage dominates as the divergence between the two distributions decreases. The dynamic borderline softening mechanism of the SoftGAN can be likened to a student (the generator) striving to create realistic images, with the tutor (the discriminator) dynamically guiding the student towards the right direction and motivating effective learning. The tutor gives appropriate encouragement or requirements according to abilities of the student at different stages, so as to promote the student to improve themselves better. Our approach offers both theoretical and practical benefits for improving GAN training. We empirically demonstrate the superiority of our SoftGAN approach in addressing mode collapse issues and generating high-quality outputs compared to existing approaches. [ABSTRACT FROM AUTHOR]

Experiential learning in Master of Social Work (MSW) programs can be an instrumental pedagogical method of juxtaposing theoretical knowledge with tangible hands-on approaches, enhancing student experience through incorporating curriculum beyond classroom settings. This paper seeks to employ the use of educational theorist David Kolb's Theory of Experiential Learning as the pedagogical framework to explore the impact of a community partnership with an upstate New York organ donation organization on master level social work students. Furthermore, this paper pursues an increased understanding of experiential learning and factors connecting social work theoretical concepts with the learning process in MSW programming. Student discussions voiced and illuminated a deeper understanding of macrocommunity concepts and demonstrated skills reflecting EPAS. Students' responses to participation in the experiential learning activity were emotional, compelling, and profound. Common areas of understanding gained by students were a clear awareness of the need for social work advocacy, measures to address social justice, and increased education for organ donations. [ABSTRACT FROM AUTHOR]

Memorization is a crucial factor in effective learning and achieving educational goals. Recent research has suggested that short video sequences viewed by students before class can aid in acquiring and retaining basic concepts, thereby improving memorization and positively impacting the learning process in the flipped classroom approach. However, frequent use of digital tools among adolescents has been found to negatively impact cognitive functions such as memorization. It is worth noting that the traditional use of paper-based materials has been found to have a positive impact on memorization, particularly among learners who are easily distracted by digital devices or experience eye strain from prolonged screen use. Printed materials can offer a more tactile experience, allowing learners to physically highlight and annotate text, which can aid in the encoding and retrieval of information. This study aimed to assess the role of digital tools in the flipped classroom approach and determine if they could be substituted by paper-based materials. To achieve this, a comparative study was conducted between 35 students using digital tools in their flipped classroom (FCDS) and 31 students using paperbased materials (FCPS). The study involved administering pre-tests and post-tests to both groups to evaluate their ability to retrieve basic concepts and assess the effectiveness of their learning in life and earth sciences. The results indicate that learners were able to retrieve knowledge effectively regardless of the medium used and that the positive effect of the FCDS on recall during learning is comparable to that of the FCPS. [ABSTRACT FROM AUTHOR]

Multimedia technologies, encompassing images, animations, and sounds, offer innovative possibilities for preschool educators, particularly in the context of presenting mathematical content and fostering children's mathematical cognition. This study is driven by a dual objective: firstly, to formulate a GeoGebra-based model for the assimilation of fundamental mathematical concepts related to numbers and sets; secondly, to execute this model in practical educational settings. The research conducted for this paper spanned five years (2018-2023) as part of a comprehensive five-year project, comprising three distinct phases, each featuring specialized workshops. A cohort of 380 preschool teachers completed GeoGebra training, which was followed by the integration of the proposed model into the educational curriculum across preschool institutions in two districts within the Republic of Serbia. Preschool educators independently implemented two activities aligned with their project themes. The study's findings emphasize the effectiveness of implementing an interactive project-based learning approach in preschool settings, where well-integrated GeoGebra applets, particularly when harmonized with activities involving physical and tangible elements, can yield positive outcomes. [ABSTRACT FROM AUTHOR]

Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the issuance of the Service of Instruction and Culture Proclaim No. 3/M /2021 in 2021 concerning Key Execution Pointers (IKU), where classroom learning will utilize one or a combination of the case strategy and project-based gather learning (team-based venture), which incorporates 50% in its assessment weight. Hence, this investigation pointed to plan learning concepts in political geology courses with a case strategy method and team-based venture within the Division of Geology Instruction, Workforce of Social Sciences, Medan State College. This inquiry about employment uses an expressive, subjective approach. The populace in this were all 454 understudies of the Division of Topography Instruction for the 2020-2022 year, and the test was 67 understudies. Information collection employs a survey (survey) disseminated to understudies through Google Shapes. This consideration demonstrates that executing case strategy and team-based project-based learning got a positive reaction from understudies. Based on the overview, 87% of understudies concurred that the schedule assignment task framework in papers was supplanted with dialogue learning by watching and analyzing various phenomena or issues within the environment or standard of living. Then, 76% of understudies concurred in case the assignments within the shape of CBR and CJR, and within the IQF learning framework were supplanted with the substance of hypothetical thinking in case of strategy reports and team-based projects. Selection of case strategies and team-based ventures carried out in bunches by groups by raising case considers that happen around or in the standard of living. Besides, the examination will be displayed and talked about in the course on the other hand. [ABSTRACT FROM AUTHOR]

Concept prerequisite relation refers to the learning order of concepts, which is useful in education. Concept prerequisite learning refers to using machine learning methods to infer prerequisite relation of a concept pair. The process of concept prerequisite learning requires large amounts of labeled data to train classifier. Usually, the labels of prerequisite relation are assigned by specialists. The specialist labelling method is costly. Thus, it is necessary to reduce labeling expense. An effective strategy is using active learning methods. In this paper, we propose a pool-based active learning framework for concept prerequisite learning named PACOL. It is a fact that concept u and concept v cannot be prerequisite of each other simultaneously. The idea of PACOL is to select the concept pair with the greatest deviation between the classifier's prediction and the fact. Besides, PACOL can be used in two situations: when specialists assign three kinds of labels or two kinds of labels. In experiments, we constructed data sets for three subjects. Experimental results on both our constructed data sets and public data sets demonstrate that PACOL outperforms than existing active learning methods in all situations. [ABSTRACT FROM AUTHOR]

It is important to align what we teach with how we teach information literacy (IL), otherwise we may inadvertently engage with what Hipple et al. (2021) identify as the pedagogy of hypocrisy through neoliberal pressure in higher education. This occurs when there is a misalignment between the values and principles behind what we teach and the pedagogical approaches we take when teaching. For example, when teaching IL concepts that intend to engage with social justice themes around access privilege and information, the pedagogy of hypocrisy can occur when we simply demonstrate how to access library resources on the library's website, without engaging in critical conversations about systems that contribute to inequities in access within society. To counter this, Hipple et al. (2021) suggest that those who teach must critically reflect on who they teach for, examine how they use and activate (or co-opt) social justice language, and name dominant and oppressive structures. This paper builds on Hipple's argument to suggest ways of recognising the pedagogy of hypocrisy within IL practices, and argues that this recognition is key to countering hegemonic ideologies within LIS teaching. [ABSTRACT FROM AUTHOR]

Management educators often seek out innovative ways to introduce theories and concepts in such a way that students are more engaged and connected with the course material. A meme is an image juxtaposed with short text that elicits emotional responses from its readers and is now a staple in social media. Examples include: grumpy cat, success kid and distracted boyfriend. The authors have successfully used memes both online and in-person as a teaching tool. This paper aims to describe how the authors have used memes and some of the best practices and lessons learned from this experience. Students in a training and development undergraduate course and an organizational behavior MBA course were tasked with creating and presenting memes that reflected the subject matter in their respective courses. Their fellow students were successful in identifying the course theory or concept when these student presenters presented their memes in class. This suggests that this type of activity is helpful for students to apply a key course concept or theory in a way that was fun and interactive. Follow-up feedback from the students indicated that they enjoyed this type of activity and felt that it aided in their retention of course material. While memes are quite popular in social media, there is a paucity of academic articles on the application of memes for teaching management concepts. This article guides instructors on how the authors have used memes in the classroom and offers some suggestions for doing a debrief afterward. [ABSTRACT FROM AUTHOR]